Villanova College VILLANOVA, PENNSYLVANIA LIBRARY L 111 Class... .-A?. . ° , ▼ . 2 Accession 2 738 6 a I * [ Whole Number 261 REPORT OF THE FOR THE YEAR 1898-99. Volume 2. } J S» J -> )') ° 3 3 3 j 3 3 ;> -WASHINGTON: GOVERNMENT PRINTING OFFICE. ; roou>, » "A- 3 3 ) JO ))T 3 1 >3 3 3 3 3 3 5 5 » J 3 3 ? 3 J > A i : f ) 1 « J ■) ' } 3 3 3 > J C 3 *J MAR 2 8 2013 40oIbarVlaHu A^tWUdiW WflSHlMr:TnNli p c- 20202. I / Vtf ^CONTENTS OF VOLUME 2. Chapter XXVIII,— Education and Crime. Page. The power of common schools to redeem the State from social vices and crimes, by Horace Mann . . . j . 1249 The relation between crime and education, by E. D. Mansfield . 1290 The public-school failure, by Richard Grant White . 1299 Reply to Richard Grant White, by B. F. Tweed . . . 1307 Compulsory education in relation to crime and social morals, by William T. Harris . 1311 Public schools as affecting crime and vice, by Benjamin Reece . 1318 Is crime increasing in Massachusetts? by David C. Torrey . 1322 Education and crime, by A. W. Gould . 1326 School statistics and morals, by William T. Harris . . 1329 The curse in education, by Rebecca Harding Davis . . . 1333 Erroneous interpretation of prison statistics, by W. T. Harris . . . 1335 Influence of the schools in France, by W. T. Harris . 1338 Statistics from the United States census of 1890 . . . 1339 Chapter XXIX. — Education in Canada. Chief features of the systems of public education . . . . . 1345 University notes . 1352 Current discussions . 1354 Movement to promote technical and industrial education . . . 1355 Foundation and original provisions of the Ontario system of education. . . . 1361 Chapter XXX. William Preston Johnston’s Work fora New South . . . . . 1367 Chapter XXXI.— Report on Education in Alaska. Reports from the Government schools . 1373 School officers and teachers . 1380 Missions of the various religious denominations . 1384 Chapter XXXII. Ninth Annual Report on the Introduction of Domestic Reindeer into Alaska . 1403 Chapter XXXIII.— Consular Reports. Commercial education in Antwerp . . . 1433 Study of commerce in France; the Vienna export academy . 1434 The study of tropical diseases in Great Britain . 1437 The education of German consuls . 1438 Statistics of education in Russia . 1441 Care of children in German schools; embroidery school at Plauen, Germany . 1441 German schools in foreign parts; industrial schools in Saxony . 1442 Educational institutions in Russia . . . 1443 y 17 y .L hi IV CONTENTS Page. High-art reproductions for America . 1446 Household schools in Liege, Belgium; manual training in German y . 1448 Mutual aid societies for French school children . 1449 Workingmen’s aid societies in France . 1450 Music library in Geneva . . 1453 Colonial schools in France and Belgium . 1451 Schools of firearms and cabinetmaking . 1455 Commercial university for Hamburg . 1457 Chapter XXXIV.— List of Foreign Universities and Other Institutions of Higher Education. Arranged according to age . 1459 Arranged according to number of students . 1461 Arranged alphabetically, with faculties and number of students . 1463 Arranged according to countries . 1470 Technological schools . 1471 Higher agricultural, forestry, and mining schools . 1472 Veterinary schools . 1472 Chapter XXXV.— Current Questions. Teachers’ salaries in cities . 1475 Teachers’ pensions and annuities . 1478 The teaching force in England and Wales . . . 1481 Foreign students in German universities; women students in Prussian universities . 1485 Causes of mortality among teachers . 1488 A new history of education . 1489 Chapter XXXVI.— City School Systems. Recent laws relating to city school boards . 1491 Summary of laws relating to school boards of certain cities . 1495 Summary of statistics of city schools . 1498 High-school enrollment in cities of over 100,000 inhabitants . 1501 Comparative statistics of cities containing over 8,000 inhabitants . 1506 Comparative statistics for the years 1891 to 1899, inclusive . 1510 Statistics of school attendance in cities of over 8,000 inhabitants . 1511 Statistics of officers, teachers, and property . 1524 Statistics of receipts of city public schools . 1537 Statistics of expenditures of city public schools . 1548 Chapter XXXVII.— Institutions for Higher Education. Changes in courses of study . 1559 New buildings . 1580 The degree of associate . 1561 Ratio of students to population, 1872-1899 . 1562 Statistical review . 1562 Requirements for the degree of doctor of philosophy . 1564 Whole number of students receiving higher education . 1582 Number of undergraduate and graduate students in public universities, colleges, and schools of technology . 1583 Number of undergraduate and graduate students in private universities, colleges, and schools of technology . 1584 Number of undergraduate students in universities and colleges for men and for both sexes . 1585 Classification of universities and colleges for men and for both sexes according to amount of endowment funds . 1586 CONTENTS Y Page. Classification of universities and colleges for men and for both sexes according to the number of undergraduate students . 1587 Nonsectarian and religious control of universities and colleges for men and for both sexes, with the number of professors and students in undergraduate collegiate departments, and the total amount of endowment funds . 15S8 Professors and instructors in universities and colleges for men and for both sexes . 15S2 Students in universities and colleges for men and for both sexes . 1593 Students pursuing various courses of study in universities and colleges for men and for both sexes . 1594 Degrees conferred on men by universities and colleges for men and for both sexes . 1595 Degrees conferred on women by coeducational colleges . 1597 Honorary degrees conferred by universities and colleges for men and for both sexes . . . 1598 Property of universities and colleges for men and for both sexes . 1599 Income of universities and colleges for men and for both sexes . 1690 Statistics of instructors and students in universities and colleges . 1612 Financial statistics of universities and colleges . 1632 Statistics of colleges for women . 1652 Statistics of schools of technology . . . 1662 Chapter XXXVIII.— Professional Schools. Summary of statistics of professional and allied schools . 1675 Statistics of schools of theology . 1690 Law . 17G0 Medicine . 17C6 Dentistry . 1716 Pharmacy . . . . . . . 1720 Veterinary medicine . 1724 Nurse training . 1725 Chapter XXXIX.— Agricultural and Mechanical Colleges. Summary of statistics . . . ' . 1737 Statistics of instructors and students . 1739 Finances . 1744 New buildings and changes in instruction . 1748 Instruction in dairying . 1762 Instruction in domestic or household economy and art . 1777 Chapter XL.— Statistics of Normal Schools. Summary of statistics . 1789 Schools and instructors . 1793 Students and courses of study . . . . . 1794 Total enrollment of students . 1795 Number of normal and other graduates . 1796 Income . 1797 Value of buildings and other property . 1798 Appropriations from State, county, or city for support . 1799 Appropriations for buildings and improvements . 1800 Instructors in private normal schools . 1801 Students and courses of study in private normal schools . 1802 Total enrollment of students in private normal schools . 1803 Number of normal and other graduates from private normal schools . 1804 Income of private normal schools . 1805 Value of buildings and other property of private normal schools . 1806 VI CONTENTS Page. Colleges and universities reporting students in teachers’ training courses . 1810 Statistics of public normal schools . 1818 Statistics of private normal schools . 1830 Statistics of teachers’ institutes and summer schools . 1842 Chapter XLI. — Statistics of Secondary Schools. Statistical review . 1843 Public high schools . i . 1845 Private high schools and academies . . 1848 Denominational schools . 1850 Distribution of secondary students . 1852 Summary of public high-school statistics . 1S53 Summary of statistics of private high schools and academies . 1869 Summary of statistics of denominational high schools and academies . 1882 Statistics of public high schools . 1898 Statistics of private high schools, endowed academies, seminaries, and other private secondary schools . 2056 Chapter XLII. — Manual and Industrial Training. Review of the statistics . 2139 Statistics of manual and industrial schools . 2143 Industrial schools for Indian children . 2148 Branches of instruction in the different schools . 2149 Chapter XLIII. — Commercial and Business Schools. Report of the committee of the department of business education of the National Educational Association on a course of study for commercial colleges . 2163 Summary of statistics of commercial and business schools . . . . . 2174 Statistics of commercial and business schools . 2182 Chapter XLIV.— Education of the Colored Race. Summary of statistics . 2201 Statistics of schools for the education of the colored race . . . . . 2208 Chapter XLV.— Statistics of Reform Schools. Summary of schools, teachers, inmates, and expenditures . 2228 Summary by race, nativity, and illiteracy . 2229 Chapter XLVI.— Schools for the Defective Classes. Review of the statistics . 2235 Statistics of State institutions for the education of the blind . 2240 State institutions for the deaf . . . 2246 Public day schools for the deaf . 2250 Private schools for the deaf . 2252 Institutions for the feeble-minded . 2254 Chapter XLVII. Statistics of Public Kindergartens . 2257 Chapter XLVIIL— Contributions to the PIistory of Normal Schools in the United States. The State normal schools of Massachusetts . 2263 First State board of education . 2266 Lexington-Framingham school . 2267 The Barre-Westtield school . 2270 CONTENTS. VII The State normal schools of Massachusetts— Continued. Page. Bridgewater normal school . 2275 Salem and Worcester . 2278 Normal art school of Massachusetts . 2286 Connecticut . 2291 New Britain . 2291 'Willimantic . 2293 Rhode Island . 2293 New Hampshire . 2295 Vermont . 2297 Maine . 2299 New York . 2302 Normal departments in academies . 2303 Pioneer school at Kingsboro . 2304 Potsdam . 2307 The new advance . 2311 Pennsylvania . 2325 Colleges as preparatory schools . 2327 Law for establishment of State normal schools . 2328 New Jersey . 2336 Opening of the school at Trenton . . 2338 Maryland . 2339 Virginia . 2344 State Female Normal School at Farmville . 2344 West Virginia . 2346 Marshall College, Huntington . 2346 State normal school at Fairmont . 2348 Shepherd College, Shepherdstown . 2348 State normal school, Glenville . 2349 North Carolina . 2349 State Normal and Industrial School, Greensboro . .' . 2349 South Carolina . „ . 2350 Winthrop school . 2351 Georgia . 2353 Normal and Industrial College for Georgia Girls, Milledgeville . 2353 Florida _ .' . 2354 0h]’° . 2355 National Normal School, at Lebanon . 2356 Indiana . 9359 Illinois . 2361 State Normal University . 2361 Southern Illinois Normal University, Carbondale . 2354 Michigan . 9ggg Wisconsin . 937-. Normal experiments . 2371 State normal school system . ''"o72 State normal school, Milwaukee . 2378 Minnesota . 2379 State normal school, Winona . 2379 State normal school, Mankato . 2382 State normal school, St. Cloud . 2383 Iowa . Missouri . 93^7 State normal school, Kirksville . ' . 2387 VIII CONTENTS. Missouri — Continued, Page. Warrensburg . 2389 Cape Girardeau . 2394 Kansas . 2394 Nebraska . 2397 South Dakota . 2398 Tennessee . * . 2399 Alabama . 2403 Louisiana . 2108 California . 2409 Oregon . 2414 Arizona . 2415 Normal schools for colored teachers . 2415 City normal and training schools . 2446 Private normal schools . 2454 Chapter XLIX. — Necrology for 1898. American . 2471 English . 2492 Other foreign . 2493 Chapter L. Portable School Buildings . . . 2497 Chapter LI. Statistics of Elementary Education in Foreign Countries . . . 2502. Index . . . 2511 CHAPTER XXVIII. EDUCATION AND CRIME. Contents. — The power of common schools to redeem the State from social vices and crimes, by Hor ¬ ace Mann. — The relation between crime and education, by E. D. Mansfield. — The public-school failure, by Richard Grant White.— Reply to Richard Grant White, by B. F. Tweed.— Compulsory- education in relation to crime and social morals, by W. T. Harris. — Public schools as affecting vice and crime, by Benjamin Reece. — Is crime increasing in Massachusetts? by David C. Torrey.— Education and crime, by A. W. Gould. — School statistics and morals, by W. T. Harris. — The curse • in education, by Rebecca Harding Davis. — Erroneous interpretation of prison statistics, by W. T, Harris. — Influence of the schools in France, by W. T. Harris. — Statistics. THE POWER OF COMMON SCHOOLS TO REDEEM THE STATE FROM: SOCIAL VICES AND CRIMES.1 By Horace Mann, Secretary Massachusetts State Board of Education. The incontestable progress which the cause of popular education is making in Massachusetts and in some of the other States of our Union is a subject for hearty congratulation among ourselves and for devout gratitude to Heaven. It can not bo denied that the cause has won to itself most able and earnest advocates, who are in- no way officially connected with it, but who cherish it from the purest motives o£- duty and philanthropy. But it happens to this, as to all other good causes, that, some of its professed friends have attached themselves to it from collateral and some from sinister motives. It is equally true that the cause has enemies, although in this community there are but few who dare to make open proclamation of their' hostility. But opponents are all the more formidable when their opposition is secret.. Their measures of counteraction are not the less efficient because they are indirect and hide their origin under specious pretenses. There is a third class who have no faith in the utility of education. They number it among what they are pleased to call the Utopian schemes of reform with which the age is teeming, and they regard with an ill-concealed suspicion either the honesty of purpose or the soundness of intellect of those who are laboring to uphold its banner and to bear it forward.. There are those also who suspect in education the existence of some unknown and.. mystical power which, should it once obtain the ascendency, would bear the community onward, they know not whither; and having some ism or ology of their own by which, provided all civil institutions and Nature herself will succumb to their dictation, they can forthwith extricate the world from all its troubles and carry it forward in the directest line and with the swiftest speed to a millennial goal, they discard an agency whose power they can neither control nor comprehend. And lastly, there are those who array themselves against education solely from mercenary 1 From the Eleventh Annual Report (1847) of Horace Mann to the Massachusetts State Board of Education, pp. 39-135. ed 99 — vol ii - 79 1249 1250 EDUCATION REPORT, 1898=99. motives — because of the one or two mills upon the dollar which its support subtracts from their property. To meet the opposition and the indifference originating in these and similar prejudg- ments, the subject of education has been very much “agitated,” particularly in the northern portion of our country, within the last dozen years. There can be no haz¬ ard in affirming that far more has been spoken and printed, heard and read, on this theme within the last twelve years than ever before, were it all put together, since the settlement of the colonies. The consequence certainly has been a very marked development of the merits of the subject and a corresponding opening or expansion of the public mind for their recognition. To many sensible men it has come like a revelation, inspiring hopes for the amelioration of mankind and for the perpetuity of our institutions which they had never dreamed of before. There are thousands of persons among us whose once darkened minds have been so quickened with life and illuminated with wisdom on this subject as to beget an intolerable impatience under old imperfections, a perception of which has made rest impossible and the pleasures of home uncomfortable until, within their respective spheres, they had effected a reform. In order to make this subject more intelligible to the common mind, as well as to conform to broad distinctions which Nature herself has established, it has been considered under a threefold aspect — first, as embracing the proper care and train¬ ing of the body, that its health and longevity may be secured; second, as cultivating the faculties by which we perceive, compare, analyze and combine, remember, reason, and perceive natural fitness and the beauty of things, so that we may know more of the world in which we are placed and of the glorious attributes of its Maker, and so that, by more faithfully harmonizing our conduct with its laws, we may the better enjoy its exquisite adaptations to our welfare; and third, as fashioning our moral nature into some resemblance to its divine original, subordinating our pro¬ pensities to the law of duty, expanding our benevolence into a sentiment of universal brotherhood, and lifting our hearts to the grateful and devout contemplation of God. In pursuance of these fundamental ideas, it has been shown by the authority of the highest medical men in the country that even in the present imperfect state of physiological science more than one-half of all the cases of bodily disability and disease, more than one-half of all the pains and expenditures of sickness, more than one-half of all the cases of premature death — that is, of death under the age of 70 years — are the consequence of sheer ignorance — not of any irrepealable decree or fatality necessitating their existence, independently of our consent and cooperation, but of our own brutish ignorance of the conditions of health and life to which our bodies have been subjected by their Maker. And I desire, also, to be here understood as not including in this moiety of unnecessary suffering, and of untimely death a single one of that extensive class of cases which result from a slavish submission to some tyrannous appetite, such as intemperance for instance, where the knowledge, even if we possessed it, might be overborne in a conflict with the sensual desire; but I mean maladies, pains, and death which a bad man would be as quick to avoid as a good one, which every sane man would desire to escape from as he would from blindness or deafness, the gout or the toothache. Even were ignorance, then, to be classed among the greatest luxuries of life, it would be found too costly an indulgence to be borne by an economical people.1 The indispensableness of education to worldly prosperity has also been demon¬ strated. An ignorant people not only is but must be a poor people. They must be destitute of sagacity and providence, and, of course, of competence and comfort. The proof of this does not depend upon the lessons of history, but on the constitution of nature. No richness of climate, no spontaneous productiveness of soil; no facilities 1 See letters of eminent physicians, in my Sixth Annual Report; also, Common School Journal, vol. 5. / EDUCATION AND CRIME. 1251 for commerce, no stores of gold or of diamonds garnered in the treasure chambers of the earth, can confer even worldly prosperity upon an uneducated nation. Such a nation can not create wealth of itself; and whatever riches may be showered upon it will run to waste. The ignorant pearl divers do not wear the pearls they win. The diamond hunters are not ornamented by the gems they find. The miners for silver and gold are not enriched by the precious metals they dig. Those who toil on the most luxuriant soils are not filled with the harvests they gather. All the choicest productions of the earth, whether mineral or vegetable, wherever found or wherever gathered, will in a short time, as by some secret and resistless attraction, make their way into the hands of the more intelligent. Within the last four centu¬ ries the people of Spain have owned as much silver and gold as all the other nations of Europe put together, yet at the present time poor indeed is the people who have less than they. The nation which has produced more of the raw material and manufactured from it more fine linen than all contemporary nations is now the most ragged and squalid in Christendom. Let whoever will sow the seed or gather the fruit, Intelligence will consume the banquet. It must be admitted, indeed, that when the people composing any particular state or country are compared with each other, the wisest are not always the wealthiest. This natural law, like others, is liable to fluctuations and disturbances from artificial and arbitrary institutions. Primogeniture, entail, monopoly, may derange its action. Yet even here, as if to add confirmation to the general principle, it is always found that the families of inferior minds who inherit wealth, and the imbecile sovereigns or rulers who inherit power, owe their elevation to the greatness of some ances¬ tor, whose mental superiority not only won preeminence for himself, but for his descendants also. Where wealth or social position has not been earned or won by the possessors themselves, it is the representative of some ancestral talent whose force is not yet expended. Who that visited the late Mechanics’ Fair in the city of Boston was not bewildered by the number and diversity of the products of inventive genius and skill there exhibited? To the common observer it was profusion producing confusion. What would be the result and “sum total ” of a mechanics’ fair among a tribe in the inte¬ rior of Africa or among the aborigines of our Western wilderness? Hardly more than a stone hatchet, a flint-headed arrow, a stick burned at the end and sharpened into a spear, and a few yards of tawdry wampum. Yet the variety and richness of the one compared with the poverty and rudeness of the other would be but feeble sym¬ bols of the relative power and weakness of the minds from which they sprung. And whence came the vast, the wonderful intellectual superiority? It came from the old slate and pencil; the bit of chalk and the bit of board, planed or unplaned; the spell¬ ing book, and the Wading book, which have been found in every household through all our borders from the time of the first rude huts that went up, amid winter and storm, about Plymouth Rock, which have been the companions and playthings of every nursery and the business things of every schoolroom for more than two cen¬ turies, until the children, as if by force of hereditary instinct, seem to look round inquiringly after them almost as soon as they are born. These are the acorns whence the majestic forest has sprung. If the difference between persons dwelling in the same community and living side by side be less striking to the senses, it is not less instructive to the reason. In my fifth annual report I presented the testimony of some of the most eminent and suc¬ cessful business men amongst us, proving from business data and beyond controversy that labor becomes more profitable as the laborer is more intelligent, and that the true mint of wealth, the veritable coinage of the country, is not to be found in mag¬ nificent Government establishments, at Philadelphia or New Orleans, but in the hum¬ ble sc.hoolhouse. On the occasion referred to one of our most sagacious manufacturers declared, not 1252 EDUCATION REPORT, 1898-99. only in accordance with the conclusions of his own reason, but as the result of an actual experiment, that the best cotton mill in New England, if worked by opera¬ tives so low in the scale of intelligence as to be unable to read and write, would never yield the proprietor a profit — that the machinery would soon he worn out, the owner impoverished, and the operatives themselves left penniless. Another witness, for a long time superintendent of many work people, made the following striking remark: “So confident am I that production is affected by the intellectual and moral condi¬ tion of help that whenever a mill or a room should fail to give the proper amount of work my first inquiry, after that respecting the condition of the machinery, would be as to the character of the help, and if the deficiency remained any great length of time I am sure I should find many who had made their marks upon the pay roll, being unable to write their names; and I should be greatly disappointed if I did not, upon inquiry, find a portion of them of irregular habits and suspicious character.” 1 Is it not, in fact, most palpably demonstrable from a comparison of the nature of man with the powers and properties of the material universe in which he is placed that he was designed to reach a point of intellectual and moral elevation far higher than any which the most favored people on the earth have yet attained? A mate¬ rial world, active with such invisible energies and constantly displaying such fitful changes as belong to our planet, would be the most cruel prison house to beings capable of perceiving its aspects but incapable of understanding its laws. The superiority of our affective and sympathetic faculties over those possessed by the lower orders of creation would only render us so much the more miserable and defenseless if we had not the faculties of reason and judgment, also, by which we are able to bring ourselves into harmony with surrounding circumstances. Without knowledge our present lives would be far more wretched than those of the brutes which perish, for we should be vulnerable on all sides, capable of suffering the keen¬ est pain while incapable of avoiding its causes. The revolution of the seasons jvould inflict want and debasement upon the whole race if we could not foresee their vicis¬ situdes and provide for their varying necessities. Comets and eclipses are fitted in their very natures to shed consternation and dismay upon the hearts of men until the intellect comes in to explain the sublime order that produces them.2 To the savage, thunder and lightning are tokens of divine wrath ; while to the Christian philosopher they are only emphatic and vivid proofs of the greatness and wisdom of God. To the enlightened mind a tempest or a whirlwind is only a tempest or a whirlwind; but a barbarian dreads them a thousand times more for the anger of the gods which they denote and for the evils they portend than for any actual injuries which they inflict. The auroras of the north, so beautiful to the eye of science, have shaken myriads of hearts with fear. That numerous and varied class of phenomena which we call optical illusions are sources of the direst terror to the ignorant, while they gratify a philosophic curiosity with the purest delight. In short, 1 See Fifth Annual Report, pp. 86-100; also, Common School Journal, yol. 4, p. 361. 2 It has been well said, “No eye has ever witnessed the spectacle of a total eclipse of the sun, even when announced with every characteristic of accuracy, without a shudder of awe, a sensation of deep terror, which reason in vain essays to subdue. The chilling and somber darkness Avhich spreads over nature; the manifest terror of birds and animals; their instinctive retreat to the abodes of man, as if some awful danger was impending; the horror of the idea of the destruction of the great source of light and life, and the possible dissolution of nature — all conspire to render this one of the most terrific scenes that the eye of man has ever witnessed. What, then, must have been the horror which seized every spectator of this awful scene in those ages of the world when profound ignorance of its physi¬ cal causes existed, and this terrible phenomenon burst suddenly upon the world, unanticipated and unannounced? “ The great Roman historian and annalist has, in a few graphic sentences, depicted the effect of an eclipse of the moon on the devoted legions of Pannonia. These hardy veterans, these iron men, born and bred to battle and to war, cowered before the awful spectacle, marched in agony to their contemned commanders and implored their forgiveness and deprecated the wrath of the avenging gods for their disobedience and insubordination.” — Sidereal Messenger. EDUCATION AND CRIME. 1253 we know that all the wonders and glories which nature displays in her majestic course are only sources of superstition to those who have not learned her sublime laws — darkening the already darkened mind, debasing the debased, and terrifying the affrighted. It seems impossible that a benevolent Being could have gifted the human race with its high faculties if He had not provided for and ordained their development and education. All the other orders of animated nature are adapted to their condition; but a human soul, quickened by irrepressible impulses of curi¬ osity, subject to the illusions of hope and to the agonies of fear, but with no power to unriddle the mysteries by which it is encompassed — with no power to realize the hopes spontaneously springing up within it or to emancipate itself from the bondage of fear — such a soul would be forever the trembling slave of nature, while nature would be a tyrant over it, deaf and remorseless. Whatever name might be given to the place of its habitation, it would be a habitation of unquenchable fire. Knowledge and a highly developed and highly trained reason are to the temporal necessities of man what instinct is to the brute. But instinct is complete, perfect, self-active; while knowledge and reason can never reach any adequate height with¬ out vigorous self-effort and copious instruction from others. Far better, therefore, would it have been for mankind had they never been elevated in the scale of exist¬ ence above the simian tribe — the ape, the monkey, or the baboon — than that they should have been endowed with the faculties of memory, of hope, of fear, and of imagination, without an adequate ability to derive wisdom from past experience and to make provision for future necessities. There is no earthly power but educa¬ tion which, by supplying these wants, can rescue the human race from sinking as much below the brute creation as they wrere designed to rise above it. So, too, if the practice of equity, virtue, and benevolence were not possible for the race, its condition would be far more deplorable than that of any horde of wild beasts that ever prowled through a wilderness or hid themselves for ambush in the depths of a jungle. Even tigers and wolves, with all their ferocity, can inflict but a transi¬ tory pain upon each other or upon the weaker races around them. The most ingen¬ ious of all the animals have never invented machines to torture those of their own or of an inferior order. The iron boot, the thumbscrew, the rank, the fagot, are dreadful realities in natural history, but the infamy of their invention and their use belongs not to the brute creation. Brutes can not build ships and cross oceans to despoil or enslave a defenseless and kindred race in another hemisphere, nor can they forge any fetters, whether of iron or of law, which shall bind in remorseless bondage not only the victim himself, but generations of his descendants. Brutes can not bereave each other of their natural instincts, make the mother forget her young, the mated pair assail each other’s lives, or the offspring lay parricidal hands upon its parent, by transforming the choicest fruits of the earth into poison, and selling this poison for ignominious gain. The most selfish and ignoble races that ever flew through the air or swam in the sea never availed themselves of the accidental posses¬ sion of power to establish orders of patrician and plebeian, or of lord and commoner, and thus to doom one portion of their number to perform all the toil and bear all the burdens of the tribe while they themselves monopolized all its leisure and its lux¬ uries. What a spectacle would be presented if a few individuals of some family of insects, gathering themselves into conclave upon some spire of grass in the middle of a vast plain, or upon some leaf in a boundless forest, should there presume, not only to adjudicate upon all the purposes of creation and all the mysteries of eternity, but should denounce imprisonment and torture, the fagot and the scaffold, upon all who would not bow to their authority and vow assent to their conclusions. There are tribes of the brute creation, it is true, which prey upon other tribes, but it is only for the satisfaction of a physical want, and when their hunger is appeased their fierceness subsides; but not in the north, where their rage is whetted by arctic cold, nor in the south, where their blood is fevered by tropical heats, do they ever inflict upon a victim 1254 EDUCATION REPORT, 1898-99. the life-long solitude of a dungeon or gratuitously burn his body and heap contempt upon his ashes for not believing as they believe, or for not acknowledging as the Great Spirit of the universe the idol which they may have set up. If, then, I say, it had not been a part of the divine determination in the creation of our race that its terri¬ ble propensities should be controlled and its higher susceptibilities advanced into supremacy, zoology has yet to discover the species of animals so vile, so wretched, so mutually predaceous, that mankind has not reason to envy them. If posterity is to be what history shows us that nineteen-twentieths of all the preceding world have been, what not less than four-fifths of it now are, then is man not the noblest but the ignoblest work of creation, the accursed and not the favored of heaven. Not believing in such a destiny, I believe there is a way to avoid it. Having proved, then, in former reports, by the testimony of wise and skilled men, that disease may be supplanted by health, bodily pain by enjoyment, and premature death by length of life, merely by the knowledge and practice of a few great physio¬ logical principles, such as every person can easily master before the age of sixteen years; and having also shown, by testimony equally authentic and satisfactory, that intelligence, cooperating with the bounties of nature, is sufficient to secure comfort and competence to all mankind, I propose to myself in the residue of this report the still more delightful task of showing, by proofs equally unexceptionable and con¬ vincing, that the great body of vices and crimes which now sadden and torment the community may be dislodged and driven out from amongst us by such improve¬ ments in our present common-school system as we are abundantly able immediately to make. During the last summer, in order to a clear and full presentation of the subject to thosfe persons whose testimony I wished to obtain, I prepared a circular setting forth, with as much precision and completeness as possible, certain specific emenda¬ tions of our present school system — only such emendations, however, as we can readily make — and appealing to the experience and judgment of the persons addressed, to know what would be the results were the system to be so amended. This circular wTas sent to teachers highly competent to give evidence on so important a subject — competent, from their science and from their personal experience, from the sobriety of their judgment and from their freedom from any motive to overstate facts, or to deduce inferences too broad for the premises on which they were founded. In fine, the circular was sent to persons whose elevated character and whose extended per¬ sonal acquaintance with the subject-matter on which they testify place them above denial, cavil, or suspicion. The circular and the answer to it follow: Circular. To - : I desire to obtain the opinion of teachers who are both scientific and practical on a subject of great importance to the cause of popular education. Your long experi¬ ence in school keeping, the great number of children whom you have had under your care, and your well-earned reputation as an instructor and trainer of youth prompt me to apply to you for answers to the subjoined inquiries. My general object is to obtain such an opinion as your experience will authorize you to give respecting the efficiency in the formation of social and moral character of a good common-school education, conducted on the cardinal principles of the New England systems. In other words, how much of improvement in the upright con¬ duct and good morals of the community might we reasonably hope and expect if all . our common schools were what they should be, what some of them now are, and what all of them, by means which the public is perfectly able to command, may soon be made to become? As we look around us we see that society is infested by vices both small and great. The value of life is diminished, and even life itself is sometimes made burdensome and odious by the existence amongst us of pests and nuisances in human form, whom the law forbids us to destroy, and whom, with all our efforts, we are unable wholly EDUCATION AND CRIME. 1255 to reform. Were we permitted to hunt out and exterminate from society a wicked or mischievous man as we would a prowling wolf from the sheepfold, or could we apply the sovereign antidote of extinction to a pestilent brood of children whom profligate parents are about to send forth into the world, we might then secure our¬ selves in a summary manner from present fears and from future annoyance. So, too, if we could arrest the momentum of long habit'or win back to the paths of virtue those who by their frequent tread have worn the highways of vice both smooth and broad, we should then have access to a milder though a more laborious remedy. But the common sentiments of mankind would revolt at any proposal to prevent all viola¬ tions of the moral code by extinguishing the life of the violators; and all history and experience afford concurrent proof that the inbred habits of grown men and women, their accustomed trains of thought and of action, are mainly beyond the control of secondary causes. Hence it is that a great part of the legislation of every State and nation, a vast majority of the decisions of all legal tribunals, and a still larger pro¬ portion of all the labors and expenditures of philanthropic and Christian men have been devoted to the punishment of positive wrong or to the vain attempt to repair its nameless and numberless mischiefs. Could these wrongs and mischiefs be pre¬ vented our descendants would inherit a new earth. The classes of common offenses by which society is vexed and tormented are numerous, but the individual acts of commission under the respective classes are absolutely incomprehensible save by the Omniscient, There is the detestable practice of profane swearing, which is motiveless and gra¬ tuitous wickedness. This is a vice which neither gives any property to the poor man nor any luxury to the rich one. It degrades even the clown to a lower state of vulgarity, and it would render the presence even of the most polished gentleman offensive and disgusting, if it were ever possible for a gentleman to be guilty of it. Though greatly restricted at the present day in its destructive agency and gradu¬ ally withdrawing itself from the more respectable and intelligent classes to the two extremes of society, to the luxuriously rich and the self-made poor, yet the vice of intemperance still exists amongst us. Wherever it invades it eats out the substance of families, not only consumes the means of educating children, but eradicates also the very disposition to educate them; involves the innocent in the sufferings of the guilty, even torturing them with superadded pangs of shame which the guilty do not feel, and, according to the divinely ordained laws of our physical being, it visits the iniquities of the fathers upon the children unto the third and fourth generation by sowing in their constitution the seeds of inordinate desires. Below that degree of slander or defamation which the law denounces as punish¬ able there exists such an amount of censoriousness and detraction as often estranges acquaintances, dissolves friendships, introduces discord into neighborhoods and com¬ munities, and sometimes entails hereditary animosities upon families and circles which might otherwise be blessed by harmony and peace. Nor can the gross and cowardly offense of lying be omitted from this odious cata¬ logue. This vice includes in its very nature so much of the assassin and the dastard that it lurks to inflict secret blows or only ventures abroad when large numbers, bound together by strong ties of passion or of interest, impart mutual confidence and boldness in the prosecution of a common object. Hence a private individual who is known as a liar is detested, scorned, and shunned, while profligate political detainers and sectarian zealots, inspired by a common sentiment of ambition or of intolerance and keeping themselves in countenance by their numbers and their partisanship, welcome this vice as an ally and. rejoice in the successes obtained by its aid. No patriotism is proof against the rancor of party spirit, no piety or good works against the rage and blindness of religious bigotry. In pecuniary transactions, the temptations to overreaching, to exorbitance, and to actual dishonesty are yielded to with a most lamentable frequency. The buyer takes advantage of the necessities of the seller, and obtains a transfer of his property for a small part of its value; or sometimes, by adroit management and preliminary scheming, he creates the necessity which places the victim within the jaws of his avarice. The seller knowingly overstates the quantity, the quality, or the value of the commodities he sells; and perhaps takes advantage of the ignorance or credulity of the purchaser to obtain a price which he knows to be exorbitant and inequitable. The employer often. avails himself of the necessities of the employed to obtain his services for less than they are worth; he summons in hunger, and cold, and the suf¬ ferings of a dependent family, as advisers in helping to make an unrighteous bargain, and as sureties for its performance. Men without any pecuniary resources which they can call their own embark in hazardous speculations, where, if the rash adven¬ ture should chance to prove successful, they will pocket all the gain; but should it turn out to be disastrous, their creditors must suffer all the loss. 1256 EDUCATION REPORT, 1898-99. In some of the commercial countries of Europe, a merchant’s insolvency affects his moral character hardly less than his pecuniary credit. If a bankrupt can not show that his deficiency of means was occasioned by some disaster which he could not control, or by some loss which he could not reasonably be expected to foresee, he forfeits his mercantile standing amongst honorable dealers, and can retrieve his character only by actual proof of returning or of newly created honesty. A second failure, unexplained and unatoned for, brands with disgrace, and expels not more from t lie traffic than from the companionship of honorable men. The above classes of wrongdoing, together with many others of a kindred nature, are regarded by the law as minor offences. Some of them it does not undertake to punish; yet, from their widespread prevalence and great frequency, they perhaps inflict as large an aggregate of evil upon society as those of a more heinous and for¬ midable character, but of less frequent occurrence. In regard to offences of a graver nature — such as come under the head of crimes or felonies — the condition of our country compares favorably with that of any other part of Christendom. Especially will this remark appear true, if we consider the slight amount of preventive force made use of in any part of our Union to deter from actual transgression; and as a general rule the lightness of the penal sanctions held up as a terror to evildoers. Yet that there does exist amongst us an appalling amount of criminality of this deeper dye; that flagrant offences against the rights of property, of person, of reputation, and of life are perpetrated, is proved by the records of our criminal courts, and by the mournful procession of convicts and felons, whom we see on their way to our penitentiaries and other receptacles prepared for the guilty. Including all classes of offenders, both the less and the more flagitious, it is unde¬ niable that there exists amongst us a multitude of men of whom it may be truly said, that it would be better for the community had they never been born; or had they died in childhood before their propensities for evil had been developed, or before they had gone abroad to disturb the peace of society, and to destroy that sense of security which every honest man is entitled to feel. To thin the ranks of this host of enemies to the welfare of the race, or to cripple the evil energies of those who could not be wholly reclaimed, has been the object of philanthropists and sages from the beginning of time. Their efforts, however, have been expended a million fold more upon the old than upon the young; and a million fold more, also, in the way of punishment than of prevention. Among the republics of ancient times, a few wise and sagacious men did clearly perceive the bearing of education upon character; and, of course, upon innocence and guilt, both personal and public; but among the masses of the people there never existed any settled and operative conviction of this truth; and not a single year can be pointed out in all their long annals, where a majority of those who held the reins of government, and framed the laws of the State, rose to any practical or even theo-. retical conception of the grand idea, that the vital intelligence or the stupidity, the integrity or the dishonesty of the people at large, will be measured and bounded by the kind and degree of the education imparted to its children, just as the zones upon the earth’s surface are measured and bounded by the amount of sunlight which is shed upon them.1 In modern times this relation of early education to adult character has been more clearly and generally recognized as being what it truly to a very great extent is, a relation between cause and effect. As one means of establishing this truth, many earnest well-wishers of their race have made extensive collections of what are called the “Statistics of Education and Crime.” The inmates of large penal establishments have been subjected to a personal examination, in order to ascertain whether a greater portion of them, than of the community at large from which they were taken, were wholly ignorant of letters. In this investigation the comparison has been made between those who were able both to read and write, and those who could perform neither or but one of these operations. I will not dwell here upon the amazing absurdity of any definition of the word “education,” whose spirit or whose terms are satisfied by the mere ability to read and write. Reading and writing may be, and among this class of persons they usually are, mere mechanical processes; and how such attainments should ever have been dignified by the name of education, or confounded with that noble culture of the soul which pours the noonday illumination of knowledge upon the midnight darkness of ignorance, which seeks to enthrone the moral faculties over all animal desires and propensities, and to make the entire course of instruction subservient to the great duties of love to God and love to man — how an absurdity so extravagant 1 Even Marcus Aurelius declared himself satisfied if he could only improve a few persons; and he denied the possibility of establishing Plato’s republic. EDUCATION AND CRIME. 1257 and now so obvious could ever have been committed can be explained only by refer¬ ence to the low and unworthy ideas of education which once prevailed. The naked capacity to read and write is no more education than a tool is a work¬ man, or a telescope is a Laplace or a Le Verrier. To possess the means of education is not the same as to possess the lofty powers and immunities of education, any more than to possess the pen of a poet is to possess a poet’s skill and “ faculty divine;” or than the possession of the Gospel is the possession of that liberty wherewith Christ maketh his disciples free; and, that reading and writing are only instruments or means to be used in education, is a truism now so intuitively obvious as to disdain argument. And hence it is, that, of two persons one of whom can barely write his name or spell out a paragraph in a newspaper, while, to the mind of the other, the contents of all manuscripts and of all libraries have no more existence than nonentity has to his senses, it would be hazardous to affirm that the chances of the former for a virtuous life are much superior to those of the latter. Nor do the best authorities dispel all the clouds of doubt which hang over this question. Some writers main¬ tain that crime actually increases in proportion to the diffusion of the rudiments of knowledge, provided the knowledge which is diffused stops with mere rudiments. I think, however, it must be conceded that the preponderance of names and of sta¬ tistical results does, on the whole, clearly favor the opinion that crime recedes as knowledge advances; and that, as the full-risen sun enables a traveller to see his path and to avoid the dangers that beset it, so the first and faintest gleaming of the morning twilight helps him to discover his w.ay and to shun its perils. It must also be remembered, that when great numbers are taken as the basis of comparison, all of whom possess the rudiments of knowledge, it will always happen that some of them will possess more than the rudiments. Hence, taking whole communities together, I believe the legitimate and inevitable conclusion to be that every advance in knowledge amongst a people is pro tanto an invasion of the domain of crime. For years past, however, although I have carefully scrutinized these so-called “ Statistics of Education and Crime,” and am convinced that they do establish a dis¬ tinction between the two classes — one of which can read and write, while the other can do neither of these things or but one of them — in regard to their relative exemp¬ tion from crime, or exposure to it, yet I have never been able to bring myself to pre¬ sent these schedules to our people, as an argument in favor of that elevated and ennobling education to which it is their duty to aspire. I have felt that, by so doing, the argument would be shorn of half its power by the feebleness of the proofs brought to sustain it. It would be like exhibiting a taper to prove the existence of light, while surrounded by the sun’s effulgence. Our present state of society, the form of government under which we live, the improvable faculties with which we have been endowed by our Maker, and the solemn destiny that awaits ns, all demand vastly more than “ a knowledge of the nature and power of letters, and the just method of spelling words,” and the mechanical ability to imitate, with a pen, their written of printed signs. Yet this degrading idea of education, which was first conceived in reference to the ignorant classes of Europe, has been, to some extent, adopted and acted upon in our own country. The last census of the United States, taken by authority of a law of Congress, and in compliance with a provision of the Federal constitution, proceeded upon this European fallacy. It virtually adopted the old line of distinction between education and ignorance, for it required an enumeration of all persons over twenty years of age who were unable to read and write. The results have been published and they are now embodied with the permanent statistics of the country. Towns, counties, and States are classed, their condition is mentioned with honor or with opprobrium, according to their relative position above or below this absurd standard of knowledge and culture. It is inevitable that this legislative sanction of such a standard — this naturalization of it, so to speak — should have a most baneful effect in debasing public opinion upon the subject. Facts of an interesting nature are pre¬ sented. it is true, but their tendency is to rob education of all its noblest attributes. But though the public mind always tends strongly to conform its modes of think¬ ing to legal definitions, and to subscribe to opinions sanctioned by high authority, yet the common sense of the community, especially in the more educated States of the Union, has outgrown these contracted notions, and has claimed for the word education a far ampler and loftier significance. All intelligent thinkers upon this subject now utterly discard and repudiate the idea that reading and writing, with a knowledge of accounts, constitute education. The lowest claim which any intelli¬ gent man now prefers in its behalf is, that its domain extends over the threefold nature of man — over his body, training it by the systematic and intelligent observ¬ ance of those benign laws which secure health, impart strength, and prolong life; over his intellect, invigorating the mind, replenishing it with knowledge, and culti- 1258 EDUCATION REPORT, 1898-99. vating all those tastes which are allied to virtue; and over his moral and religious susceptibilities also, dethroning selfishness, enthroning conscience, leading the affec¬ tions outward in good will toward men, and upward in gratitude and reverence to God. In thousands of reports, prepared by school committees; in frequent addresses and lectures, delivered on public occasions; in all educational documents emanating from high official sources; and in every work pretending to scientific accuracy, or to any comprehensive outline of the subject, these sacred and majestic attributes have been set forth; and it has been demonstrated, hundreds of times over, that the effect of a sound education of the people must, not accidentally but necessarily, not occa¬ sionally but always, be, to repress the commission of crime and to promote the diffu¬ sion of human happiness; and that to act in conscious defiance or disregard of these truths is treachery to the best interests of our fellow men, and impiety towards the Author of the moral universe. But, notwithstanding all that has been said, and so well said, as to the moral power of education in reforming the world, there have still been a vagueness and an indefi¬ niteness in regard to the extent of that power which have shorn argument and elo¬ quence of much of their strength. Nowhere have its advocates set forth distinctly and specifically how much they believe can be accomplished by it. When an alleged improvement is presented to a judicious man, he wishes to know whether and to what extent its benefit will exceed its cost. A capitalist will not aid a new enter¬ prise with his money until he is satisfied of the profitableness of the investment, nor will a manufacturer purchase new machinery unless he is convinced that it will do better work in the same time or equal work in less. It seems to me that the time is now arrived when the friends of this cause should plant themselves on a more conspicuous position, when, surveying the infinite of wretchedness and crime around them, before which the stoutest heart is appalled and humanity stands aghast, they should proclaim the power and the prerogatives of education to rescue mankind from their calamities. Founding themselves upon evi¬ dence that can not be disputed, and fortifying their conclusions by the results of per¬ sonal experience, they should proclaim how far the miseries of men can be alleviated and how far the dominion of crime can be overthrown by such a system of education as it is perfectly practicable for every civilized community forthwith to establish, and thus they should awaken the conscience of the public to a sense of its responsibility. The idea will be more distinctly presented under an inquiry like the following: Under the soundest and most vigorous system of education which we can now com¬ mand, what proportion or percentage of all the children who are born can be made useful and exemplary men — honest dealers, conscientious jurors, true witnesses, incorruptible voters or magistrates, good parents, good neighbors, good members of society? In other words, with our present knowledge of the art and science of edu¬ cation, and with such new fruit of experience as time may be expected to bear, what proportion or percentage of all children must be pronounced irreclaimable and irre¬ deemable, notwithstanding the most vigorous educational efforts which in the pres¬ ent state of society can be put forth in their behalf; what proportion or percentage must become drunkards, profane swearers, detractors, vagabonds, rioters, cheats, thieves, aggressors upon the rights of property, of persons, of reputations, or of life; or, in a singie phrase, must be guilty of such omissions of right and commissions of wrong that it would have been better for the community had they never been born? This is a problem which the course of events has evolved, and which society and the Government must meet. If, with such educational means and resources as we can now command, 80, 90, 95, or 99 per cent of all children can be made temperate, industrious, frugal, conscientious in all their dealings, prompt to pity and instruct ignorance instead of ridiculing' it and taking advantage of it, public spirited, philan¬ thropic, and observers of all things sacred; if, I say, any given proportion of our children, by human efforts and by such a divine blessing as the common course of God’s providence authorizes us to expect, can be made to possess these qualities and to act from them, then just so far as our posterity shall fall below this practicable exemption from vice and crimes, and just so far as they shall fail to possess these attainable virtues, just so far will those who frame and execute our laws, shape pub¬ lic opinion and lead public action be criminally responsible for the difference. I can conceive of no moral proposition clearer than this. Society, in its collective capacity, is the possessor of all the knowledge and the owner of all the property in * existence. Governments have been organized and are invested with power to use any needful amount of this property for purposes of education, and by holding out adequate inducements and remuneration they can command the services of the highest talent. Here, then, duty and the means to perform it come together. The only remaining question is how much can be done? For in a cause and for a pur- EDUCATION AND CRIME. 1259 pose like this nothing which can actually be done can be guiltlessly omitted. If it is proved with a reasonable degree of certainty that 99, 95, 90, 80, or any other given percentage of all children, can be rescued from vice and crime and can be so educated and trained as to become valuable citizens but the State refuses or declines to do this work, then the State itself becomes a culprit, and before the great Moral Judge who is seated on the throne of the universe it must stand a spectacle of shame and guilt, like one of its own inferior culprits before its own judicial tribunals. With these preliminary observations, which seemed to be necessary in order to a full exposition of the object I have in view, I proceed to submit the following spe¬ cific inquiries, and to request your answer to them: 1. How many years have you been engaged in school keeping, and whether in the country or in populous towns or cities? 2. About how many children have you had under your care, of which sex, and between what ages? 3. Should all our schools be kept by teachers of high intellectual and moral quali¬ fications, and should all the children in the community be brought within these schools for ten months in a year, from the age of 4 to that of 1(3 years; then, what proportion, what percentage, of such children as you have had under your care could, in your opinion, be so educated and trained that their existence on going out into the world would be a benefit and not a detriment, an honor and not a shame, to society? Or, to state the question in a general form, if all children were brought within the salutary and auspicious influences I have here supposed, what percentage of them should you pronounce to be irreclaimable and hopeless? Of course, I do not speak of imbeciles or idiots, but only of rational and accountable beings. You will perceive that in certain respects I am supposing no change in the present condition of society. I am taking families as they are now, and am allowing all the unfavorable as well as the favorable influences of the old upon the young to continue to operate, at least for a time, as heretofore. Nor do I suppose any sudden or trans¬ forming change in cooperative or auxiliary institutions — such as the Sabbath school, the pulpit, and so forth — although it is certain that such a state of things as is here outlined would gradually impart new vigor to all that advances the progress of society, while it would impair the force of all that retards it. On the other hand, however, I am supposing two great changes. I am supposing all our children to be placed under the care of such a class of men and women as we now honor by the appellation of first-class or first-rate teachers, of such teachers as are able in the schoolroom, both to teach and to govern, and who, out of the school¬ room, will be animated by a missionary spirit in furthering the objects of their sacred vocation. I have also supposed that all the children in the community shall be brought under the forming hands of such teachers, from the age of 4 to that of 16, ten months in each year. While, therefore, the above supposition leaves children exposed in many cases to the pernicious family and social influences, under which they are now suffering, it assumes that all the children, when out of school, shall meet only such children as are enjoying the same high training, the same daily instillation of moral principles as themselves. My supposition allows a continuance of the same family and adult influences, at least until these shall be supplanted by the better influences of the ris¬ ing generation, action and reaction hastening results, because these influences are facts which no earthly power can cause to be immediately changed. But I have supposed this noble company of teachers, this length of schools, and this universality of attendance, because these are reforms on the present condition of things which can be effected without any great delay, at the furthest a very few years being an ample allowance for the completion of such a change. To reduce my third question, then, within its narrowest limits and to make it as definite and precise as possible, suppose yourself to be stationed as a school teacher in a place similar to any of those in which you have before labored; suppose your¬ self, too, to be surrounded by teachers fully as capable and as zealous in all respects as yourself; and suppose, further, that all the children are brought under your care or theirs, as above specified — that is, for a period of twelve years, or from 4 to 16, and ten months in each year, and will you then please to declare what proportion or percentage of those under your own care you believe could be turned out, the bless¬ ing and not the bane, the honor and not the scandal, of society; and on what pro¬ portion or percentage — the complement of the other — would your experience compel you to pronounce the doom of hopelessness and irreclaimability? Very truly and sincerely, yours, etc., Horace Maxn, Secretary of the Board of Education. 1280 EDUCATION REPORT, 1898-99. I extract from the replies to this circular only the specific answers to the circular. Letter from John Griscom, esq. Burlington, N. J,, August 27, 1847 My Esteemed Friend: * * * My belief is that, under the conditions mentioned in the question, not more than 2 per cent would be irreclaimable nuisances to society, and that 95 per cent would be supporters of the moral welfare of the community in which they resided. With teachers properly trained in normal schools, and with such a popular dispo¬ sition toward schools as wise legislation might effect, nineteen-twentieths of the immoralities which afflict, society might, I verily believe, be kept under hatches, or eradicated from the soil of our social institutions. Every step in such a progress renders the next more easy. This is proved not only on the grand scale of comparing country with country, and state with state, but district with its adjacent district, and neighborhood with neighborhood. Finally, in the predicament last stated in the circular, and supposing the teachers to be imbued with the Gospel spirit, I believe there would not be more than one- half of one per cent of the children educated, on whom a wise judge would be “compelled to pronounce the doom of hopelessness and irreclaimability.” In nothing which I have advanced has it been my intention to advocate any sec¬ tarian instruction in our schools; or anything adverse to the statutory limits of the Massachusetts school system. I therefore expressly disavow any intention to recommend truths or doctrines as part of the moral instruction to be given in public schools, which any believer in the Bible would reasonably deem to be sectarian. I am, with true effleem, thy friend, Jno. Griscom. Letter from J). P. Page, esq. Hon. Horace Mann, Dear Sir: * * * State Normal School, Albany , N. Y., November 20, 1847 . Could I be connected with a school furnished with all the appliances you name, where all the children should be constant attendants upon my instruction for a suc¬ cession of years; where all my fellow-teachers should be such as you suppose, and where all the favorable influences described in your circular should surround me and cheer me, even with my moderate abilities as a teacher, I should scarcely expect, after the first generation of children submitted to the experiment, to fail, in a single case, to secure the results you have named. * * * But I should not forgive myself, nor think myself longer fit to be a teacher, if, with all the aids and influences you have supposed, I should fail, in one case in a hundred, to rear up children who, when they should become men, would be “ honest dealers, conscientious jurors, true witnesses, incorruptible voters or magistrates, good parents, good neighbors, good members of society,” or, as you express it in another place, who would be “temperate, industrious, frugal, conscientious in all their deal¬ ings, prompt to pity and instruct ignorance, instead of ridiculing it and taking advan¬ tage of it, public-spirited, philanthropic, and observers of all things sacred;” and, negatively, who would not be “drunkards, profane swearers, detractors, vagabonds, rioters, cheats, thieves, aggressors upon the rights of property, of person, of reputa¬ tion or of life, or guilty of such omissions of right and commissions of wrong that it would be better for the community had they never been born.” * * * With sincere regard, your friend, D. P. Page. Letter from Solomon Adams, esq. Boston, November 24, 1847. Hon. Horace Mann. My Dear Sir: * * * 1. I have been engaged in this profession twenty-four years. The first five years in the country, the remainder of the time in a city. 2. My whole number of pupils is a little below two thousand. The last nineteen years my pupils have been females. Previously, both sexes. * * * If a well-conducted education produces benevolence, justice, truth, patriotism, love to God, and love to man, in one case, the same education, in the same circum- EDUCATION AND CHIME. 1261 stances, will produce the same results in all cases. The results for which we look and labor sometimes fail, not because the great law of uniformity is at fault, but by reason of counteracting causes which may escape our most careful scrutiny. Does the failure impair our confidence in the uniformity of moral causes and effects? The moment the law fails, every cord that binds society together is sundered; society is disintegrated. Every social enactment by which society attempts to regulate* its members, every motive by which one man hopes to influence another, assumes this uniformity. It is the hinge on which all social influences turn. Without it we could not shape moral means to moral ends. To destroy it — to doubt it — would be the moral unhingement of society. In this great law are the teacher’s hopes and encouragements. The great outline of the means he is to employ is well defined. It is his province to bring all those moral appliances to bear upon the soul, which are suited to lead it into harmony with truth and with God — to train it to the perception and love of truth and goodness. In doing this the faithful teacher is a coworker with God, and may confidently look to the Author of all good to give the crowning blessing to his strenuous endeavors. There are those (and I confess myself of the number) who believe and feel that all human endeavors, unaided by an influence from on high, will prove fruitless so far as the highest wants of the immortal spirit are concerned. Yet those who feel so can tell us of no way in which they are authorized to expect such an influence, and of no way in which it is exerted even by almighty power, except through the instrumentality of truth presented to the mind. There might as well be a conflagra¬ tion without fire, or a flood without.fi uid. I confess I do not see how our different theological views can essentially alter our modes of instruction. We are all to train the young in the way in which they should go, “giving line upon line, precept upon precept, here a little and there a little,” waiting for and expecting precious fruit. The fruit may ripen slowly. From day to day you may not be able to see any progress. This holds true both in moral and in¬ tellectual training. But by comparing distant intervals progress is perceptible. At length a result comes which repays all the teacher’s labor and inspires new courage for new efforts. You ask for my own experience. This is my apology for alluding with freedom to myself. Permit me to say that in very many cases, after laboring long with individuals almost against hope and sometimes in a manner, too, which I can now see was not always wise, I have never had a case which has not resulted in some goud degree according to my wishes. The many kind and voluntary testimo¬ nials given years afterwards by persons who remembered that they were once my wayward pupils are among the pleasantest and most cheering incidents of my life. So uniform have been the results that I have unhesitatingly adopted the motto, “ JSlever despair.” Parents and teachers are apt to look for too speedy results from the labors of the latter. The moral nature, like the intellectual and physical, is long and slow in reaching the full maturity of its strength. I was told a few years since, by a gentleman who knew the history of nearly all my pupils for the first five years of my labor, that not one of them had ever brought reproach upon himself or mor¬ tification upon friends by a bad life. I can not now look over the whole list of my pupils and find one who had been with me long enough to receive a decided impres¬ sion whose life is not honorable and useful. I find them in all the learned profes¬ sions and in the various mechanical arts. I find my female pupils scattered as teachers through half the States of the Union, and as the wives and assistants of Christian missionaries in every quarter of the globe. So far, therefore, as my own experience goes, so far as my knowledge of the expe¬ rience of others extends, so far as the statistics of crime throw any light on the subject, I should confidently expect that ninety-nine in a hundred, and I think even more, with such means of education as you have supposed and with such divine favor as we are authorized to expect, would become good members of society, the supporters of order and law and truth and justice and all righteousness. , That I may not be misunderstood, allow me to add a few explanatory remarks. I have no confidence in the reformatory power of education into which moral and religious influences do not enter. I assume — as anyone having the slightest acquaint¬ ance with your writings and teachings on this subject knows that you do — that the three great classes of powers — the physical, intellectual, and moral — shall each receive its proper training; and then I feel authorized to look confidently for that providential blessing which will secure the high results already alluded to. Without such a training I have no right to expect the blessing of Heaven or a good result; I do not fulfill the conditions on which such results are promised. * * * It is to be feared, yea, to be for a lamentation, that comparatively few of teachers and still fewer of the community have looked upon a school education as anything more than a very limited intellectual training, leaving physical and moral culture to 1262 EDUCATION REPORT, 1898-99. take care of themselves. The school laws of Massachusetts have always contemplated other attainments and vastly higher ends. Yet it so happens that that part of the law has been best remembered and acted upon which speaks of reading, writing, and the elements of arithmetic. These have been insisted on chiefly with reference to their direct application to the business and traffic of life, as if it were the chief end of man to count coppers, pocket them, and keep them. While the law contemplates these elementary attainments as merely the beginnings and inlets to all the treasures of wisdom, how many have looked upon them as the education of the boy and the man! * * * ' Very truly, your friend and obedient servant, S. Adams. Letter from Lev. Jacob Abbott. Hon. Horace Mann, New York City, June 25, 1847. Dear Sir: * * * 1. I have been engaged in the practical duties of teaching for about ten years, chiefly in private schools in Boston and New York. 2. 1 have had under my care, for a longer or shorter time, probably nearly eight hundred pupils. They have been of both sexes, and of all ages from four to twenty- five. 3. If all our schools w^ere under the charge of teachers possessing what I regard as the right intellectual and moral qualifications, and if all the children of the commu¬ nity were brought under the influence of these schools for ten months in the year, I think that the work of training up the whole community to intelligence and virtue would soon be accomplished, as completely as any human end can be obtained by human means. I do not think, however, that, so far as the formation of the habits of virtue in the young is concerned, the accomplishment of the result depends either upon the intel¬ lectual powers or attainments of the teacher, or upon the amount of formal moral instructions which he gives his pupils. Knowledge alone has but little tendency to affect the feelings and principles of the heart; and formal moral instructions, except as auxiliaries to other influences, have very little power, according to my experience, over the consciences and characters of the young. The true power of the teacher in giving to his pupils good characters in future life, seems to me to lie in his forming them to the practice of virtue, while under his charge, by the influence of his own personal character and actions. To do this, however, he must have the right character himself. He must be governed, in all that he does, by high and honorable principles of action. He must be really benev¬ olent and kind. He must take an honest interest in his pupils — not merely in their studies and general characters, but in all their childish thoughts and feelings, in the difficulties they encounter, in their temptations and trials, in their sports, in their contentions, in their troubles — in everything, in fact, that affects them. He must, in a word, feel a strong interest and sympathy for them, in the thousand difficulties and discouragements they must encounter, in slowly finding their way, with all their ignorance and inexperience, to their place in the complicated and bewildering maze of human life. A teacher who takes this sort of interest in his pupils will understand them and sympathize with them, in a way which will at once command their kind regard, and give him a powerful, and, in the view of others, a very mysterious ascendancy over their minds. They feel as if he was upon their side, taking their part, as it were, against the difficulties, and dangers, and troubles, which surround them. Thus he becomes one of them — a sharer in their enjoyments — a partaker of their feelings. They come to him with confidence. He plans their amusements; he joins them in conversation; he settles their disputes. They see on wffiat principles he acts, and they catch, themselves, the same mode of action, from him, by a kind of sympathy. They imbibe his sentiments insensibly and spontaneously, not because he enunciates them, or proves them in lectures, but because he exhibits them in living reality in his conversation and conduct. This sort of sympathetic action between heart and heart has far greater influence, among all mankind, than formal teachings and exhor¬ tations. It is the life and spirit of virtue, in contradistinction from the letter and the form. * * * If all the children of this land were under the charge of such teachers, for six hours in the day, and ten months in the year, and were to continue under these influences for the usual period of instruction in schools, I do not see why the result would not be that, in two generations, substantially the whole population would be EDUCATION AND CRIME. 1263 trained up to virtue, to habits of integrity, fidelity in duty, justice, temperance, and mutual good will. It seems to me that this effect would take place in all cases, except where extremely unfavorable influences out of school should counteract it, which I think would hardly be the case, except in some districts in the more populous cities. I am, very respectfully, yours, Jacob Abbott. Letter from F. A. Adams , esq. Hon. Horace Mann, Hear Sir: * * * I do not hesitate to express the conviction that there is no agency which society can exert, through the Government, capable of exerting so great a moral influence for the rising generation as the steady training of the young in the best schools. * * * In reply to the specific inquiry in your circular, What proportion of our youth would probably, under the advantages of schooling presupposed in the circular, fail of fulfilling honorably their social and moral obligations in society? I would say that in the course of my experience for ten years in teaching between three hundred and four hundred children, mostly boys, I have been acquainted with not more than two pupils in regard to whom I should not feel a cheerful and strong confidence in the success of the proposed experiment. In regard to these two cases I should not de¬ spair, but should have a strong preponderance of fear that under the best influences, such as you have supposed, they would still remain wedded to low and mischievous habits. From their peculiar temperament there was much reason to suppose that a life of steady and hard labor would do for them much, in a moral point of view, which the influences of school could not accomplish. The class of youth I have had under my care would in some respects afford a better than average chance for the success of the experiment, as they in all cases have been exempt from the evils of poverty. In other respects, however, this exemption was counterbalanced by habits of self-indulgence, which could not have existed had the pecuniary means been wanting. I remain, dear sir, writh sincere respect and esteem, yours, F. A. Adams. Orange, N. J., December 11, 1847. Letter from E. A. Andreivs, esq. New Britain, Conn., December 8, 1847. Hon. Horace Mann, Hear Sir: * * * In replyho your first and second questions, permit me simply to remark that I have been connected with the department of education, either as pupil or as teacher, for more than fifty years. I have instructed both in the country and in cities; in the former I have, for the most part, had the charge of only a few select pupils; in the latter, for about twenty years, I was connected with large institutions of instruc¬ tion. I have no means of determining with any tolerable approach to accuracy the whole number of my pupils, nor the proportion of each sex. * * * I do not hesitate to express my conviction that such an education as your question supposes, continued for so long a period as twelve years, and including all the chil¬ dren of the community, would remove a very large portion of the evils with which society is now burdened. I need not say that I would be far from attributing so important results to any system of merely intellectual training, or even to the most perfect combination of intellectual, physical, and moral discipline, to the exclusion of that which is strictly religious. Such a qualification of my meaning might have been necessary, on account of the limited sense in which the word education is often used, had not the necessity been removed by the express terms of the conditions annexed to the questions in your ‘circular. It may indeed be feared that society is not yet fully prepared to put forth the effort necessary to accomplish so desirable a result; but I can not believe that the time is very remote when its attainment will be considered an object of paramount importance. It can not be that the millions of intelligent men found in this and in other Christian countries can much longer permit their feelings to be enlisted, and the resources of the communities to which they belong to be employed, in pro¬ moting objects of far inferior value; while the advantages of a good system of gen¬ eral education are, in so great a degree, overlooked. If, as I fully believe, it is in the power of the people of any State, by means so simple as your question supposes, 1264 EDUCATION REPORT, 1898-99. and so completely in their own power as these obviously are, so to change the whole face of society in a single generation that scarcely 1 or 2 per cent of really incorrigi¬ ble members shall be found in it, it can not be that so great a good will continue to be neglected, and the means for its attainment unemployed. In forming our estimate of the probability of so important a result as I have sup¬ posed, it must not be forgotten, that, simple as are the means now proposed for its attainment, they have never been employed, so far as I know, in any extended com¬ munity whose experience is on record. In Scotland, and of late in Prussia, a con¬ siderable approximation has been made toward reaching the supposed conditions, and with benefits, it is believed, fully corresponding with the degree of perfection of their respective systems. The common schools of New England, which have done so much to elevate her character, have still fallen immeasurably short of the condi¬ tions supposed. With all their acknowledged defects, however, the instances, I believe, are few in which those who have been trained in them, from childhood to the close of the period usually allotted to education in these schools, have after¬ wards, on mingling with the world, proven to be incorrigibly vicious, a burden rather than a benefit to society. The records of our criminal courts and the doors of our penitentiaries, have seldom been opened to those who, in childhood, had been in regular daily attendance, for ten or twelve years, upon the exercises of our common schools, however imperfect these schools may have been in their organiza¬ tion, and notwithstanding all the evil influences of uneducated associates to wrhich the pupils have been exposed when out of school. The cell of the convict has, on the contrary, been almost uniformly occupied by those who have enjoyed few of the benefits of our common schools; and even the tenants of our poorhouses, it is believed, have, in most instances, belonged to the same unfortunate class. * * * Very truly, yours, etc., E. A. Andrews. Letter from Roger S. Howard , esq. Thetford, Yt., September 1, 1847. Hon. Horace Mann, Hear Sir: * * * Judging from what I have seen and do know, if the conditions you have mentioned were strictly complied with, if the attendance of the scholars could be as universal, constant, and long-continued as you have stated, if the teachers were men of those high intellectual and moral qualities, apt to teach, and devoted to their work, and favored with that blessing which the word and providence of God teach us always to expect on our honest, earnest, and well-directed efforts in so good a cause, on these conditions, and under these circumstances, I do not hesitate to express the opinion that the failures need not be, would not be, one per cent. Else, what is the meaning of that explicit declaration of the Bible, “Train up a child in the way he should go, and when he is old he will not depart from it?” I am aware that the opinion I have expressed above may by some be considered extravagant. But I have not formed or expressed it without deliberation. During all my experience as a teacher, I have never known the scholar whom, if brought within the reach of these salutary and auspicious influences for the length of time named, I should now be willing to believe, or dare to pronounce, utterly hopeless and irreclaimable. I do not mean to say that I never failed. But I do say that, in some of the most difficult and desperate cases I have ever met with, as a teacher, the result of direct, special, and perserving effort was such as to create the conviction that, with more zeal, patience and perseverance, and especially with the favoring influences above alluded to, success would have been certain and complete. And this conviction became more settled and strong the longer I continued to teach. The power of a truly enlightened and Christian system of common-school education is but little understood and appreciated. When parents shall begin to feel, as they ought, its importance, when the community generally shall be willing to make the necessary efforts and sacrifices, and when teachers of the requisite literary qualifica¬ tions and of high moral aims shall enter upon the work wdth a martyr’s zeal, con¬ scious that every day they are making deathless impressions upon immortal minds, then we shall see, as I believe, results which will greatly surpass the highest expecta¬ tions of the most ardent and enthusiastic advocates of popular education. But I am occupying more space than I intended, and will only add that I am, dear sir, Very respectfully and truly, yours, Roger S. Howard. EDUCATION AND CRIME. 1265 Letter from Miss Catherine E. Beecher. Brattleboro, August 20, 1847. Hon. Horace Mann. Dear Sir: In reference to the questions you propose, I would reply that I have been engaged directly and personally as a teacher about fifteen years in Hartford, Conn., and Cincinnati, Ohio. I have had a few classes of quite young children under my care, for the purpose of making some practical educational experiments; but most of my pupils in age have ranged from twelve to twenty. I have had pupils from every State in the Union, and, though I have no precise records, I think the number can not be less than a thousand. I have ever considered intellectual culture as subordinate to the main end of edu¬ cation, which is the formation of that character which Jesus Christ teaches to be indispensable to the eternal well-being of our race. Excepting the few classes of young children before named, my efforts have been directed to measures for reform¬ ing bad and supplying good habits and principles in minds already more or less developed by education; and this I consider a much more difficult work than the right training of minds as yet uninjured by pernicious influences. In reference to the work of reforming miseducated minds, I have found that the noblest constructed minds when greatly mismanaged are most liable to become the worst, while at the same time they most readily yield to the reformatory measure, so- that, as a general rule, with exceptions, of course, I should expect to do the most good to the worst class of pupils, and in some cases to make finer characters from this class than from those who, possessing less excitable temperaments, have not fallen so far. I would also remark that in the results I should anticipate, in the case to be sup¬ posed hereafter, my chief hope of success would rest on the proper application of those truths and motives which distinguish the teachings of Jesus Christ from what is. called ‘ ‘ natural religion, ’ ’ and by modes of presentation more simple and practical than I have ever seen fully adopted, or than I ever adopted myself when a practical teacher. With these preliminaries, which I hope will be carefully pondered and borne in mind as indispensable, I will now suppose that it could be so arranged that in a given place, containing from ten to fifteen thousand inhabitants, in any part of our country where I ever resided, all the children at the age of four should be placed six hours a day for twelve years under the care of teachers having the same views that I have, and having received that course of training for their office that any State in- this5 Union can secure to the teachers of its children. Let it be so arranged that all these children shall remain till sixteen under these teachers, and also that, they shall spend their lives in this city, and I have no hesitation in saying I do not believe that one, no, not a single one, would fail of proving a respectable and prosperous member of society; nay, more, I believe every one would at the close of life find admission into- the world of endless peace and love. I say this solemnly, deliberately, and with the full belief that I am upheld by such imperfect experimental trials as I have made or seen made by others; but more than this, that I am sustained by the authority of Heaven, which sets forth this grand palladium of education, “Train up a child in the way he should go, and when he is old he will not depart from it.” This sacred maxim surely represents the divine imprimatur to the doctrine that all children can be trained up in the way they should go, and that when so trained they will not depart from it. Nor does it imply that education alone will secure eternal life without supernatural assistance, but it points to the true method of securing this- indispensable aid. In this view of the case I can command no language strong enough to express my infinite longings that my countrymen who as legislators have the control of the institutions, the laws, and the wealth of our physically prosperous nation should be brought to see that they now have in their hands the power of securing to every child in the coming generation a life of virtue and usefulness here and an eter¬ nity of perfected bliss hereafter. How then can I express or imagine the awful responsibility which rests upon them, and which hereafter they must bear before the great Judge of nations, if they suffer the present state of things to go on, bearing as it does thousands and hundreds of thousands of helpless children in our country to hopeless and irretrievable ruin. Respectfully, yours, C. E. Beecher. P. S. — All I anticipate, as stated in my communication, may come to pass without any departure from your statutory regulations in regard to religious instruction, as I understand these statutes, and as I suppose them to be understood by the great body of those who formed them, and of those who are bound by them. C. E. B. ED 99 — VOL II ■80 1266 EDUCATION REPOET, 1898-99. The above answers are not choice specimens selected from among many; they are all I have received; and every person to whom the circular was sent was pleased to answer it. From conversations, held at different times, with many other teachers I believe the amount of testimony might have been very much increased, though no confirmation can be needed of its authority. The witnesses here introduced cer¬ tainly possess all the requisites to entitle them to implicit credence. Their character for honor and veracity repels the idea of distrust. Years of experience in different places and the training of children in great numbers qualify them in point of knowledge to speak with authority, and they are exempt from any imaginable bias to warp or to color the truth. From time immemorial it has been customary for Parliaments and other legisla¬ tive bodies to commit important practical subjects to committees, and through their instrumentality to obtain the testimony of learned and skilled men on the matter of inquiry. Sometimes witnesses are heard at the bar of the House — that is, before the legislative body by whom the inquiry was instituted. Now I have desired, in the present case, to introduce testimony of such credibility and cogency that no legislative committee could report against it, and no legislative body could act against it, without incurring an historic odium, either for want of intelligence or want of integrity. So, too, by the rules of ‘ 1 common law, ’ ’ all questions of fact are decided by the intervention of a jury. In ancient times, when the character of juries was very different from what it now is, they sometimes gave a corrupt verdict; that is, a verdict so contradictory to evidence as to be of itself proof that they had discarded the testimony adduced and been governed by some dishonest motive in their own breasts. A jury convicted of this offense was said to be “attainted.” Its members were punished by a fine and rendered infamous ever after. It was my intention, in the present case, to introduce evidence of such authority and directness as if sub¬ mitted to a jury and rejected by them would, under the ancient law referred to, subject them to the penalties of an “attaint,” There is one quality or characteristic common to all the witnesses whose testimony is above introduced which, as it seems to me, I am not only justified in stating, but which it would be inexcusable to withhold. All of them, without exception, are well-known believers in a theological creed one of whose fundamental articles is the depravity of the natural heart. They hold, in a literal sense and with regard to all mankind, that the innate affections or dispositions of the soul are “not subject to the law of God, neither indeed can be,” until another influence, emanating from the Godhead, and equal in itself to an act of creation, shall have renewed them. With this private belief of the witnesses, of course, neither the board of education nor any man or body of men have aught to do, unless, indeed, it be to affirm their right to hold it, in common with every other man’s right either to agree with them or to dissent from them. But as bearing upon the point under consideration the fact is most important ; it adds great cogency to their testimony, and invests it, as it were, with a compulsory power. For, if those who believe that the human heart is by nature alienated from God, that its innate relation to the Holy One is that of natural repulsion and not of natural attraction, nor even of neutrality; if they, from their own experience in the education of youth, believe that our common-school system, under certain practicable modifications, can rear up a generation of men who will practice toward their fellow-men whatsoever things are true, honest, just, pure, lovely, and of good report; then, surely, a rational community can need no addi¬ tional evidence or motive to impel it to the work of reform. And all those, if such there are, who believe that moral evil comes from the abuse or misuse of powers in themselves good, and not from any inborn and original predilection for wrong, may well take courage, and may tender their heartiest cooperation in furthering an enter¬ prise which, even under fundamental postulates the most adverse, promises results EDUCATION AND CRIME. 1267 so glorious. If they who believe that there is a principle of evil in the human soul, lying back of consciousness incorporated as an original element into its constitution, beginning to be when the spirit itself began to be, and growing with it through all the primordial stages of its growth, which, indeed, belongs to the antenatal period of every descendant of Adam, as much as spottedness belongs to an unborn leopard before it has a skin, or venom to an unhatched cockatrice before it has a sting; if those who believe this do nevertheless believe that our common-school system, with certain practicable modifications, can send out redeeming and transforming influences which shall expel ninety-nine hundredths of all the vices and crimes under which society now mourns and agonizes, then those who dissent from the belief that the natural heart is thus organically intractable and perverse, will be all the more ready to proclaim the ameliorating power of education, and will all the more earnestly labor for its diffusion. And the crowning beauty of the whole is that Christian men of every faith may cordially unite in carrying forward the work of reform, however various may be their opinions as to the cause which has made that work necessary; just as all good citizens may unite in extinguishing a conflagration, though there may be a hundred conflicting opinions as to the means or the men that kindled it. In short, it may be difficult to determine which class will act under the more conscience- moving motives — those who hold to a total depravity or corruption of the human heart, but still believe it can be emancipated from worldly vices and crimes by such instrumentalities as we can readily command; or those who hold that heart to be naturally capable of good as well as evil, and who therefore believe, not only that a still larger proportion of the race can be rescued from the dominion of wrong doing, but that a consummation so glorious can be reached at a still earlier period and with a less expenditure of effort. But this divine result of staying the desolating torrent of practical iniquity by drying up its fountain head in the bosoms of the young, is promised only on the antecedence or performance of certain prescribed conditions. These conditions are the three following: 1. That the public schools shall be conducted on the cardinal principles of the present New England system; 2. That they shall all be taught, for a period of ten months in each year, by per¬ sons of high intellectual and moral qualifications — or, in other words, that all the teachers shall be equal in capacity and in character to those whom wre now call first- class or first-rate teachers; and 3. That all the children in the Commonwealth shall attend school regularly — that is, for the ten months each year during which they are kept — from the age of 4 to that of 16 years. As it is on the performance of these conditions that the renovation of society is predicated, it is, of course, necessary to show that they are practicable conditions. I therefore proceed to consider and, as I trust, to establish their practicability. I. The first condition — namely, that the schools shall be conducted on the cardinal principles of the New England system — is already satisfied. The Massachusetts school system represents favorably the systems of all the New England States. Not one of them has an element of prosperity or of permanence, of security against decay within, or the invasion of its rights from without, which ours does not possess. Our law requires that a school shad! be sustained in every town in the State — even the smallest and the poorest not being excepted — and that this school shall be as open and free to all the children as the light of day or the air of heaven. No child is met on the threshold of the schoolhouse door to be asked for money, or whether his parents are native or foreign, whether or not they pay a tax, or what is their faith. The schoolhouse is common property. All about it are inclosures and hedges, indicating private ownership and forbidding intrusion; but here is a spot which even rapacity dares not lay its finger upon. The most avaricious would as soon think of monopo- 1268 EDUCATION REPORT, 1898-99. lizing the summer cloud, as it comes floating up from the west to shed its treasures upon the thirsty earth, as of monopolizing these fountains of knowledge. Public opinion — that sovereign in representative governments — is in harmony with the law. Not infrequently there is some private opposition, and occasionally it avows itself and assumes an attitude of hostility; but perseverance on the part of the friends of progress always subdues it, and the success of their measures eventually shames it out of existence. The law requires all public schools to be kept by a teacher whose literary and moral qualifications have been examined and approved by a committee chosen for the purpose by the people themselves. Not less than the six following branches of knowledge are to be taught in every town; namely, orthography, reading, writing, English grammar, geography, and arithmetic. The teaching of “good behavior,” which includes all the courtesies of life, and all the minor morals, is also expressly enjoined. These peremptory requisitions are the minimum, but not the maximum. Any town may enlarge the course of studies to be pursued in its schools as much as it may choose, even to the preparation of young men for the university, or for any branch of educated labor. It may also bestow an equivalent education upon the other sex. The law also contains a further provision (subject, however, to be set aside by the express vote of a district or town) , that in every school of more than fifty scholars in regular attendance an assistant teacher shall be employed. Although there is no statutory provision to this effect in any other of the New England States, yet the good sense of the community everywhere advocates this rule. Nor are the needs of the intellect alone provided for. In prescribing the education to be given to the moral nature the law grows more earnest and impressive. Its beautiful and deep-toned language is, “It shall be the duty of the president, pro¬ fessors, and tutors of the university at Cambridge, and of the several colleges, and of all preceptors and teachers of academies, and all other instructors of youth to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction 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 temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded, and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will permit, into a clear understanding of the tend¬ ency of the above-mentioned virtues to preserve and perfect a republican constitu¬ tion 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.” But lest any individual or body of individuals, forgetful of the divine precept to do unto others as they would be done unto, should seize upon this statutory injunction, or upon some part of it, as a pretext for turning the schools into proselytizing institutions, the law rears a barrier against all sectarian encroachments. That which is “calculated to favor the tenets of any particular sect of Christians” is excluded from the schools. The use of the Bible in schools is not expressly enjoined by the law, but both its letter and its spirit are in consonance with that use, and, as a matter of fact, I sup¬ pose there is not, at the present time, a single town in the Commonwealth in whose schools it is not read. Whoever, therefore, believes in the Sacred Scriptures has his belief, in form and in spirit, in the schools, and his children read and hear the words themselves which contain it. The administration of this law is intrusted to the local authorities in the respective towns. By introducing the Bible they introduce what all its believers hold to be the rule of faith and practice, and although, by excluding theological systems of human origin, they may exclude a peculiarity which one denomination believes to be true, they do but exclude what other denominations believe to be erroneous. Such is the present policy of our law for including what all EDUCATION AND CRIME. 1269 Christians hold to he right, and for excluding what all, excepting some one party, hold to he wrong. If it be the tendency of all parties and sects to fasten the mind upon what is pecu¬ liar to each and to withdraw it from what is common to all, these provisions of the law counterwork that tendency. They turn the mind toward that which produces harmony, while they withdraw it from sources of discord, and thus through the medium of our schools that song which ushered in the Christian era, “Peace on earth and good will to men,” may be taken up and continued through the ages. The first condition, then, not only may be, but actually is, complied with, in the the school system of Massachusetts as now established and administered. II. The second condition requires that all our schools shall be kept, for ten months in each year, by persons of high intellectual and moral qualifications — by persons equal in capacity and in character to those whom we now call first-class or first-rate teachers. This condition supposes two things which, as yet, we are very far from having attained. The question is, are they attainable? In regard to teachers, it supposes such an improvement as shall advance all those who are now behind what we call the front rank until they shall come upon a line with it. Of course if this be done, some will be found in advance of this line, for it never can happen, with regard to all the members of any profession, that they will stand precisely abreast. It supposes, also, that all our schools shall be kept for ten months each year. The questions, then, for consideration under this head, are two, namely: 1. Is there, in the community at large, sufficient natural endowment or capacity from which, by appropriate training and cultivation, the requisite number of teach¬ ers possessing the supposed qualifications can be prepared? And 2. Can the towns and the State, separately or as copartners, bear the expense of maintaining the required class of teachers for the required length of time? Is not the first question ansv/ered in the affirmative by observation and experience? For the last two generations, with exceptions comparatively few, all the eminent men of our State, whether men of letters, physicians, lawyers, clergymen, legislators, or judges, have taught school, more or less, during the early part of their lives. Nov/, it is no disparagement to say, respecting those who constitute at present our best class of teachers, that they are not superior in endowments or natural capacity, in industry or in versatility of genius to a vast number of their predecessors who, having labored for a limited period in this field, at length abandoned it in quest of some other occupation truly known to be more lucrative and falsely supposed to be more honorable. It is no unauthorized assumption, then, to say that great numbers of those who left the employment of school keeping for something deemed to be more eligible would, had they continued in it, have won the honor of standing in the fore¬ most rank of this noble profession. In the second place, to prove that there is no lack of natural talent in existence from which to form the supposed class of teachers, I may refer to the general history and experience of mankind in all other departments of human effort. No new call¬ ing has ever reached such an elevation as to insure honor and emolument to its professors which has not, without delay, attracted to itself an adequate number of followers. Witness the intrinsically odious profession of arms — a profession so odi¬ ous that those have been held worthy of especial reward who resisted the natural love of ease and instincts of self-preservation to encounter its hardships and perils. So, also, has it been in regard to commerce and the useful arts; and in those truly dignified and honorable professions — the legal and clerical — where mind is the object to be acted upon, as well as the agent to act, the supply has generally exceeded the demand. Nov/, could the business of education take its stand in public estimation 1270 EDUCATION REPORT, 1898-99. by the side of the most honorable and lucrative callings in life, we are authorized by all the experience of mankind to conclude that it would soon cluster around itself an amount of talent, erudition, and genius at least equal to what has ever adorned any other avocation among civilized men. But, independently of personal knowledge and of historic experience, may not a conclusive argument in support of the general position be drawn from the energy and versatility with which, as we all know, Nature has gifted the minds of her children? In the variety and strength of the capacities belonging to the race there must be the means or instruments by which Providence can accomplish every good work. Some¬ where, in each generation, the powers exist by which the generation that is to suc¬ ceed it may be advanced another stage along the radiant pathway of improvement. But in the whole of the past history of the world no generation has yet existed whose faculties have not, to a very "great extent, lain dormant, to say nothing of the perversion of those which have been developed. But our free institutions cherish growth. The future with us is not to be measured by the past. The mind of the masses, which for so many ages had been crippled, and fettered after it was crippled, is here unbound. Under the stimulus applied to native vigor, talent and genius start up as naturally as vegetation in the spring. The desire of bettering one’s con¬ dition springs from a universal instinct in the human mind. With us every man sees that the gratification of this desire is within his reach. Including the lifetime of a single generation — that is, within the last forty or fifty years — there is not a school district in Massachusetts, however obscure, which has shown any interest in the character of its schools, that has not sent out one or more men who have become conspicuous in some of the honorable positions of society. They are found throughout the Union — wherever enterprise or talent is rewarded. Those districts and, still more, those towns, where common schools have been an object of special regard, have sent forth many such men. While visiting different parts of the State, for the last ten years, facts in sufficient numbers to make a most interesting and instructive book have come to my knowledge, showing that those districts and towns, where special pains have been exerted and special liberality bestowed in behalf of common schools, have supplied a proportion of all the distinguished men of the vicinity corresponding with the superior excellence of the early education afforded them. So, on the other hand, neglectful towns and districts have been compara¬ tively barren of eminent men. The great ears of corn will not grow on sand hills. Great men will not spring up in an atmosphere void of intellectual nutrition. . Nature observes a law in this respect in regard to her spiritual as well as her physical pro¬ ductions. Now, although something has been done in Massachusetts for the culture and expansion of the common mind, yet indefinitely more may be done. Even were it admitted, therefore, that the State had not been able in the past times to supply the requisite number of teachers of the highest grade, it would by no means follow that she could not do so in the future. The intrinsically noble profession of teaching has, most unfortunately, been sur¬ rounded by an atmosphere of repulsion rather than of attraction. Young men of talent are generally determined by two things in selecting an employment for life. The first of these is the natural tendency of the mind — its predisposition toward one pursuit rather than toward another. In this way nature often predetermines what a man shall do, and, to make her purpose inevitable, she kneads it, as it were, into the stamina of his existence. She does not content herself with standing before his will, soliciting or tempting him to a particular course, but she stands behind the will, guiding and propelling it, so that, from birth, he seems to be projected toward his object, like a well-aimed arrow to its mark. Those in whom the love of beau¬ tiful forms, colors, and proportions predominate are naturally won to the cultivation of the fine arts or to some branch of the useful arts most congenial to the fine. Those who have a great fondness for botany and chemistry, and to whom physiological EDUCATION AND CRIME. 1271 inquiries are especially grateful, become physicians. Persons enamored of forensic contests, roused by their excitements and panting for the eclat which their victories confer, betake themselves to the study of the law and become advocates. The clerical profession is composed of men whose minds are deeply imbued and penetrated with the religious sentiment, and who ponder profoundly and devoutly upon the solemn concerns of an hereafter.1 This constitutional or moral affinity for one sphere of employment rather than for another predetermines many minds in choosing the object of their pursuit for life. It is like the elective attractions of the chemist, existing beforehand, and only awaiting the contiguity of the related substances to make their secret affinities manifest. But this natural tendency is often subjected to a disturbing or modifying force; and it yields to this force the more readily as it is itself less intense and dominant. All minds have a desire, more or less energetic, for pleasure, for wealth, for honor, or for some of that assemblage of rewards which obtains such willing allegiance from man¬ kind. Hence the internal, inborn impulse is often diverted from the specific object to which it naturally points, and is lured away to another object, which, from some collateral or adventitious reason, promises a readier gratification. There is also a class of minds of vigorous and varied capacities which stands nearly balanced between different pursuits, and which, therefore, may be turned, by slight circumstances, in any one of many directions. They are like fountains of water rising on a table-land, whose channels may be so cut as to cover either of its slopes with fertility. Now, the qualities which predispose their possessor to become the companion, guide, and teacher of children are good sense, lively religious sensibilities, practical, unaf¬ fected benevolence, a genuine sympathy Avith the young, and that sunny, genial tem¬ perament Avhich always sees its own cheerfulness reflected from the ever-open mirror of a child’s face. The slightest exercise of good sense makes it apparent that any one year of childhood will exert a more decisive control o\Ter future destiny than any ten years afterwards. The religious and benevolent elements seize instinctively upon the promise made to those who train up children in the AA'ay they should go. The love of children casts a pleasing illusion over the mind, in regard to everything they do — if, indeed, it be an illusion, and not a truth above the reach of the intellect— eleva¬ ting their puerile sports into dignity, hailing each step in their progress as though it were some grand discovery in science, and grieving o\Ter their youthful Avanderings or backs! i dings with as deep a sorrorvas is felt for the turpitude of a full-grown man, or for the heaATen-defying sins of a nation. So that genial, joyous, ever-smiling tem¬ perament, which sees only rainboAVS where others see clouds, and which is delighted by the reflection of itself when coming from one child’s face, will neATer tire of its labors Avhen the same charming image perpetually comes back from the multiplying glasses of group after group of happy children — ever varying, but always beautiful. Now, I think we have abundant reason to belie\Te that a sufficient number of per¬ sons, bearing from the hand of nature this distinctive image and superscription of a school-teacher, are born into the world with every generation. But the misfortune is that Avhen they arrive at years of discretion, and begin to survey the various fields of labor that lie open before them, they find that the noblest of them all, and the one, too, for Avhich they haA^e the greatest natural predilection, is neither honored by dis¬ tinction nor rewarded by emolument. They see that if they enter it many of their colleagues and associates Avill be persons with whom they have no congeniality of feeling, and who occupy a far less eleArated position in the social scale than that to which their oaaui aspirations point. If they go through the whole country and ques¬ tion eArery man, they can not find a single public-school teacher who has acquired 1 This general remark must be taken with the exception of a few of the very worst men which any age ever produces. These become members of the clerical profession because, under the mask of its sanctity, they hope to practice their iniquities with impunity. 1272 EDUCATION REPORT, 1898-99. wealth by the longest and the most devoted life of labor. They can not find one who has been promoted to the presidency of a college, or to a professorship in it; nor one who has been elected or appointed to fill any distinguished civil station. Hence, in most cases, the adventitious circumstances which surround the object of their prefer¬ ence repel them from it. Or, if they enter the profession, it is only for a brief period, and for some collateral purpose; and when their temporary end is gained they sink it still lower by their avowed or well-understood reasons for abandoning it. Such is the literal history of hundreds and of thousands who have shone or are now shining in other walks of life, but who would have shone with beams far more creative of human happiness had they not been struck from the sphere for Avhich nature preadapted them. Look at the average rate of wages paid to teachers in some of the pattern States of the Union. In Maine it is $15.40 per month to males and $4.80 to females. In New Hampshire it is $13.50 per month to males and $5.65 to females. In Vermont it is $12 per month to males and $4.75 to females. In Connecticut it is $16 per month to males and $6.50 to females. In New York it is $14.96 per month to males and $6.69 to females. In Pennsylvania it is $17.02 per month to males and $10.09 to females. In Ohio it is $15.42 per month to males and $8.73 to females. In Indiana it is $12 per month to males and $6 to females. In Michigan it is $12.71 per month to males and $5.36 to females. Even in Massachusetts it is only $24.51 per month to males and $8.07 to females. All this is exclusive of board; but let it be compared with what is paid to cashiers of banks, to secretaries of insurance companies, to engineers upon railroads, to superintendents in factories, to custom-house officers, navy agents, etc., and it will then be seen what pecuniary temptations there are on every side, drawing enterprising and talented young men from the ranks of the teachers’ profession. Nor does the social estimation accorded to teachers much surpass the pecuniary value set upon their services. The nature of their calling debars them almost uni¬ versally from political honors, which throughout our whole country have a factitious value so much above their real worth. Without entire faithlessness to their trust they can not engage in trade or commercial speculations. Modes of education have heretofore been so imperfect that I do not know a single instance where a teacher has been transferred from his school to any of those departments of educated labor in which such liberal salaries are now given. And thus it is that the profession at large, while they enjoy but a measured degree of public respect, seem shut out from all the paths that lead to fortune or to fame. No worldly prize is held up before them; and, in the present condition of mankind, how few there are who will work exclusively for the immortal reward. It supposes the possession only of very low faculties to derive pleasure from singing the praises of a martyr; but, to be the martyr oneself requires very high ones. Hence it is, as was before said, that when the aspiring and highly endowed youth of our country arrive at years of discretion, and begin to survey the varied employments which lie spread out before them, they find that the noblest of them all presents the fewest external attractions. Those whose natural or acquired ambition seeks for wealth go into trade. The mechanical genius applies himself to the useful arts. The politically ambitious connect themselves with some one of those classes from which public officers are usually selected. Medicine attracts those who have the peculiar combination of tastes congenial to it. Those who ponder most upon the ways of God to men minister in sacred things. Who, then, are left to fill the most important position known to social life? A few remain whose natural tendencies in this direction are too vehement to be resisted or diverted; a somewhat larger num¬ ber, who have no strong predilection for one sphere of exertion rather than for another, and to whom, under the circumstances peculiar to each, school keeping is as eligible as any other employment. But many, very many, the great majority, EDUCATION AND CRIME. 1273 engage in it not for its own sake, but only to make it subservient to some ulterior object, or (with humiliation be is said) perhaps only to escape from manual labor. The profession of school keeping, then, as a profession, has never had an equal chance with its competitors. On the one hand, it has been resorted to by great num¬ bers whose only object was to make a little money out of it and then abandon it; and, on the other, its true disciples, those who might have been and should have been its leaders and priesthood, have been lured and seduced away from it by all the more splendid prizes of life. Even though, therefore, the profession of school keeping has not been crowded by learned and able men, devoting their energies and their lives to its beneficent labors, this fact wholly fails to prove that nature does not produce, with each gen¬ eration, a sufficient number of fit persons, who, under an equitable distribution or apportionment of honors and rewards for meritorious services, would be found preadapted for school keeping in the same way that Newton was for mathematics, or Pope for poetry, or Franklin for the infallibility of liis common sense. Indeed, the proportion of good teachers whom we now have, notwithstanding all their dis¬ couragements against entering and their seducements for leaving the profession, seem demonstrative of the contrary. Thus far the argument has proceeded upon the basis that the required number of teachers, possessing the high grade of qualifications supposed, must equal the pres¬ ent number, such as these are. But it is almost too obvious to need mentioning that if the qualifications of teachers were to be so greatly enhanced and the term of the schools so materially lengthened, as is proposed, teaching would then really become a profession, and the same teachers would keep school through the year. Instead, therefore, of changing from male teachers in the winter to females in the summer, back again to males in the winter, and so on, alternately — the children of each school suffering under a new stepfather or a new stepmother each half year — they would enjoy the vastly improved system of continuous training under the same hands. This would diminish by almost one-half the required number of teachers for our schools; the poorer half would be discarded, the better half retained. Surely, under these circumstances, if a sufficient number of the very highest class of teacher8 could not be found, it would not be owing to any parsimony of nature in withhold¬ ing the endowments, but to our unpardonable niggardliness in not cultivating and employing them. Feeling now authorized to assume that the first proposition has been satisfactorily established, it only remains to be considered, under this head, whether the commu¬ nity at large — the towns separately, or the towns and the State by joint contribu¬ tions — can afford to make such compensation as shall attract to this field of labor the high order of teachers supposed, and shall requite them generously for their services. To induce persons of the highest order of talent to become teachers, and to deter good teachers from abandoning the profession, its emoluments must bear some close analogy to those which the same persons could command in other employments. The case, too, as presented in the circular, and upon which the evidence has been obtained, supposes the schools to continue for ten months in each year. Although in many large towns the schools are now kept more than this portion of the year, yet their average length for the whole State is but eight months. The increased expense, then, both of the longer term and of the more liberal compensation, must be pro¬ vided for. Can the community sustain this expense? Let us suppose for a moment that 99 per cent of our whole community should be temperate, honest, industrious, frugal people — conscientious in feeling and exemplary in conduct— is it not certain that two grand pecuniary consequences would immedi¬ ately follow, namely, a vast gain in productive power and a vast saving in the crim¬ inal destruction and loss of property? Either of these sources of gain would more 1274 EDUCATION EEPOET, 1898-99. than defray the increased expenses of the system, which, according to the evidence I have obtained, would insure both. The current expenses last year for the education of all the children in the State between the ages of 4 and 16 was $3.14 on an average for each one. Look into the police courts of our cities in the morning — and espe¬ cially on Monday morning — when the ghastly array of drunkards is marched in for trial. A case may not occupy ten minutes, and yet the tine, costs, and expenses would educate two children for a year in our public schools at the present rate, or one child at double the present rate. The expenses incurred in punishing the smallest theft that is committed exceed the present cost of educating a child in our schools for a year. A knave who proposes to obtain goods by false pretenses will hardly aim at making less than $1,000 by his speculation. There are more than 150 towns in Mas¬ sachusetts — that is, about half the whole number in the State — in each of which the annual appropriation for all its schools is less than $1,000. A burglar or highway robber will seldom peril his life without the prospect of a prize which would educate 500 or 1,000 children for a year. An incendiary exhibits fireworks at an expense which would educate all the children of many a school district in the State from the age of 4 to that of 16, while the only reward he expects is that of stealing a few gar¬ ments or trinkets during the conflagration. ■ In a single city in the State, consisting of 16,000 or 17,000 inhabitants, it was estimated by a most respectable and intelligent committee, that the cost of alcoholic drinks during the last year far exceeded the combined cost of all the schools and all the churches in it, although, for both religion and education, it is a highly liberal city. The police expenses alone of the city of New York are about half a million a year. But all these are but a part of the sluice¬ ways through which the hard-earned wealth of the people is wasted. What shall be said of those stock swindlings and bank failures whose capitals of hundreds of thousands of dollars are embezzled in “fair business transactions;” whose vaults, sworn to be full of specie or bullion, remind one, on inspection, not merely of a pecuniary, but of a philosophical vacuum; what of those epidemic speculations in land — often fairyland, though void of both beauty and poetry — where fortunes change hands as rapidly as if dependent upon the throw of a gambler’s dice; and what of those enormous peculations by government defaulters, where more money is engulfed by one stupendous fraud than Massachusetts expends for the education of all her children in a year? All this devastation and loss the public bears with marvelous, with most criminal composure. The people at large stand by the wreck- covered shore, where so many millions are dashed in pieces and sunk, and seem not to recognize the destruction; and — what is infinitely worse — there are those who rejoice in the howl of the tempest and the shrieks of the sufferers, because they can grow rich by plundering only here and there a fragment of property from the dead or the defenseless. By charity, by direct taxes, by paying 20 or 30 per cent more for every article or necessary of life than it is equitably worth, by bad debts, by the occasional and involuntary contributions of a pocketbook, a watch, a horse, a car¬ riage, a ship, or a cargo, to which the robber and the barrator help themselves, by paying premiums for insurance, and in a hundred other ways, the honest and indus¬ trious part of the people not only support themselves, but supply the mighty current of wealth that goes to destruction through these flood-gates of iniquity. The people do not yet seem to see that all the costs of legislating against criminals, of judges and prosecuting officers, of jurors and witnesses to convict them; of building houses of correction, and jails and penitentiaries for restraining and punishing them, is not a hundredth part of the grand total of expenditure incurred by private and social immoralities and crimes. The people do not yet seem to see that the intelligence and the morality which education can impart is that beneficent kind of insurance which, by preventing losses, obviates the necessity of indemnifying for them — thus saving both premium and risk. What is engulfed in the vortex of crime, in each generation, would build a palace of more than Oriental splendor in every school die- EDUCATION AND CRIME. 1275 trict in the land; would endow it with a library beyond the ability of a lifetime to read; would supply it with apparatus and laboratories for the illustration of every study and the exemplification of every art, and munificently requite the services of a teacher worthy to preside in such a sanctuary of intelligence and virtue. But the prevention of all that havoc of worldly goods which is caused by vice transfers only one item from the loss to the profit side of the account. Were all idle, intemperate, predatory men to become industrious, sober, and honest, they would add vast sums to the inventory of the nation’s wealth, instead of subtracting from it. Let any person take a single town, village, or neighborhood and look at its inhabitants individually, with the question in his mind — how many of them are producers and how many are nonproducers; that is, how many, either by the labor of the body or the labor of the mind, add value and dignity to life, and how many barely support themselves, and I think he will often be surprised at the smallness of the number by whose talent and industry the storehouses of the earth are mainly filled and all the complicated business of society is principally managed. Could we convert into coworkers for the benefit of mankind all those physical and spiritual powers of usefulness which are now antagonists or neutrals the gain would be incalculable. Add the two above items together — namely, the saving of what the vicious now squander or destroy, and the wealth which, as virtuous men, they would amass — and the only difficulty presented would be to find in what manner so vast an amount could be beneficially disposed of. But it is not to be disguised, whatever reforms may be instituted, that the cost of crime can not at once be prevented. For a season, therefore, and until the expense of education shall arrest and supersede the expenses of guilt, both must be borne. I wish to state the difficulty without extenuation. The question, then, is, Can both be temporarily borne? The appropriations for which the towns voluntarily taxed themselves last year for the current expenses of the schools — that is, for the wages and board of teachers and for fuel — were $662,870.57. Adding the income of the surplus revenue, when appropriated for the support of schools, it was $670,628.13. The valuation of the State I suppose to be not less than $450,000,000. Last year’s tax, therefore, for the current expenses of the schools -was less than one mill and a half on the dollar — less than one mill and a half on a thousand mills. Taking the average of the State, then, no man was obliged to pay more than one six hundred and sixty-sixth part of his property for this purpose; or, rather, such would have been the case had there been no poll tax — had the whole tax been levied upon property alone. At this rate it would take six hundred and sixty-six years for all the property of the State to be once devoted to this purpose. And does not the portion of our worldly interests ■which is dependent upon public schools bear a greater ratio to the whole of those interests than 1 to 666? I need not argue this point, for who, out of an insane asy¬ lum— or even of the curable classes in it — will question the fact? Who will say that the importance of this interest as compared with all the earthly interests of mankind is not indefinitely greater than this? Who will say that to secure so precious an end as the diffusion of almost universal intelligence and virtue, and the suppression, with an equal degree of universality, of ignorance and vice it would not be expedient to do as the Bishop of Landaff once proposed that the British nation should do in an eventful crisis of its affairs — vote away, by acclamation, one-half of all the wealth of the kingdom? But there is no need of carrying our feelings or our reason to this pitch of exaltation. There is no need of any signal or unwonted sacrifice. There is no need of a devotion of life as is done in battle. There is no need of periling for¬ tunes as is done every day in trade. There is no need that any man in the commu¬ nity should lose one day from his life, or an hour from his sleep, or a comfort from his wardrobe or his table. Three times more than is now expended — that is, 4| mills 1276 EDUCATION REPORT, 1898-99. on- every 1,000 mills of the property of the State, or only 1 part in 222, instead, of 1 in 666 — would. defray every expense and insure the result. Regarded merely as a com¬ mercial transaction — a pecuniary enterprise whose elements are dollars and cents alone— there is not an intelligent capitalist in the State who would not, on the evi¬ dence here adduced, assume the whole of it, and pay a bonus for the privilege. When the State was convinced of the lucrativeness or general expediency of a railroad from Worcester to its western border, it bound itself at a word to the amount of $5,000,000; and I suppose it to be now the opinion of every intelligent man in the Commonwealth that when the day of payment shall arrive the road itself, in addition to all the col¬ lateral advantages which it will have conferred, will have paid for itself, and will then forever remain, not merely a monument of wisdom, but a reward for sagacity. Yet, what is a railroad, though it does cut down the mountains and lift up the valleys, compared with an all-embracing agency of social and moral reform which shall abase the pride of power and elevate the lowliness of misfortune? And those facilities for travel which supersede the tediousness of former journey ings and the labor of trans¬ portation, what are they when compared with the prevention of that “lamentation, mourning, and woe” which come from the perpetration of crime. When the city of Boston was convinced of the necessity of having a supply of pure water from abroad for the use of its inhabitants it voted $3,000,000 to obtain it; and he would be a bold man who would now propose a repeal of the ordinance, though all past expenditures could be refunded. Yet all the schoolhouses in Boston, which it has erected during the present century, are not worth a fourth part of this sum. For the supply of water the city of New York lately incurred an expenditure of $13,000,000. Admitting, as I most cheerfully do, that the use of water pertains to the moral as well as to the ceremonial law, yet our cities have pollutions which water can never wash away — defilements which the baptism of a moral and Christian education alone can remove. There is not an appetite that allies man to the brutes, nor a passion for vain display which makes him more contemptible than any part of the irrational creation, which does not cost the country more every year than such a system of schools as would, according to the evidence I have exhibited, redeem it almost entirely from its follies and its guilt. Consider a single factitious habit of our people, which no one will pre¬ tend adds any degree to the health, or length to the life, or decency to the manners of the nation — I mean the smoking of tobacco. It is said, on good authority, that the annual expenditure in the country for the support of this habit is $10,000,000; and if we reflect that this sum, averaged upon all the people, would be only half a dollar apiece, the estimate seems by no means extravagant. Yet this is far more than is paid to the teachers of all the public schools in the whole United States. Were nations to embark in the cause of education for the redemption of mankind, as they have in that of war for their destruction, the darkest chapters in the history of earthly calamities would soon be brought to a close. But where units have been grudged for education, millions have been lavished for war. While for the one purpose mankind have refused to part with superfluities, for the other they have not only impoverished themselves, but levied burdensome taxes upon posterity. The vast national debts of Europe originated in war; and but for that scourge of mankind they never would have existed. The amount of money now owed by the different European nations is said, on good authority, to be $6,387,000,000. Of this inconceivable sum the share of Great Britain is about $4,000,000,000 (in round num¬ bers, £800,000,000; of France, $780,000,000) ; of Russia and Austria, $300,000,000 each; of Prussia, $100,000,000; and the debts of the minor powers increase this sum to $6,387,000,000. The national debt of Great Britain now amounts to more than $140 for every man, woman, and child in the three kingdoms. Allowing six persons to each family, it will average more than $850 to every household — a sum which would be deemed by thousands and tens of thousands of families in that country to be a EDUCATION AND CRIME. 1277 handsome competence — nay, wealth itself — if it were owing to instead of from them. It is estimated that during the twenty-two years preceding the general peace of 1815 the unimaginable sum of £6,250,000,000 sterling, or $30,000,000,000, had been expended in war by nations calling themselves Christians — an amount of wealth many fold greater than has ever been expended for the same purpose by all the nations on the globe whom we call savage since the commencement of the Christian era. The earth itself could not be pawned for so vast a sum as this, were there any pawnbroker’s office which would accept such a pledge Were it to be set up at auction, in the presence of fierce competitors for the purchase, it would not sell for enough to pay its war bills for a single century. The war estimates of the British Government, even for the current year of peace, are $85,000,000; and the annual interest on the national debt incurred by war is at least $120,000,000 more, or more than $200,000,000 for a common and, on the whole, a very favorable year. Well might Christ, in the Beatitudes, pronounce His emphatic benediction upon the “ peacemakers. ” We have emulated in this country the same gigantic scale of expenditure for the same purpose. Since the organization of the Federal Government, in 1789, the expense of our military and naval establishments and equipments, in round num¬ bers, is $700,000,000. Two of our ships of the line have cost more than $2,000,000. The value of the arms accumulated at one time at the arsenal in Springfield, in this State, was $2,000,000. The Military Academy at West Point has cost more than $4,000,000. In our town meetings and in our school-district meetings wealthy and substantial men oppose the grant of $15 for a school library, and of $30 for both library and apparatus; while at West Point they spend $50 in a single lesson at target firing, and the Government keeps 100 horses, and grooms and blacksmiths to take care of them, as an indispensable part of the apparatus of the Academy. The pupils at our normal schools, who are preparing to become teachers, must maintain them¬ selves; the cadets at the Academy receive $28 a month during their entire term as a compensation for being educated at the public expense. Adding bounties and pen¬ sions to wages and rations, I suppose the cost of a common foot soldier in the Army can not be less than $250 a year. The average cost of female teachers in the public schools of Massachusetts last year was only $13.60 a month, inclusive of board, or at a rate which would give $163.20 for the year; but the average length of the schools was but 8 months, so that the cost of two common soldiers is nearly that of five female teachers. The annual salary of a colonel of dragoons in the United States Army is $2,206; of a brigadier-general, $2,958; of a major-general, $4,512; that of a captain of a ship of the line, when in service, $4,500; and even when off duty it is $2,500. There are but seven towns in Massachusetts where any teacher of a public school receives so high a salary as $1,000, and in four of these towns one teacher only receives this sum. Had my purpose been simply to show the pecuniary ability of the people at large to give the most generous compensation to such a company of accomplished, high- minded, noble teachers as would lift the race at once out of the pit of vice and ignorance and superstition, as safely and as tenderly as a mother bears her infant in her arms; had my purpose been merely to show this pecuniary ability, then I have already said too much. But my design was not merely to carry conviction to the minds of those who would contest this fact, but to make the denial of it ridiculous. III. But the consummation of this reformatory work is ‘not promised except upon the performance of a third condition, — namely, that all the children in the State between the ages of 4 and 16 years shall be brought into school for ten months in each year. In other words, while the schools are kept the attendance of all the children upon them, with one or two exceptions to be hereafter noticed, must be regular. 1278 EDUCATION EEPOET, 1898-99. Since the keeping of registers in our schools has made known the enormous amount of absences from them there is but one subject which has excited greater alarm or given rise to louder complaints. Teachers complain of this absence, because, while it increases their labors, it diminishes their success; indeed, it makes entire success an impossibility. Parents who do send their children regularly to school complain of it, because the tardy and the occasional comers are a dead weight upon the prog¬ ress of those who are uniformly present and prompt. Committees complain of it in behalf of the towns which they represent, because it lowers the general standard of intelligence among the people, and because, taken on an average for the whole State, it incurs a total loss of from one-third to one-half of all the money which is annually levied by taxation for the support of schools. Men of wealth who have no children to send to school, or who for any reason send none, complain of it, because, though they may be willing to be taxed for the education of all, yet they are not willing to be taxed to have their money taken and thrown away. They think it, and with good reason, too, to be an intolerable hardship to be first confronted with the argument that they are bound to secure the general intelligence and morality of the people through the instrumentality of schools, and when they have acknowl¬ edged the validity of this argument and cheerfully paid their money to have the very men who so argued and so claimed turn upon them and say, We are still at liberty to throw your money away by keeping our children at home; and though you must keep the school regularly for us we have g right to use it irregularly, or not at all, as we please. Thus the delinquents, where they owe apology and repentance, retort with indignity and persevere in injustice. I can not believe that our people will always, or even long, submit to this enormous abuse, now made known to them by well-authenticated documents. For an econo¬ mical people, who form political parties on the subject of expenditures by the Gov¬ ernment and make ‘ ‘retrenchment’ ’ a watch- word; for a people whose legislature sometimes debates for days together whether the salary of an officer shall be a few hundred dollars more or less, to continue to throw away, as was done last year, more than $200,000 on account of voluntary, gratuitous, and, in most cases, wanton absences from school is not credible. For a people who are sufficiently proud, to say the least, of their general intelligence and who are sincerely anxious to perpet¬ uate and improve their moral character, to be willing to forfeit one-third part of all the blessings of their free school system, without any necessity or any plausible pre¬ text, is not to be believed. This great evil must be dealt with according to its mag¬ nitude. Violent diseases demand energetic remedies. It would be as unwise in a State as in an individual to allow its precautions to diminish while its dangers increase; to sleep more quietly as peril becomes more imminent. When we know that a malady is dangerous and that a remedy is at hand wisdom dictates its speedy application. I propose, then, to consider the objections that may possibly be urged to the regular attendance of all our children upon school for ten months in each year, from the age of 4 to that of 16 years. I believe them to be by no means insurmountable; nay, that their formidableness will wholly disappear if subjected to a candid examination. 1. It may be said that there is a class of parents amongst us who depend partially upon the labor of their children for the support of their families, and who are too poor to forego the earnings of these children for ten months in the year and for twelve years of their minority. With regard to a portion of the class of parents referred to this suggestion would have a foundation in fact; with regard to another portion of them it would have no such foundation. It is well known that a class of parents exists amongst us who work their children that they may themselves be idle; who coin the health, the capacities, and the future welfare of their own offspring into money, which money when gained is not expended for the necessaries or the comforts of life, but is wasted EDUCATION AND CEIME. 1279 upon appetites that brutify or demonize their possessor. The objections of this class against permitting their children to be educated at the public expense are not legiti¬ mate. It would be infinitely better for them, for their families, and for the public if they were cut off from these means of sinful indulgence. It would improve their condition still further if they were obliged to be industrious, even though coerced to labor by the goads of hunger and cold. The best of all conditions for them would be that they should themselves labor for the support of their children at school, where those intellectual and virtuous habits would be formed and that filial piety inculcated which would lead the children in after years to return to their parents, with a generous requital, the favors they had received. There is, doubtless, another portion of this general class with whom the alleged necessity for their children’s earnings as a part of the means for family support is no pretence. The number or age of the family, sickness, misfortune, or other cause may render this or some other resource indispensable to the procurement of the necessaries and decencies of life. I would notunderrate the number of the necessities of this class of persons; they have claims upon our warmest sympathies; but I have reason to believe that the class itself is not a very large one. Where the heads of the family enjoy good health; where they may have the assistance of their children who are of an age able to render it, for several hours each day, for one or two entire half days each week and for two months uninterruptedly each year the circum¬ stances must be peculiar where industry and frugality, with such favors as the honest and praiseworthy poor may always count upon from their better-conditioned neighbors, will not supply the means of a comfortable subsistence. Still cases of necessity do and will exist; and where the need is not supplied by individual charity there is no other alternative but to do it at the public expense. This would introduce no new principle into our legislation. It would be only a moderate but highly beneficial extension of an existing one. Our laws now provide for physical destitution, whatever may be its cause; and they enjoin upon school committees the duty of furnishing all needful school books at the expense of their respective towns, to all children whose parents are unable to procure them. The question then arises, What degree of destitution — and there is no propriety in restricting this to physical destitution — makes it expedient for a wise government to interfere and afford relief? “ Poor laws,” as we understand the term, are of modern origin. They were not only unknown to all barbarous nations, but to most Christian and civilized ones, until a recent period. In England they date from the reign of Elizabeth. In Scotland, although in a small class of extreme cases legal relief may have been rendered, yet ‘ ‘ poor laws ’ ’ can hardly be said ever to have had an effective existence in that country. In Ireland they were unknown until recently. In this country they are almost coeval with our colonial settlements. But there neither is, nor ever has been, any legal standard of poverty. The degree of destitution which shall entitle the sufferer to relief is not a fixed quantity, like the statutory length of a yard, or the Winchester bushel. The general notions of men as to what constitutes poverty range between wide extremes, according to their prevalent style of living, their enlightenment, and their benevolence. It is said that when the present King of France heard that the income of the Jewish banker in London amounted only to some hundreds of dollars each hour, he expressed his deep grief at learning that he was so poor. With us he who can command a com¬ fortable shelter, decent clothes, and a sufficient supply of wholesome food for himself and family excites no special commiseration for his poverty; while there are places upon the earth where a potato a day is considered an independent fortune. Now, between these extremes, what shall the true definition of poverty be? So the line which divides poverty from competence is not a stationary, but a mova¬ ble one. The laws themselves change; and the same law, on a question like this, will be made to speak a very different language under different administrators. In 1280 EDUCATION EEPOET, 1898-99. favor of the militia, or of the country’s defense, our law exempts from attachment, execution, and distress, whether for debt or for taxes, the uniform, arms, ammuni¬ tion, and accouterments which officers, noncommissioned officers, and privates are required to possess. In favor of the common sentiments of humanity, our law exempts also from attachment and execution not only wearing apparel, but a great variety of articles of household furniture — bedsteads, beds, bedding, an iron stove, fuel, and other commodities, to the value of $50; also a cow, six sheep, one swine, and two tons of hay; also the tools and implements used by a debtor in his trade, not exceeding $50 in value; and also rights of burial, and tombs used as repositories for the dead. Our legislation on this subject has been humanely progressive, as may be seen by reference to statutes 1805, chapter 100; 1813, chapter 172; 1822, chapter 93, section 8; 1832, chapter 58; 1838, chapter 145, etc. In a neighboring State, by a late law, a portion of the debtor’s homestead is also brought within the same rule. In favor of learning and religion, all schoolbooks and Bibles used in the family are also exempted from attachment and execution for debt; and, as was before said, all schoolchildren destitute of schoolbooks are first supplied with them at the public expense, and where the parents are unable to reimburse the cost the supply is gra¬ tuitous. Massachusetts has from time to time founded and endowed hospitals for the insane, and she makes annual and liberal appropriations for the education of the blind and the deaf and dumb. She is now engaged in erecting a noble institution for the reformation of juvenile delinquents; and a commission, instituted by her, is inquir¬ ing at the present time into the condition of idiots, which unfortunate, repulsive, and hitherto outcast portion of the community, it is not to be doubted, she will soon gather together and, in imitation of the noble examples set by France, Switzerland, and Prussia, will educate to cleanliness, to decency, and to no inconsiderable degree of positive enjoyment and usefulness. Each one, too, of all these great move¬ ments, when carried out into execution, has proved economical, as well as phil¬ anthropic and Christian. What striking results, in proof of this, are exhibited by the statistics of the State Lunatic Hospital at Worcester. According to the last report of that institution which Hr. Woodward made, the average expense of 24 old cases, taking the first 24 on the list, and not selecting them or taking them at random, was $1,945.83 each, and their aggregate expense $46,700; while the average expense of the same number of recent cases, taking the last on the list who were discharged cured, was $41.53 each, and their aggregate expense $996.75; so that the whole expense of twenty-four recent cases was but about one-half as much as of one old one. That hospital already has far more than paid for itself by the saving it has effected, because without it all the new cases would have been old ones. I present these economical aspects of the subject by no means because I deem them to be the most important, but because all over the world there is a large class of persons with whom the pecuniary argument is the most persuasive and eloquent, and who will be induced to lend their services in aid of great social ameliorations only when they find that humanity is economy and that “ godliness” is “great gain” in a worldly sense. They will then enlist for the sake of the “great gain,” though quite indifferent as to the other quality. When I have been asked by per¬ sons from the fertile and exuberant regions of our own country or from transatlantic nations how it is that with our ungenerous soil and ungenial clime we are pecuni¬ arily able to support these various and costly establishments, my answTer has been that we are able because we do support them. But the question recurs, What is poverty? What is that straitness of circumstances which for educational purposes would require a wise and profound statesman, and, of course, the State itself, to interpose and to supply those means for the education of the child which the parent is unable to render? It being proved if all our children were to be brought under the benignant influences of such teachers as the State can supply from the age of 4 years to that of 16, and for ten months in each year, EDUCATION AND CRIME. 1281 that ninety-nine in every hundred of them can be rescued from uncharitableness, from falsehood, from intemperance, from cupidity, licentiousness, violence, and fraud, and reared to the performance of all the duties and to the practice of all the kindnesses and courtesies of domestic and social life — made promoters of the com¬ mon weal instead of subtractors from it — this being proved, I respectfully and with deference submit to the board, and through them to the legislature and to my fellow citizens at large, that every man is poor in an educational sense who can not both spare and equip his children for school for the entire period above specified; and that while he remains thus poor it is not only the dictate of generosity and Chris¬ tianity, but it is the wisest policy and profoundest statesmanship, too, to supply from the public treasury — municipal or State, or both — whatever means may be wanted to make certain so glorious an end. These principles and this practice the divine doctrines of Christianity have always pointed at, and a progressive civilization has now brought us into proximity to them. How is it that we can call a man poor because his body is cold, and not because his highest sympathies and affections have been frozen up within him in one polar and perpetual winter from his birth? Hunger does not stint the growth of the body half so much as ignorance dwarfs the capacities of the mind. No wound upon the limbs or gangrene of vital organs is a thousandth part so terrible as those maladies of the soul that jeopard its highest happiness and defeat the end for which it was created. And infinitely aggravated is the case where children are the sufferers; where moral distempers are inflicted upon them by parents or are inherited by them from ancestors; where they are born into an atmosphere saturated with the infection of crime; where vice obtrudes itself upon every sense and presses inward through every pore to be imbibed and copied just as the common air forces itself into the nostrils to be breathed, and where in their early imitative transgressions they are no more consciously guilty than in the heaving of their lungs in an act of respiration. Were a ship in midocean to be overtaken by a storm, to be dismantled, dismasted, and reduced to an unmanageble hulk, and while its crew were famishing and in momentary danger of foundering, were another ship to pass within hail, but to refuse all succor and deliverance, should we not justly regard the deed as an enormous1 atrocity? But what moral difference does it make whether we pass by our perish¬ ing “neighbor” on the sea or on the dry land? The pitfalls of perdition on shore are deeper and far more terrible, and are inhabited by direr monsters, than any ocean caves. Now, it is the children of the man who through sickness or other misfortune has not the means fully and thoroughly to educate them for the duties of life who represent this perishing and foundering crew, and the man who has superfluities, or even an independency of means, but refuses to aid in giving these children an education sufficient for all the common responsibilities of life, he is the hardened mariner who sails recklessly by and sees the helpless sufferers engulfed in the wake of his oven proud vessel. On this point, then, are we not authorized to conclude, in the first place, that the cases are comparatively few where parents can not afford to forego the earnings of their children and to send them to school for the length of time and with the regu¬ larity proposed; and, in the second place, were the cases of destitution far more numerous than they are, that there is still an abundance of means as well as an obvious duty on the part of the public to supply all deficiencies? Assuming the value of all the property in the State to be $450,000,000, the simple interest upon it alone at 6 per cent, and without any addition from earnings, is $27,000,000 annually. The industrial statistics of the State show that its income from all its occupations and trades is more than $100,000,000 annually, and even this does not include improvements upon its wharves, bridges, roads, or lands. Must such a State pare and clip and scrimp, and dole out its means with a niggardly hand when "unfolding the mortal and the immortal capacities of its children? ED 99 — YOU II - 81 1282 EDUCATION REPORT, 1898-99. 2. But though the means for supporting the schools are abundant, and though the earnings of children as a part of the family’s daily livelihood may be foreborne in one class of cases and made up in the other, a further question still remains, Can the State itself afford to forego these juvenile services? Can the machinery be operated, the shoes bound, the types set, the errands and “ chores ” done, and the doorbells tended if all children under 16 years of age are withdrawn from the performance of these kinds of service for ten months each year? Minors under 16 are let out to corpora¬ tions to be employed in manufacturing establishments; they are taken into the fami¬ lies of the wealthy and forehanded as underservants; a few are employed as errand boys in the offices and shops of cities, and in several of the lighter handicrafts they are put to regular labor. There are no exact data by which to determine the num¬ ber of children so employed in the State. Compared with the whole number of children in it between the ages of 4 and 16, I suppose it to be inconsiderable, so inconsiderable, indeed, that if their services in these employments were henceforth to be wholly discontinued it would subtract hardly an appreciable fraction from the aggregate products of our labor and machinery. A highly intelligent gentleman, who has been engaged in manufacturing business for many years, informs me that the company with which he is associated now employs. 3., 119 persons, namely, 2,571 in live cotton mills, 450 in two machine shops, and 98 in one woolen mill. In the cotton mills 346 persons are employed who a.re under 16 years of age, equal to 13 per cent. In the machine shops there are none. In the woolen mill there are 6, or 6 per cent. The average for the whole is about 11 per cent. Tie adds: “I am of the opinion that this statement may be taken as a fair representation, in regard to age, of the persons in these several employments. Very few are under 15. * * * This class of labor is not profitable to the employer, and, except in particular cases, is only employed from motives of charity. From my recollection of the labor required in print works [he was formerly extensively engaged in printing calicoes], I am inclined to think the proportion of persons under 16 is not greater than the average in the mills and shops before mentioned.” Here, then, is a statement worthy of implicit reliance respecting the largest branch of labor in which those children are employed who, on the proposed reformatory plan, would be sent to school. Can a substitute be found for this juvenile labor? In the first place, if that class of parents who now coin into money their children’s highest capacities for usefulness and enjoyment that they themselves may live in idleness and intemperance were peremptorily deprived of this source of gain they could perform a portion of the labor now exacted of the children; or, if not capable of performing this particular kind of labor, they could at least do some other work, and thus set free a class of persons who could perform it. In the second place, manufacturers could employ, at a slightly enhanced price, a few more adults, or more persons over the age of 16. I trust that no liberal-minded manufacturer would object to employing older help at the present time on the plea of nonremunerating returns. But, thirdly — a consideration of more significance than all the rest — the children who had enjoyed such a school development and training as we are now supposing would go into the mills, after the completion of their educational course, with phys¬ ical and intellectual ability to help and with a moral inability to harm, which of itself would far more than compensate for all the loss of then- previous absence. Take any manufacturer whose mind has ever wandered, even by chance, to a con¬ templation of the only true sources and securities of wealth, and what would he not give to have all his operatives transformed at once into men and women of high intelligence and unswerving morality; to have them become so faithful and honest that they would always turn out the greatest quantity and the best quality of work, without the trouble and expense of watching, and weighing, and counting, and superintending; that they would be as careful of his machinery as though it were EDUCATION AND CRIME. 1283 their own; that they would never ask or accept more in payment than their just due; that they would always consult their employer’s interest, and never sacrifice it from motives of personal ease, or gain, or ill-will. i I have been told by one of our most careful and successful manufacturers that, on substituting, in one of his cotton mills, a better for a poorer educated class of operatives, he was enabled to add 12 or 15 per cent to the speed of his machinery, without any increase of damage or danger from the acceleration. Here there was a direct gain of 12 or 15 per cent — a larger percentage than that of the supposed whole number of children under 16 years of age in all our factories. And this gain was effected, too, without any additional investment of capital or any increased expense for board. The gain from improved morals would far exceed that from increased intelligence. On the whole, then, if all children under 16 years of age were withdrawn from the factories for ten months of each year, in order to be sent to school, there is reason to believe that the aggregate amount of the fabrics produced by the mills would not be diminished even a yard. The above considerations have special reference to children employed in factories. I have selected this department of labor because I suppose that at least as many children under 16 are let out to service in factories as in all other branches of business taken together. The same views, with inconsiderable modifications, will apply to all others. It will be seen at a glance, therefore, that the contemplated diversion of children from manual labor to mental and moral pursuits will not be such as to impair the industrial resources of the State or to diminish the marketable value of its oroducts. A *9 But there is one remark which applies alike to all these classes of employers. They use the services of children not their own. Now, it must be conceded that there exists a well-grounded reluctance, on the part of free governments, to any such interference with parental relations as is not made necessary by the nature of the government itself or by the criminal conduct or culpable neglect of the parents. But those who employ other men’s children for their own profit can not intrench themselves behind the sacredness of parental rights. Their object is their own per¬ sonal gain, a lawful and laudable object, it is true, when pursued by justifiable means, but one which can not sanction for a moment the infliction of a positive injury upon any child, or the deprivation of any privilege essential either to his well¬ being or to the permanence and prosperity of the Republic. The Republic, indeed, if true to itself, can never allow any of its members to do what will redound to its own injury; and, where no parental title can be alleged, the assertion of an y right over the labor of children has as little foundation in natural justice or equity as the tyrant’s claim to the'toil of his vassals. How can any man, having any claim to the character, I will not say of a Christian or a philanthropist, but to the vastly lower one of a patriot, use the services of a child in his household, his shop, his office, or his mill when he knows that he does it at the sacrifice, to say the least, of that child’s highest earthly interests? How can any man seek to enlarge his own gains, or to pamper his oven luxurious habits, by taking the bread of intellectual and moral life from the children around him? » I can anticipate but one objection more having the aspect of plausibility. It may be said that although the schools should be kept for the proposed length of time by teachers ennobled with all the intellectual and moral attributes contemplated, yet there are persons capable, like brutes, of bringing children into the world, but impervious to those moral considerations which should impel them to train up those children in the way they should go, and that in regard to this class of parents some coercive measures will be necessary to secure the attendance of their children at school. I admit this. But is coercion a new idea in a community where there are houses of correction, and jails, and State prisons, and the gallows? Surely bolts and bars, granite walls, and strangulating hemp are strange emblems of the voluntary 1284 EDUCATION REPORT, 1898-99. principle. Massachusetts has at the present moment about two thousand persons under lock and key, nineteen-twentieths of whom, had they been blessed with a good common-school education, would, according to the testimony 1 have adduced, be now useful and exemplary citizens, building up instead of tearing down the fabric of public welfare. With a population of between 800,000 and. 900,000 she has at least 5,000 police officers and magistrates, armed with power to seize and restrain and bring to trial and punishment any transgressors of those laws which she has paid many other thousands for enacting. Does it not argue, then, a perversion of intellect or an obliquity of the moral sense to contend that a child, for the purpose of being blessed by the influences of a good school, can not be taken from a parent who is preparing him to become at least a private, if not an officer, in the great army of malefactors, while it is conceded that by and by, when this same child becomes a parent, he may then be taken from his children, imprisoned, put to hard labor, or put to death? So far as force is concerned, so far as any supposed invasion of private rights is concerned, does not the greater contain the less a thousand times over? If the State can send a sheriff’s posse to take a man from his own bed at midnight and carry him to jail, to trial, and to execution, does it require a greater extension or a bolder use of its prerogatives for the same State to send a kind, moral guardian to take a child from the temptations of the street or from the haunts of wickedness and bring him within the benign influences of a good school? Should it be said that in the case of the adult offender there has been a forfeiture of civil rights by some overt act of violation, while in the case of the child the viola¬ tion is prospective only, I reply that nothing is more common than to arrest and imprison men on probable suspicion merely; nothing is more common than to hold men to bail in sums proportioned to the suspected offense, and when a man gives proof that he intends to do a wrong and is only awaiting a favorable opportunity to execute his intention nothing is more common than to put him under bonds for his good behavior. Every child who is not receiving a good education comes at least within these latter categories. He is an object of violent suspicion. The presump¬ tion is strong that he will not make a good citizen; that in some form or other he will get his living out of the earnings of his fellow-men or offend against their welfare. If the Commonwealth, then, has a right to imprison an adult, or hold him to bail on suspicion, or to bind him over to keep the peace and be of good behavior, has it not an equal, nay, a superior, right to demand guaranties for the child’s appearance upon the stage of manhood, there to answer to the great duties that shall be required of him as a citizen? And a good education is surely better security than any bail bond that ever was executed. Has not the State a right to bind each child to his good behavior by imparting to him the instruction and by instilling into his mind the principles of virtue and religion, by which he shall be twice bound or doubly fastened (for such is the etymological meaning of the word religion) to per¬ form with intelligence and uprightness his social and political duties when he becomes a man? Nor is our legislation without numerous precedents in favor of securing education even at the expense of coercive measures. These precedents are scattered along our annals from the earliest periods of our colonial existence. The colonial law of 1642, after premising that “forasmuch as the good education of children is of singular behoof and benefit to any Commonwealth,” ordered “that the selectmen of every town * * * shall have a vigilant eye over their brethren and neighbors, to see, first, that none of them shall suffer so much barbarism in any of their families as not to endeavor to teach, by themselves or others, their children and apprentices so much learning as may enable them perfectly to read the English tongue, and knowl¬ edge of the capital laws; ” and it imposed upon parents what, in those times, was a heavy penalty for neglect. EDUCATION AND CRIME. 1285 By the law of 1671 the selectmen were again required to see that all children and youth “be taught to read perfectly the English tongue, have knowledge in the capital laws,” etc. So the laws of the Plymouth Colony, after setting forth that “whereas many Parents & Masters either through an over respect to their own occasions and business, or not duely considering the good of their Children & Servants, have too much neglected their duty in their Education, wildest they are young & capable of Learn¬ ing;” proceeded to make substantially the same requirements as were made by the above-cited provisions in the lav/s of the Massachusetts Bay Colony; and then declared that if any parents or masters, after warning and admonition, should still remain negligent in their duty, “whereby Children & Servants may be in danger to grow Barberous, Rude or Stubborn, & so prove Pests instead of Blessings to the Country,” then “a fine of ten shillings shall be levied upon the goods of such negli¬ gent Parent or Master.” If, after three months subsequent to the levying of this fine, “no due care shall be taken & continued, for the education of such children & apprentices,” then a fine of twenty shillings was to be levied. “And Lastly, if in three months after that, there be no Reformation of the said neglect, then the Select¬ men, with the help of two Magistrates, shall take such children & servants from them [the parents,] & place them with some Masters for years, (boyes till they come to twenty-one, and girls eighteen years of age, ) which will more strictly educate and govern them, according to the rules of this Order.” Nor were the above enactments a dead letter. The earlier judicial and municipal records show that when the natural parent broke from the ties of consanguinity and duty by neglecting the education of his children the law interfered and provided a civil parent for them. Modern legislation, it is true, has greatly relaxed the stringency of these provisions. No adequate substitute is to be found for them in our present educational code; and already neglected childhood is avenging itself upon society by its manhood of crime, not unfrequently by its precocity in crime, long before the years of manhood have been reached. Compulsory enactments, however, still attest that all the spirit of our ancestors is not yet gone. Our laws provide in various cases that minor children may be bound out to service — males to the age of 21 years and females to the age of 18 years — but in all cases it is to be stipulated in the contract that they shall be taught to “ read, write, and cipher.” “Stubborn children” may be committed to the house of cor¬ rection. Children in the city of Boston under the age of 16 years, whose “parents are dead or, if liying, do, from vice or any other cause, neglect to provide suitable employment for or to exercise salutary control over” them, may be sent by the court to the house of reformation. By the late act establishing the State reform school male convicts under 16 years of age may be sent to this school from any part of the Commonwealth, to be there “instructed in piety and morality, and in such branches of useful knowledge as shall be adapted to their age and capacity.” The inmates may be bound out; but, in executing this part of their duty, the trustees “shall have scrupulous regard to the religious and moral character of those to whom they are to be bound, to the end that they may secure to the boys the benefit of a good example and wholesome instruction, and the sure means of improvement in virtue and knowledge, and thus the opportunity of becoming intelligent, moral, use¬ ful, and happy citizens of the Commonwealth.” Manufacturers and overseers in manufacturing establishments are prohibited under a penalty from employing any child in their factories under 15 years of age who has not attended some day school for a specified portion of the year within which he may be so employed; and they are also prohibited from employing any child under 12 years of age more than ten hours a day under any circumstances. In the case of fires, of explosive commodities, 1286 EDUCATION REPOET, 1898-99. of contagious diseases, of immigrant passengers from infected countries, etc., the law vests its officers with plenary and summary powers “to save the Republic from detriment.” Paley has said that “to send an uneducated child into the world is injurious to the rest of mankind; it is little better than to turn out a mad dog or a wild beast into the streets.” It is difficult to conceive why he thought it to be any “better,” since one uneducated, vicious man may do infinitely more harm to the world than ail the rabid dogs or wild beasts that ever existed. Much as we may need energetic remedies against contagious diseases, we need them against contagious vices more; and quarantine laws in favor of moral health are the most necessary of all sanitary regulations. But I forbear to press further considerations of this character upon the attention of the board. I hope that the great majority of our people will rather wonder why such an argument should be deemed necessary than be disposed to question its conclusions. Having now surveyed somewhat at length the various points pertaining to this subject,* a brief recapitulation may not be amiss. The basis on which it is suggested that our public-school system shall be put is carefully defined in the circular. In some important particulars no change is necessary, as our practice has already reached the point of theoretic excellence. Such are the unconditional rights of all children to enter the school — or their entire exemption from rate bills or any capita¬ tion tax, either as a condition precedent or subsequent of their attending school — the range of studies which may be taught; the provision for moral and religious instruction, with guaranties against its abuse, and so forth. But, in other respects, important improvements are contemplated — no cardinal or organic change in the system itself, but only progression in courses already begun. Such are more befitting qualifications in teachers for the great work they undertake; the maintenance of the schools for a period of ten months in each year, instead of the present average of eight months; and, as a necessary consequence, the appropriation of moneys sufficient to sustain the prolonged school, and to pay the better qualified teachers; and, finally, the gathering into the schools, during their entire term, of all the children in the community between the ages of 4 and 16 years. From the comprehensiveness of this last condition it is obvious that all cases of sickness, casualty, or other reasonable cause of absence, must be excepted. And equally clear is it that when any parent or guardian prefers to educate his children at home or in a private school, he should be allowed to do so — the means of educa¬ tion- to be left wholly optional with everyone, provided assurance is given to the State that the end is attained. So far as the proposed changes involve the appropriation of more money, it has been shown that the State possesses not only a sufficiency, but a redundancy of wealth for the purpose. Besides, when once in operation, the system will be found, not merely a self-supporting one, but one yielding large revenues, both saving and producing many times more than it will cost, requiting a single expenditure by a manifold remuneration. So far as higher mental and moral attributes in teachers will be required, reasons have been offered to show that Nature, or the common course of Providence, supplies an abundance of intellectual power and of moral capability; but that through our present misuse or maladministration of these noble qualities they are either lost by neglect of culture or diverted to less worthy pursuits. There is no more iron in the ■world now than there ever was. We have only discovered how to use it more advan¬ tageously, for steamboats, for railroads, for machinery, and a thousand mechanical purposes; and thus in point of mere pecuniary value we have given it the first rank among the precious metals. There is no more water flowing down our streams now EDUCATION AND CRIME. 1287 than there was centuries ago. But we have just found out how to make it saw timber, grind wheat, and make cloth; and already it does a thousand times more work than all our 20,000,000 people could do, by their own unassisted strength, should every man vie with his neighbor in the severity of his toil and in the amount of his productions. There are no more individual particles of electricity in the air or in the earth to-day than there always have been. Forever since the creation there has been an inconceiv¬ able host of these particles — a multitude deriding all human power of computation — which have careered round the earth by laws of their own, each one being as distinct from all the rest and having as separate and independent an existence as one wild horse upon the prairies has from another. Long ago science learned how to catch and confine these natural racers, but it was not until our day that she discovered how to take them — one, ten, a hundred, or a thousand — and dispatch them as messengers to distant cities — to make them the common carriers of intelligence, whom no pursuers can overtake, no bribe can corrupt, nor robbers despoil. Thus it is with the capacities of the human mind. By the bounty of Providence they may be employed and made sufficient for the greatest work of reform. It is through our blindness and perversity that they are not yet used to achieve their sublime purposes. Like the iron, like the gravity of falling water, like the electric coursers, they, too, have the power of con¬ ferring unimaginable blessings upon the race ; but as yet they have only been very partially enlisted in the highest services of humanity. On the third point — that which contemplates the regular attendance of all the children upon the school (with certain specified exceptions), and even their compul¬ sory attendance in a cl^ss of extreme cases — I rely upon legal precedents and analo¬ gies — upon the necessity which is imposed upon a republican government if it means to keep itself republican, and upon the broad principle that a parent who neglects to educate his child up to the point proposed proves that he has taken the parental relation upon himself vdthout any corresponding idea of its solemnity, and thus, by the nonperformance of his parental duties, forfeits his parental rights. * * * Such, then, is a condensed view or summary of the testimony given by credible and trustworthy witnesses on a subject so unspeakably important. The judicial mind can not fail to observe that the section of country whence these results of experience have been gathered is large, embracing all the States north and east of Pennsylvania. The schools have been both public and private, in town and country, have consisted of both sexes and of all ages, and have contained children from all the States in the Union. They have embraced thousands and thousands of the youth of the land; and commencing at a point of time nowr more than fifty years gone by they reach in unbroken continuity to the present day. We have, therefore, no isolated or solitary case, illogically generalized, and made to yield an inference too broad for its premises. The coincidence of the results, too, to which the witnesses have come is on its face a very remarkable circumstance; but it is rendered still more remarkable by the fact that they made their statements without any concert or comparison of views, and in entire independence of each other. The proof, therefore, is not cumulative merely; but its cogency is raised to a mathematical power equal to the number of the witnesses. Nor is it to be forgotten that each of the witnesses, in theological character, is a sincere believer in such an innate natural condition of the human heart as opposes the most formidable obstacles to success in moral training. Sovereign, indeed, must be the influences which can educe exemplary lives and a well-ordered society from a race each one of whom could say, literally, “I was shapen in iniquity, and in sin did my mother conceive me,” in a race 'whose alienation from the righteous law of God is supposed to antedate volition and even consciousness, and to be mingled and inbred with the primary corpuscles of being. It was no disrespect toward the many able and eminent teachers of a different religious faith which deterred me from pro- 1288 EDUCATION REPORT, 1898-99. pounding the same questions to them and soliciting the results of their experience. But it was because I wished to know what was deemed to be practicable by those who saw the greatest difficulties to be overcome before success could be achieved. While, therefore, their statements were solicited, respecting the moral efficacy or “potentiality” of schools “conducted on the cardinal principles of the New Eng¬ land systems,” yet it was my wish that each one should make his own theological views manifest on the face of his communication; so that governors, and legislators, and all leaders of public opinion, might see how much was believed to be attainable, even while contending against the most formidable obstacles. I reasoned thus, that if those who believe the battle ground to be most nearly inaccessible, and the enemy’s intrenchments to be most nearly impregnable, and his power to be most nearly invincible, do still believe that victory can be won — then all would say, there should be no sleep in the camp until the war cry is rung and the hand-to-hand struggle is begun. But I must not disguise the fact, nor in any way divert attention from it, that universality of education either public or private, is a substantive part of the plan here proposed and indispensable to its successful working. Indeed, I should have thought it nugatory and trifling to ask the opinion of any teacher about attainable results had this condition been omitted from the scheme. Had it been stipulated or supposed as a preliminary of the plan that 1 per cent only of the children might be left out of the schools, doubtless the witnesses would have made a deduction of at least 5 per cent in their estimate of results. They would have felt bound to make an allowance, not only for the abandoned class themselves, but for the poisonous influence of that class upon all the rest. Doubtless every advance in the qualification of teachers and in gathering more and more of the children within the renovating influences of the schools will yield a great reward of mental and moral benefits, but universality in the end to be accomplished demands universality in the means to be employed. If a contagious or infectious distemper were to break out in any quarter of the city and all its victims but one were to be removed, though this removal would abate something from the malignant type of the disease, and contract the circle of its ravages, yet who would feel secure while even one should remain to impart its virus by contact or radiate its noxious effluvia? In moral no less than in physical maladies the security of each is conditioned on the security of all. The confidence of every rational man must be impaired respecting the prospective virtue of his own children while the children of his neighbor are vicious, and for the comprehensive meaning of the word ‘ ‘ neighbor ’ ’ Christ is our authority. I thank God that there can be no safety for any until there is safety for all. Were the sky to be opened and a voice to address us audibly from the heavens it could not proclaim more artic¬ ulately than is done by the common course of Divine Providence that God has made of one blood all nations of men to dwell on all the face of the earth, and that therefore, being by the law of consanguinity one brotherhood and one body, no one member of this body can suffer but all the members must suffer with it, and no one member can be truly honored but all the members must rejoice with it. Where men are religious, therefore, this principle appeals to their religion and enforces all its dictates; where men are not religious, but have only an enlightened selfishness, it invokes that selfishness to do good to others for the reflected benefits upon itself, and thus it leaves only those to pursue a different course who are morally selfish and intellectually blind. Hence any system of education which does violence to this great principle of universal benevolence, which circumscribes itself within the limits of a family, a caste, a party, or a sect, is but human weakness wrestling against divine power, and, under whatever specious disguises it may mask itself, it is only mortal selfishness seeking by feigned and counterfeited compliances to cajole Pleaven out of blessings promised only to those who do unto others as they would that EDUCATION AND CRIME. 1289 others should do unto them. What right has any man or body of men to make the second table of the law of less account than the first, or to delude themselves with the belief that they love the Lord their God with all the heart while they do not love their neighbor as themselves? If God is our Father, all men must be our brethren. I believe it would not be only practicable but easy for the legislature, at its ensu¬ ing session, now so soon to be commenced, to initiate a series of measures which in a very brief period would carry us through the earlier stages of the contemplated reform, measures which would command the ready assent of a vast majority of the citizens of Massachusetts and would thus leave but few of those unnatural cases — of those parents who are not parents — to be dealt with compulsively. In concluding this report I shall not attempt to heighten the effect of the evidence and the argument which have been submitted by any effort to describe the bless¬ edness of that state of society which the universal application of this reformatory agency would usher in. Such an endeavor would be vain. He who would do this must first behold the scenes and be thrilled by the joys he would delineate; he must borrow the language of the Paradise he would describe, and more than this he must be able to depict the depth and fierceness of the pains which have been inflicted by the crimes of mankind, not only upon the guilty perpetrators themselves, but upon the innocent circles of their families and friends; the terrors of the con¬ science-stricken malefactor; the sorrow and shame of children bemoaning a parent’s guilt; the madness of the mother at the ruin of her child; the agony which brings down a father’s gray hairs with sorrow to the grave; the pangs of fraternal and sis¬ terly affection, to which a stain upon a brother’s or a sister’s name is a dark spot upon the sun of life, which spreads and deepens until it eclipses all the light of exist¬ ence; all the varied cries of this mingled wail of distress, which have been heard in all lands and at all times from the death of Abel to the present hour; all these he must have power to describe who would describe the blessedness of a deliverance from them. There is one consideration, however, which I can not forbear to introduce, because it appeals alike to all those various and oftentimes conflicting classes of men who are endeavoring in so many different ways to ameliorate the condition of mankind. Will not a moment’s reflection convince them all that, so far as human instrumen¬ tality is concerned, education encompasses, pervades, and overrules all their efforts, grants them whatever triumphs they may achieve, and sets bounds to their successes which they can not overpass? Why does the advocate of temperance, every time he returns upon his circuit of beneficence, find his way again blocked up with the pros¬ trate victims of inebriation? Why so long, in both hemispheres, have the divinest appeals of the advocate of peace been drowned by the din of mustering squadrons and the clarion of war? Why does the opponent of slavery, before he can strike the fetters even from one victim, see other fetters riveted upon the limbs of many more? Why do our moral-reform societies and our home-mission societies call annually for more money and more laborers wherewith to enter the ever-enlarging fields, as they open before them, of licentiousness and of irreligion? Why do those rich and pow¬ erful associations, formed for evangelizing the heathen world, see the very ships which carry out the gospel and its heralds, freighted also with idols made in Chris¬ tian lands for those heathen to buy and to worship as true gods; and laden with a liquid poison, too, which sinks its victims to such a depth of debasement as to make common heathenism enviable? Why is it that the political parties into which our country is divided persist, year after year, in solemnly and unceasingly charging each other with heinous and premeditated offenses against the fundamental principles of our Government and the highest welfare of our people — charges which, if true, must biand the accused with infamy; if untrue, the accusers? So far as the members of 1290 EDUCATION REPORT, 1898-99. any one of these various parties are lovers of truth, of righteousness, and of peace, let them be asked what is the reason why they accomplish so little, and why so much ever remains to be done, and they will answer, and answer truly, that they do not fail through lack of reason or of authority, but because of blindness of mind or per¬ versity of heart in those whom they address. The admonitions of history, the pre¬ cepts of the gospel, the attributes of the Deity, are all on their side; but they are not heard, because they speak to adders’ ears; they are not felt, because their words of fire fall upon stony hearts. It is not, therefore, better or more arguments that they need, but men capable of appreciating argument. Their eloquence is sufficiently electric and powerful were it not for the fiintiness of the hearts that glance off its lightnings. They want men whose intellects are not blind to the most radiant truths; whose consciences are not as the nether millstone; whose prejudices have not become fossilized. The merits of the divinest cause may be all canceled by the demerits of the hearers, as the innocence of Christ was no better than guilt at the unholy tri¬ bunal of Pilate. But in universal education every ‘ ‘ follower of God and friend of human kind ' ’ will find the only sure means of carrying forward that particular reform to which he is devoted. In whatever department of philanthropy he may be engaged he will find that department to be only a segment of the great circle of beneficence of which universal education is center and circumference, and that it is only when these seg¬ ments are fitly joined together that the wheel of progress can move harmoniously and resistlessly onward. Whether, therefore, he is struggling, on the one hand, to emancipate society from the thraldom of some particular enormity, which to him seems more flagitious than all the rest, or whether, on the other hand, he is striving to endue his age with some special virtue, in no way can he pursue his own peculiar aim so directly and so speedily as by preparing a generation of men, ninety-nine in every hundred of whom — even of the first subjects submitted to the experiment — shall be trained “to do justly, to love mercy, and to walk humbly with God.” And however a portion of my fellow-mortals or I myself may feel in regard to the highest religious concernments of the soul, I trust there are none who believe that such an education as is here contemplated would be an obstacle, and not an aid, to the recep¬ tion of divine truth. I trust there are none who would* not readily adopt the lan¬ guage of Mr. Page, in his letter above cited, where he says: “I am fully of the opinion that the right of expectation of a religious character would be increased very much in proportion to the excellence of the training given, since God never ordains means which He does not intend to bless.” THE RELATION BETWEEN CRIME AND EDUCATION.1 By Edward I>. Mansfield, LL. I>. * * * The general fact is apparent that education is a force restraining vice and crime. "Where it is purely intellectual it restrains by teaching the truth expressed in the homely proverb that “honesty is the best policy;” where it rises to the dignity of a Christian education it teaches not only the restraint.of the intellect, but the higher restraint of the conscience. In either case it is a restraining force, a moral power, over the appetites and passions of men. Such being the general fact, we shall endeavor to demonstrate it by the statistics both of Europe and America, the latter being derived directly from the prisons, jails, and reformatories of the several States. 1 From the Report for 1872 of the United States Commissioner of Education, pp. 588-595. EDUCATION AND CRIME. 1291 THE RELATION OF CRIME TO EDUCATION IN EUROPE. For the power to exhibit this subject as regards Europe we are indebted to Dr. E. C. Wines, who, as commissioner of the United States Government to organize the Inter¬ national Prison Congress, propounded a series of questions while traveling in Europe during 1871. Many of the reports were made under the direct supervision of the Government, and the figures may be taken as thoroughly reliable. We shall use here only the totals, disregarding minor details. In this way we shall present the relation of crime to education in Europe in the most striking view. FRANCE. Of this country, Malte Brun, the scientific geographer, begins his account thus: ‘ ‘ The influence of France may be compared to that which ancient Greece possessed over the civilized world. The French language has become the language of courts and embassadors; the literature of the same people has been admired by the enlightened of every nation. The inference of the reader from this declaration must be that the French are really an educated people, and producing the highest results of education in the fruits of humanity and civilization. But if this were said of what is really the nation, that is, of a great mass of the people, it would be entirely untrue, and furnish a signal proof of the superficial manner in which history is written.” In another part of his work Malte Brun (quoting the tables of Balbi) shows the number of scholars (pupils in school) to be 1 in 23 of the population. The number of children and youth in the public schools of Ohio is rather more than 1 in 4 of the whole population. The number in the schools of France was at that time (1832) only one-sixth the number in proportion to the State of Ohio, or, in other words, of the number that ought to be in school in order to educate the whole people. This is corroborated by another statement, that in 1833 out of 38,000 French communities 14,000 were without any schools! In the meantime great efforts were made to increase popular education; but in 1870 there were still 800 communities totally with¬ out schools. It is said there are now 5,000,000 children attending school, but as the population of France is now 37,000,000, even all that are now claimed to be in school is only 1 in 7.4 — that is to say, only about one-half of what would be if the whole people were educated. In 1856 there were only 63,000 primary schools, which at the usual proportion of pupils would give about 4,500,000 pupils, which corresponds with what has been stated, allowing for the increase of 1,200,000 since 1856, as stated by the French Government. Looking then to the facts above given, that in 1832 only one-sixth of the French people were educated at all; that in 1856 less than one-half were educated, and that in 1870 only a half, we shall be within bounds when we say that in 1870 more than half the French nation were not educated at all. Now let us look at the number and proportion of crimes committed in such a population. Let us take such general facts as we have, without reference to details. Malte Brun gives the average number of births annually at about 900,000, of which 74,000 were illegitimate. This is over 8 per cent of the whole. If we wrere to go into any neighborhood we should find each thirteenth child illegitimate. This shows how far ignorance has depraved the morals of the lower classes of the people. But as late as the past year (1871) it is stated in the papers that there had been 4,500 suicides in the city of Paris, which is two hundred fold the proportion which is found in the State of Ohio. If we suppose this to be exaggerated, or as a consequence of the recent war, there will be enough of this tremendous fact remaining to show how the want of the restraining force of education (especially of moral education) affects the very life of society. 1292 EDUCATION REPORT, 1898-99. Let us now proceed to trace the effect of this great ignorance in France on the number and character of crimes. The record is the most startling and convincing of anything we have seen in the annals of statistics. Dr. E. C. Wines gives this state¬ ment, derived from the best authorities: Whole number of persons under arrest from 1867 to 1869 . 444, 133 Number unable to read . 442, 194 Or . per cent. . 95. 63 Average number of convicts from 1866 to 1868 . 18, 643 Number unable to read . 16, 015 Or . per cent. . 87. 28 Average number of juvenile prisoners from 1866 to 1868 . 8, 139 Number unable to read . 6, 607 Or . per cent.. 81. 14 We have shown above that at least half of the French people is in a state of total ignorance. Let us assume it as just half. At that time France had, in round numbers, 36,000,000 of people. Then we find these proportions, viz: In 18,000,000 of people “ unable to read and write” there were 442,194 arrests; that is, 1 in 41. In 18,000,000 of people who were commonly educated there were 1,939 arrests; that is, 1 in 9,291. Thus proving the proportion of criminals in the uneducated classes to be two hundred and twenty -six times as great as that of the educated classes: The reader may say, “This is an exaggerated case, and, while the facts are appar¬ ently true, this proportion will not hold good in other countries.” We shall show in the sequence that the same general principle is true, and that when the people of the different countries are more and more educated, then this proportion diminishes, until, if we could imagine such a thing, society would present itself on the one hand thoroughly educated, and on the other hand without crime and without reproach. ENGLAND. Our mother country is, in every just sense of the word, England. We therefore look with curious interest to the condition of her education, and its influence upon the production or the cure of crime. Let us look at the facts. Dr. Wines gives the following figures: Committed to county or borough prisons . 157,223 Could neither read nor write . 53, 265 Proportion of totally ignorant . per cent.. 34 IRELAND. Wholly illiterate, or very imperfectly educated criminals: Males . per cent. . 21. 74 Females . do _ 63. 24 BELGIUM. Criminals unable to read . per cent.. 49 SWITZERLAND. Average of criminals unable to read through all prisons . per cent. . 83 The prisons of Lenzbourg, St. Gall, and Neuchatel give these special figures: Illiterate . : . per cent. . 25. 3 Inferior education . do _ 36.9 Passable education . do _ 30. 4 Good education . . . . . . . .do _ 4.3 EDUCATION AND CRIME. 1293 ITALY. Illiterate in ordinary prisons . per cent.. 40 Illiterate in bagnios (prisons of high grade) . do _ 30 NETHERLANDS. Criminals unable to read . . . per cent. . 35 to 38 From the above we find that the proportion of criminals totally ignorant varies in different countries of Europe from 35 to 95 per cent; but this does not show the whole truth, for in the reports from prisons in the United States it is almost uni¬ versally said that but few of the whole number have anything more than the lowest kind of education, and doubtless this is true of Europe. These statistics prove that in Europe ignorance among criminals is the rule and education the exception. Let us now examine this question more minutely in regard to our own country. THE RELATION OF CRIME TO EDUCATION IN THE UNITED STATES. Mr. F. B. Sanborne, of Massachusetts, in a report prepared for the International Prison Congress, has made some general remarks upon the statistics of American prisoners which are very correct. Fie says: The general condition of American prisoners, in point of education, is low, yet they are not so extremely illiterate as criminals are in many countries, if we except the colored criminals of the South. In Massachusetts, for a period of eight years past, the statistics show very nearly one-third of all prisoners to be wholly illiterate; yet, in the highest prison, at Charlestown, the proportion of illiterate convicts since the beginning of 1864 has been scarcely more than 1 in 10. What Mr. Sanborne has remarked of Massachusetts is in the main true of the whole United States, as will be seen from the numerous tables hereto annexed. In the great aggregate of criminals the number of the totally illiterate is very large, but is by no means so large as in Europe, for the reason that no part of our country is so densely ignorant as many parts of Europe. So, also, on the other hand, there are some prisons where the number of the illiterate is small, because they are special prisons of cities, where the better educated criminals are apt to be confined. But we need not remark upon these facts till we exhibit the great mass of prison statistics we have gathered from the Middle and Western States. The statements following give partial returns from seventeen States, all of them but three from the Middle and Western States. The aggregates, in regard to educa¬ tion, sum up as follows, viz: Aggregate of prisoners . . . . . 110, 538 Aggregate of whites . 91,427 Aggregate of blacks . 6, 396 Aggregate of foreign born . 57, 824 Aggregate of native born . 41, 942 Aggregate of those who can read and write . 82, 812 Aggregate of those who can read onty . 5, 931 Aggregate of those who have no education . 21,650 The discrepancies between the general aggregates and those for color and nativity are caused by the fact that in some prisons no record was kept of sex, color, or nativity. * * * In regard to the above aggregate facts it may be observed — 1. That the whole number of those who can “read only” is described in the reports as in fact “very ignorant.” To have learned to spell out words and read a little gives no real knowledge. 1294 EDUCATION REPORT, 1898-99. 2. That the prison reports almost uniformly speak of the great number of those who “can read and write” as very deficient in education. The general conclusion is that the great mass of prisoners is very ignorant; but in order to see this more clearly and understand it more thoroughly we shall analyze in the sequel the special reports of the prisons. In the meanwhile the general con-, elusions of the aggregates above, including the observations of the prison keepers, are as follows: Per cent. The totally ignorant, as shown by those having no education, are. . 22 The totally ignorant and very ignorant . 25 The very deficient, including these and a large share of those who can read and write . 50 These proportions are, in regard to the ignorant, much below those of Europe; and they ought to be, for it is beyond all doubt that, except the negroes of the South, the mass of the people of the United States is much better educated than in Europe. This is especially the case in New England, New York, and the central States of the Northwest. But in either case the general fact is shown, beyond doubt or contro¬ versy, that ignorance is one great cause of crime, and that in elevating the education of society, both religious and intellectual, we advance the interests of society by diminishing crime. Just so far, therefore, as society neglects to educate the people, just so far does it prepare the crime which the criminal commits. Let us now examine our statistics in detail, with regard to color, nativity, and reli¬ gious education. In regard to sections of the country, taking the State prisons and jails of New York and Pennsylvania (deducting the metropolitan police reports) as representatives of the Middle States, we have these results, viz: Aggregate number . . . 12, 772 Aggregate number of whites . . . 11, 268 Aggregate number of colored . 1, 465 Aggregate number of foreign-born . 4, 65S Aggregate number of native-born . 8, 003 Aggregate number of those who can read and write . 8, 501 Aggregate number of those who can read only . 1, 774 Aggregate number of those who have no education . 2, 360 The proportions are: Per cent. The totally ignorant . 19 The totally ignorant and very ignorant . 33 The very deficient, at least . 60 Let us take now the prisons and jails of the central Northwest, which includes the States of Ohio, Indiana, Illinois, Michigan, and Wisconsin. Here we have the statistics of thirty penitentiaries, work houses, and jails, a suffi¬ cient number and variety to give a complete view of the subject in those States. The results are as follows, viz: Aggregate number . . . . . . . 18, 931 Aggregate number of whites . 14, 362 Aggregate number of colored . 1, 524 Aggregate number of foreign-born . 4, 078 Aggregate number of native-born . 4, 851 Aggregate number of those who can read and write . 8, 722 Aggregate number of those who can read only . 935 Aggregate number of those who have no education . 6, 565 EDUCATION AND CRIME. 1295 The proportions are: Per cent. Totally ignorant . - . . . 40 Totally and very ignorant . 46 The very deficient, at least . 75 Let us now take the States west of the Mississippi to the Pacific. Of these we have the reports of four State prisons in the States of Minnesota, Iowa, Kansas, and Cali¬ fornia. The results are: General aggregate . . . . 1 , 957 General aggregate of whites . 1, 187 General aggregate of colored . 205 General aggregate of foreign-born . 503 General aggregate of native-born . 696 General aggregate of those who can read and write . 1, 333 General aggregate of those who can read only . 221 General aggregate of those who have no education . 403 The proportions are: Per cent. Totally ignorant . . . . . . . - . 21 Totally and very ignorant . . . 31 The very deficient, at least . . . 50 Now, let us take the only States that we have of those formerly slave States where the negro population prevails, viz, Maryland, Kentucky, Tennessee, Georgia, South Carolina. In these States the results are: Aggregate number of prisoners . 4, 087 Aggregate number of whites . . . . . 1 , 997 Aggregate number of colored . 2, 090 Aggregate number of foreign-born . 267 Aggregate number of native-born . 3, 485 Aggregate number of those who can read and write . 965 Aggregate number of those who can not read and write . 1, 435 The States of Georgia and Tennessee, having 1,124 prisoners, made no return of the state of education, and were otherwise defective. In the 2,400 returned, the following are the proportions of educated and uneducated, viz: Per cent. Totally ignorant . . . . 60 Very deficient, fully . 85 Thus we see that in the midst of the South, where the colored population is almost totally ignorant, we have the first approach in the United States to the educational condition of France in 1832, and of much of Europe now. Comparing the several sections of the country as presented in the above tables, and including those who can read only (and that is usually very little) among the totally ignorant, we have these proportions. Those called “very deficient” are a low esti- mate^jnade from universal testimony of prisonkeepers: Totally ignorant Very de¬ ficient. In New York and Pennsylvania . . Per cent. 33 46 31 60 Per cent. 60 To 50 85 Central Northwest . . . . . West and Pacific . The South . The returns from the “West and Pacific” are deficient, and therefore not a fair test. This, and the fact that the great body of miners are really intelligent men, make the reasons why that section seems to have less ignorance among criminals. 1296 EDUCATION REPORT, 1898-99. THE PROPORTION OF ILLITERATE CRIMINALS AND OF ILLITERATE POPULATION COMPARED. Here we come to test facts in regard to the influence of ignorance in producing crime. If the proportion of ignorant criminals to the whole number should prove greatly above that of the illiterate to the whole population, it will be a fact conclusive that ignorance is one great cause of crime. Fortunately the returns of education and illiteracy embodied in the census of 1870 will enable us to examine this question and obtain reliable results. Taking the returns of the census of 1870 in connection with the tables we have above given, we have the proportions below, premising, however, that, as all prison¬ ers are above 10 years of age, so we have taken from the “illiterate” in the census only those above 10 years of age. Proportion of illit¬ erates among — Persons over 10 years of . age. Crimi¬ nals.. In New York and Pennsylvania . Per cent. 4 3 22 Per cent. 33 46 31 60 In Central West . In West and Pacific . In the South . It appears, therefore, that in the Middle States the proportion of illiterate criminals is eightfold the proportion of illiterate people; in the Central West it is thirteenfold; and in the West and Pacific States it is tenfold. In the South it is only threefold; but this is caused by the great mass of colored people, who make up a large portion of the whole people, and, being nine-tenths of them wholly ignorant, furnish the great mass of criminals. When the still larger white population is counted in it makes the disproportion of the illiterate criminals less. As to colored people only it is very great. But we see in the above proportions the great fact that ignorance is one of the great causes of crime. * * * Having thus established certain general principles by the incontrovertible testimony of statistics, it will not be inconsequential or uninteresting to give the testimony of some of those who are engaged in the actual management of prisons. The following statement, made by the superintendent of the Detroit House of Correction, gives the general facts and causes of crime nearly as correctly as can be obtained from the general averages of the most extended table of statistics: Of the 8,744 prisoners, 44 per cent were under 30 years of age; 65 per cent acknowl¬ edged themselves habitually intemperate; 65 per cent were living out of the family relation; only 57 per cent claimed to be able to read and write; 43 per cent acknowl¬ edging themselves without any education at all. The whole 8,744, almost without exception, were poor and generally penniless on their admission to the institution. This fact, so generally true of criminals, must bear relation to their criminality. The improvidence that makes the spendthrift and pauper produces also the sensuality and selfishness that seek the means of indulgence without self-denial or regard for con¬ sequences. Professor Tarbell, who has the school in the Detroit House of Correction, says: Of the 150 men who have been examined individually on entering the school dur¬ ing the past six months, 23 were entirely ignorant of reading; 30 could read a little, but not well enough to use text books; while 97 could read with tolerable readiness, and some of them with intelligence and expression. From this it appears that 35 per cent of those admitted were practically illiterate. In 1869 there were 29 per cent of this class, and in 1870, 33 percent. Whether this apparently increasing illiteracy on the part of those admitted to the house of correction be due to the demoralizing effect of the late war on many men of intelligence, and that we are now returning to the more usual state of society in which the vicious are the ignorant, I will not say. EDUCATION AND CRIME. 1297 If the censuses of 1850, 1860, and 1870 be compared, would not the whole country show the same result in regard to illiterates; and can any other result be obtained without compulsory education? Mr. Cummings, the moral instructor of the California State prison, says: A great majority of the prisoners on their commitment are illiterate; others have acquired merely the elements of knowledge, without being able to turn their slight educational acquirements to any practical use; while the number who have acquired a systematic or liberal education is so extremely limited that it has been found diffi¬ cult to supply the classes with suitable teachers. Hence, when these unfortunate men have been approached in a kind and conciliatory spirit, very few have failed to respond in a similar spirit; and when the means of instruction have been provided for them they have eagerly availed themselves of the privileges of the prison school. The progress that many have made in their studies has been truly gratifying, and has demonstrated not only the practicability, but the great importance, of furnishing educational facilities to prisoners. The fact that most of those who say they can read and write are “not able to turn their slight educational requirements to any practical use” is a fact which mere sta¬ tistics do not show, but which the warden or chaplain at once discovers; and that fact is simply, that nine-tenths of prisoners have literally no useful education. Mr. Cummings further says: The educational acquirements of prisoners here do not differ materially from a general statement that would apply to most prisons in other States. Of 478 prison¬ ers committed from April 11, 1870, to July 1, 1871, 232 were entirely illiterate; 95 could read and write; 120 could read and write very imperfectly, while but 31 were liberally educated. Those who could read and write “very imperfectly” may without error be put down as uneducated. So that, practically, four-fifths of all the California State prisoners were uneducated; and yet this fact does not half appear in the table of statistics. The board of inspectors of the State penitentiary of Tennessee say: One out of every 25 of the entire population of Great Britain is a juvenile delin¬ quent — a destitute vagabond, abandoned, and, in many cases, a law-breaking child before the age of 17. While the same proportion of such a class can not be supposed to exist in this State, still the number is very large, and augmented daily with our increasing population. While no section of the State is entirely free from their pres¬ ence, our larger cities swarm with them. They are found at every corner, and in every alley; at the doors of the saloon and the theater; at our depots and wharves; here their faces greet you with features pinched by their necessities into expression of premature shrewdness, bordering on villainy, totally foreign to the faces of well- cared-for childhood. From the teeming crop of ignorant, neglected, and criminal children is produced the large majority, if not all, of the thieves, counterfeiters, forgers, burglars, robbers, and murderers who fill our penitentiaries; as also those subjects for seduction, and consequent prostitution, who fill the brothels of our cities. Here is society preparing the crime which the criminal commits. Here is the negative preparation of noneducation, and the positive one of temptation. Mr. Darnell, keeper of the Georgia penitentiary, says: Of all reformatory agencies religion is first in importance because most potent in its action on the human heart and life. Education is also one of the vital powers in the reformation of fallen men and women, who have generally sinned through the influences of some form of ignorance conjoined with vice. Its tendency is to quicken the intellect, expel old thoughts, give new ideas, supply material for meditation, inspire self-respect, support pride of character, excite to higher aims, open fresh fields of exertion, minister to social and personal improvement, and afford a healthful substitute for low and vicious amusements. It is, therefore, a matter of primary importance in the prevention of crime and the improvement of society, as well as the avoiding of that combat between crime and law which, in this country, has been the bane of our prosperity. We need not cite any further testimony of this kind; this is in substance the testi¬ mony of all the keepers and officers of penitentiaries, prisons, jails, and reformato- ed 99— vol ii - 82 1298 EDUCATION BEPOBT, 1898-99. ries in the country. It is the testimony of human experience on one of the most important points which concern human society. The evidence upon the intimate relation of crime and ignorance is clear, complete, and ample. It may he comprised in two general propositions: First, That one-third of all criminals are totally uneducated, and that four-fifths are practically uneducated. Secondly. That the proportion of criminals from the Illiterate classes is at least ten¬ fold as great as the proportion from those having some education. If these proportions are true (and we have made rather an underestimate), then, after making due allowance for crimes committed with passion, without regard to education, and crimes, such as forgery, frauds, etc., which require some education, we must come to the conclusion that two-thirds of crimes might be avoided by edu¬ cation, but more especially by religious training. Against this fact some one will reply that so, also, a large number of criminals are intemperate, and, therefore, we may attribute to intemperance a large number of the crimes we now attribute to ignorance. True, if these were parallel causes, but they are not. In the first place a large number of the intemperate are such from want of education, and especially from want of moral and religious training. We see a great many educated persons (that is, commonly educated) who are intemperate, but they seldom commit crime. Secondly, many of those committed to prison have become intemperate on account of previous criminal and vicious habits. But we shall not discuss this topic, except so far as to present some statistics both upon intemperance and upon color. We give the following examples of the traits of prisoners in regard to temperance and intemperance, hi some of the principal prisons, viz: Institution. Temperate. Intemperate. Northern Indiana prison . . . 105 122 104 Iowa State penitentiary . 158 Minnesota State prison . 41 46 Illinois State penitentiary . 672 743 Kentucky State penitentiary . 814 1,033 5, 655 Detroit House of Correction . 3, 045 Total . 4, 799 7, 739 Or in proportions — Per cent. Temperate . 38 Intemperate . 62 This proportion is rather larger than that which the statistics show as the totally ignorant, but not nearly so large as the very ignorant are reported to be .by the keepers of penitentiaries, prisons, and jails. Probably if we had the statistics of every prison and jail in the United States the result would not be materially different from what we have given above. Let us now look a little at the proportions of the colored people in relation to crime and ignorance, remembering their long enslavement and the prohibition of letters to slaves: Section. Population. Prisoners. White. Colored. White. Colored. New York and Pennsylvania . Central Northwest.... . . . 1,786,826 8, 987, 572 2, 720, 272 3, 568, 901 117, 375 130, 437 29, 393 1, 680, 888 11, 268 14, 362 1,187 2, 058 1,465 1, 524 205 2,414 West and Pacific . . . South . Total . 23,083,511 1, 957, 873 28, 875 5, 608 EDUCATION AND CRIME. 1299 The above does not contain the population of all the States in those sections, nor by any means all the prisoners, but it does show the proportions of white and colored people, and the proportions of white and colored prisoners; and this is the only pur¬ pose for which we have prepared this table. In New York and Pennsylvania the proportion of colored population to colored prisoners is SO to 1; but of white population to white prisoners it is 700 to 1. In the central Northwest the proportion of colored population to colored prisoners is 90 to 1; but of white population to white prisoners, 700 to 1. In the West and Pacific, the proportion of colored population to colored prisoners is 140 to 1; but of white population to white prisoners, it is 2,300 to 1. In the South, the proportion of colored population to colored prisoners, is 700 to 1; but of white population to white prisoners, 1,784 to 1. The only value attached to these proportions is to show that the negro population, being almost entirely ignorant, presents far the larger proportion of criminals. This we might anticipate, but it is one of many great facts which show that ignorance is really the greatest cause of crime. The nativity of criminals in the foregoing table is: Foreign born . . . 57,818 Native born . . . . . . . 42,495 The foreign born in the United States are to the native population as 1 to 7. Hence, the foreign-born criminals are to natives nearly in the proportion of 10 to 1, If, then, society suffers a large portion of its people to be ignorant; if it offers temp¬ tation to intemperance; if it neglects to encourage industry, is not the proposition of Quetelet most emphatically proved, that society prepares the crime which the criminal commits? Can we have a more serious testimony to the duties of society? * * * THE PUBLIC SCHOOL FAILURE.1 By Richard Grant White.. There is probably not one of those various social contrivances, political engines, or modes of common action called institutions, which are regarded as characteristic of the Uhited States, if not peculiar to them, in which the people of this country have placed more confidence or felt greater pride than its public school system. There is not one of them so unworthy of either confidence or pride; not one wrhich has failed so completely to accomplish the end for which it was established. And the case is worse than that of mere failure, for the result has been deplorable and threatens to be disastrous. To those who have not thought upon this subject, or who have thought upon it vaguely and without careful and considerate observation of all the facts which bear upon it, this assertion will savor strongly of temerity and folly. The belief that edu¬ cation — meaning thereby the acquiring of such knowledge as can be got in schools and from books — is in itself elevating and purifying, and is the most potent agency in the formation of good men and good citizens, is so general and so plausible that it has been assumed as an axiom in that which for reasons that do not yet quite clearly appear has come to be called “social science.” If this assumed axiom were well founded, if it were really true that book learning and thrift, decency of life, and good citizenship are so directly connected that they must always be found together, it need hardly be said that this sort of education would be of the first necessity in every wisely constructed and well-ordered society, and would be of supreme necessity in a 1 From the North American Review, December. 1SS0. no. 537-550. 1300 EDUCATION REPORT, 1898-99. country in which every man who lives outside of prison walls has a voice in the gov¬ ernment. Hence, the assumption on this point being what it is and has been for many generations, it would be strange indeed if public education had not been a sub¬ ject of grave consideration early in the short history of the United States and if it had not been amply provided for by legislation. The provision was early made, and public education at public cost has been so general here and has been developed into a system so vast and so complete that a better opportunity for testing its worth could not be hoped for. The conditions, too, under which this system has been in opera¬ tion are singularly favorable. The wealth of the country, its vast expanse of uncul¬ tivated, unoccupied land, a homestead in which can be acquired at an almost nomi¬ nal price, the general intelligence of the people, their freedom from burdensome taxation, the absence of privileged classes and of an established religion supported by the State make its people one upon which education, according to the assumed theory, should have the happiest, the most benign effects; but however great maybe the intrinsic value of education as a formative social agency, the effect of that which is afforded by our public school system has proved in every way unsatisfactory, and worse than unsatisfactory. That the system is of New England origin need hardly be said. It is a develop¬ ment of the New England common school, from which it has been gradually evolved under gradually accumulating influences, some of which were pure and philanthropic, but other some of which were corrupt and self-seeking. The former may be called social, the latter political, using the word in that narrow and derogatory sense which it has unhappily acquired in our discussions of public affairs. In Massachusetts, in the year 1647, and in Connecticut only three years later, it was enacted that every township of 50 householders should appoint a person within their town to teach all children that should resort to him to write and read, whose wages should be paid by either the parents or the masters of such children, or by the inhabitants in gen¬ eral; and it was also ordered that in every town of 100 families there should be a grammar school set up, the masters of which should be able to fit youths for the university, a grammar school being then a school for instruction in the Latin lan¬ guage, English grammar and the teaching of it to English-speaking children remain¬ ing yet unimagined and to men of that time almost unimaginable. This system of compulsory support of common schools and grammar schools spread itself over all New England and throughout those Northern and Western States which were more or less under New England influence. The history of public education in the city of New York is of such importance as to merit special although brief consideration. The act establishing common schools in the State of New York was passed in 1812. Before that time money was expended by the State for the encouragement and support of schools, but there was no public school system. The law of 1812 applied to towns and villages, but not to chartered cities, with two or three specified exceptions. New York was not one of these. Public education in that city was in the hands of the Public School Society, a volun¬ tary association, chartered, and in its standing and motives something like the New York City Hospital. I have not been able, in the time that I could give to this sub¬ ject, to find the act incorporating this benevolent society, but I find so early as the year 1807 an act for its benefit, of which the preamble is as follows: Whereas the trustees of the Society for Establishing a Free School in the City of New York, for the education of such poor children as do not belong to or are not provided for by any religious society, have by their memorial solicited the aid of the legislature; and whereas their plan of extending the benefits of education to poor children, and the excellent mode of instruction adopted by them, are largely deserv¬ ing the encouragement of Government; therefore, etc. This makes the original purpose of common school education in the city of New York sufficiently clear. It was intended for poor children whose education was not EDUCATION AND CRIME. 1301 provided for by any religious society; but, in fact, its benefits were gradually extended to others — children not at all dependent upon charity. The character, the spirit, and the purpose of the society remained, however, unchanged. It sought to give elementary instruction and moral training to children who would otherwise have been more or less neglected in these respects. The benefits of a corresponding plan of education were conferred upon the people of the State at large by the law of 1812, which established a common school system of a somewhat rudimentary nature; but the city of New York remained without provision by law for public education until the year 1842, when the legislature passed an act extending to the city a par¬ ticipation in the system which prevailed in the State. But the act not only did this; it placed the schools of the Public School Society, with those of the orphan asylum, of the Roman Catholic Orphan Asylum, and of several other benevolent societies, under the jurisdiction and supervision of the board of education. Finding them¬ selves in this position, the corporators of the Public School Society transferred their schoolhouses and all their other property, with their rights, to the board of educa¬ tion, and the society ceased to exist. It was not long before other school societies followed their example. This event was a public calamity — a calamity not only to the city of New York, but to the State; not only to the State, but to the whole country. Nor has the blight of its effect upon morals, upon politics, and upon edu¬ cation been confined to the country in which it first was felt. At that time our present public school system may be properly said to have begun its rapid forma¬ tion. From that time public education passed rapidly into municipal politics, and became an engine at once of political corruption and social deterioration. The example of New York was widely followed, actually if not avowedly. On all sides there was a cry for higher education, and as higher education meant more teachers to be appointed and paid, more schoolhouses to be built, more text-books to be bought by the tens of thousands, and, in brief, more money to be expended, the local politicians, who with anthropomorphic devotion worshipped their own glorified and gigantic likeness in the Hon. William Tweed, did all in their power — and their power was great — to foster the higher education. Admirable, farseeing, large- minded, philanthropic statesmen! They fostered the higher education until, as I was told about ten years ago by a publisher of schoolbooks, there was no depart¬ ment of his trade so profitable as that in which he was chiefly interested, but that to ‘ ‘ introduce ’ ’ a set of two or three text-books into public school use cost between fifty thousand and one hundred thousand dollars (for what, pray let us know, oh, philanthropic dispensers of the healing light of education?); and until now there is a College of the City of New York, as a part of its common school system, and a normal school, at which 1,500 young women are instructed yearly in the mysteries of teaching, which but a very few of the 1,500 practice, mean to practice, or have the opportunity to practice, and until the sum of $3,805,000 is spent upon public education by the city of New York alone, of which sum no less than $1,009,207 is paid to teachers of primary departments. And such, in a great measure, has the “American” system of public education become in all the country lying north of the Potomac and the Ohio. Nearly $4,000,000 taken in one year from the pockets of taxpayers of one city for education — more than $1,000,000 paid to teachers of primary schools, and a sim¬ ilar expenditure throughout the State and in more than half the States, and what is the result? According to independent and competent evidence from all quarters, the mass of the pupils of these public schools are unable to read intelligently, to spell correctly, to write legibly, to describe understandingly the geography of their own country, or to do anything that reasonably well-educated children should do with ease. They can not write a simple letter; they can not do readily and with quick comprehension a simple “sum” in practical arithmetic; they can not tell the mean¬ ing of any but the commonest of the words that they read and spell so ill. There 1302 EDUCATION REPORT, 1893-99. should not be need to say that many of them — many in actual numbers — can do all these things fairly well; but these many are few indeed in proportion to the millions who receive a public school education. They can give rules glibly; they can recite from memory; they have some dry, disjointed knowledge of various ologies and osopliies; they can, some of them, read a little French or German with a very bad accent; but as to such elementary education as is alike the foundation of all real higher education and the sine qua non of successful life in this age, they are, most of them, in almost as helpless and barren a condition of mind as if they had never crossed the threshold of a schoolhouse. The testimony to this amazing and deplorable condition of the mass of the pupils of our public schools is so varied, so independent, and comes from so many quarters that it must be true; it can not be disregarded. It is given by private persons, by officers of school districts, by teachers themselves; and it comes from all parts of the country. It can not be repeated here in detail, for it would fill half the pages that can be afforded to this article. But one example of it may be given which fairly represents the whole. Mr. George A. Walton, agent of the Massachusetts State board of education, in a report on the public schools of Norfolk County, Mass., a county which borders upon Boston and the inhabitants of which are somewhat exceptional in wealth and intelligence, sets forth a condition of things which has thus been graphically but correctly summarized by the Chicago Times: The examinations were, in the first place, of the simplest and most practical char¬ acter. There was no nonsense about them. They had but one object — to see if, in the common schools, the children were taught to read, write, and cipher. * * * The showing made by some of the towns was excellent, and of them we shall speak presently. In the case of others, and of many others, it is evident from what Mr. Walton says, and still more evident from what he intimates, that the scholars of 14 years of age did not know how to read, to write, or to cipher. They could, it is true, repeat the pieces in their school readers, and parse and spell in classes, and rattle off rules in grammar and arithmetic, not one word of which they understood; but if they were called upon to write the shortest of letters or the simplest of composi¬ tions, or to go through the plainest of arithmetical combinations, their failure was complete. They had, in fact, been taught what to them were conundrums without end; but the idea that the teaching was to be of any practical use in the lives of these children, when they grew to be American men and women, formed no part of the system, and evidently had never entered into the heads of the instructors. * * * Then, when the letters and compositions were brought in the ingenuity in bad spell¬ ing seems simply incredible. Unless the different misspellings of the word ‘ ‘ scholar, ’ ’ for instance, were given, as in this volume they are, who would believe that they would be some 230 in number? Then, again, 65 different spellings are enumerated of the word “depot;” 108 of the common word “whose,” and 58 of “which.” Out of 1,122 pupils who used the adverb “too” in the narratives, 859, or nearly 77 per cent of the whole, spelled the word incorrectly. Then on pages 218, 219, and 246-248 of the report we are given facsimile lithographs of these letters and compositions, showing their average excellence in certain of the towns, and anything worse it would be hard to conceive. Language fails to do justice to them; they only can do it to themselves.1 This is the intellectual result of the operation of our much- vaunted “American” public school system during the last thirty or forty years. Competent observers in all quarters tell the same story. In the year 1875 it was officially recorded that the candidates for cadetship at West Point had shown a steady deterioration in thorough- 1 Mr. Walton’s report is before me, and I am able to bear unqualified testimony to the unexagger¬ ated truthfulness of this summary setting forth of the case which he presents in great detail. I have quoted this passage less for convenience’ sake than that the reader might see how widely a judgment against the efficiency of our public schools is beginning to be diffused. Mr. Charles Francis Adams, jr., in his paper on “ The new departure in the common schools of Quincy,” says of an examination of those schools by competent and impartial gentlemen in 1873: ‘‘The result w’as deplorable. The schools went to pieces. * * * In other words, it appeared, as the result of eight years’ school¬ teaching, that the children, as a whole, could neither write with facility nor read fluently.” EDUCATION AND CKIME. 1303 ness of elementary knowledge during the then last twenty-five years. It is needless to waste more words in setting . forth a fact equally sad, disgraceful, and undeniable. Nor need we look very far for information which is both corroborative and explan¬ atory of this lamentable and almost ridiculous failure of public school education. The system soon began to bring forth its proper fruits. The superintendent of pub¬ lic instruction in the State of New York, in the eighth annual report from his office, presented to the assembly in 1862, after discussing in general terms the “limited knowledge” among a “large proportion ” of the teachers of “that which all teachers ought first to know,” a deficiency which had been found a “source of embarrass¬ ment,” said: Many [teachers] who have been over a very extended ground of higher mathe¬ matics fail utterly in the simplest principles of mental and practical arithmetic. More have spent busy terms in the study of the classics, but have no knowledge of the first principles of their own language; while to find one who knows anything of the geography of his own, much less of foreign lands, is rare good fortune indeed ! And yet these are not novices, but representative teachers, as the average term of their experience shows (p. 39). We have here revealed to us the condition into which public education has been brought by twenty years’ experience of our, public school system, a period just about long enough to mature a second generation of teachers under the influence of +hat system. This being the mental condition and the educational equipment of teachers, what may we reasonably look for in their pupils, the time having not yet come when men may gather grapes of thorns or figs of thistles? Mr. Walton’s Norfolk County report might have been written in advance by any man gifted with moderate power of forecast. As a mere imparter of useful knowledge the public school system has failed utterly. And now let us consider that system in relation to the reason, the only reason which justifies its establishment. It is supported by enormous sums of money taken by process of law from the pockets of individuals. Will he, nill he, every man who has property is compelled to pay for the education of other men’s children in schools to which he may or may not wish to send his own children, if he has any. The only possible justification for this forcible appropriation of his money is that it is for the public good, for the common wealth, that the system for the support of which his money is taken affords security for life, liberty, and property which without that system would be lacking. And this is the reason for it, and the only reason that is avowed. It has recently been set forth very clearly by an able and highly esteemed public-school officer of high position, in a passage which is a very com¬ plete expression of the raison d’etre of our public school system. The superintend¬ ent of the board of education of the city of New York (one of the most high-minded and capable members that board has ever had), in his report for 1879 thus remarks: In our day, and in the condition of Americaji life, we need all the power of an educated intelligence in order to lift the masses, as well as to maintain an equilibrium in the forces of society. The distribution of knowledge is as necessary as the dis¬ tribution of light. We need the distributive power of systems of education which will reach the lowest abodes and penetrate to the farthermost hamlets of the land. The best education of the people wflll thus become the best government of the people (p. 27). Here we have the professed and the honestly believed social and. 2^olitical theory upon which the public school system rests. It is to lift the masses. Knowledge is as necessary to healthy social life as light is to healthy physical life. If education reaches the lowest abodes, we may then, and only then, have the best government of the people. The theory is not merely unsound, it is utterly and absolutely false. Knowledge 1304 EDUCATION REPORT, 1898-99. will not lift the masses, except as a balloon is lifted, because it is inflated with gas. Mere knowledge does not raise the quality of men’s moral natures. Knowledge is light indeed to him who can see, and who can think and feel rightly as to what he sees; but mere intellectual light, without moral warmth, will not produce a healthy social life any more than a healthy physical life can exist in the light of a thousand suns without the genial warmth of one. The road to the best government of the people does not lie only through the door of the public schoolhouse. This theory itself, however, is the natural fruit of a belief which has obtained general acceptance, and which is embodied in an adage that, like so many adages, is fallacious, and yet is received without question because of its sententious form. It seems conclusive, and it saves people the trouble of observing and thinking. This adage is, “Ignorance is the mother of vice.” Among all the hundreds of adages, which are supinely accepted and blindly acted upon, there is hardly one which is more at variance than this is with the truth. On the contrary, the teaching of the world’s experience through all past ages, and in the light of the present day, is this: Ignorance is the mother of superstition, but has no relation with vice. Ignorance has, indeed, a certain relation with vice — a relation which, however, is merely one of frequent coexistence. But coexistence does not imply connection. It no more implies connection than sequence does. That which follows is not nec¬ essarily the consequence of that which goes before. Post hoc does not imply prop¬ ter hoc. Equally true is it that two things found often, or even generally, together have not necessarily the relation of cause and effect, nor even that of identity of cause. Vice may, and often does, flaunt unpalliated by ignorance; ignorance may, and often does, walk with its humble purity untainted by vice. Some of the most vicious men that have ever lived have been well instructed, accomplished, and even learned. Some of the purest and best have been ignorant — so ignorant that they could read and write hardly better than the majority of the pupils of our public schools. Ignorance and vice are so frequently found together, not because the for¬ mer is the cause of the latter, but because both — but chiefly the former — are the common companions of poverty. Want, if not the parent of vice, is at least its faithful foster mother. One among the proverbs that really embody the truth of the world’s experience is that which tells us “It is hard for an empty bag to stand upright.” Becky Sharp said that she could have been a good woman if she had had £5,000 a year. The goodness of the Becky Sharps of this world, under any circumstances, is but skin-deep, like their beauty; but beauty is none the less sought for and longed for; and so decorous behavior and decent life are all that society can demand, no matter what their motive. Thackeray, in this speech of his greatest creation, lays bare the nature of all vice. Vice is the satisfaction of personal wants without regard to right. Now, as the obstacle to the satisfaction of wants is almost always the lack of means — that is,- of money or its equivalent — the result is that most vice is directly connected with the need of money. The fact that the need may be actual and healthy — as for the necessities and comforts of life, or fictitious and fan¬ ciful — as for luxuries of whatever sort, does not impair the truth of the axiom that need is the motive to the vicious life. Hence it is that poverty and vice are so often found together, and that, poverty being so common, vice is so common. There are thousands of humble Becky Sharps, and of their male counterparts, in every town and county in the country. If ignorance were the mother of vice, and if our public-school system were what it is set up to be, the fruits of the latter would by this time have been manifest, plainly visible to the whole world, in our moral advancement as a people, in a higher tone in our society, in the greater purity of our politics and the incorrupti¬ bility of our legislators, in the increased probity of the executive officers of our State and municipal governments and of our corporate financial bodies, in the supe¬ rior wisdom and more solid integrity of our bench, in the sobriety of our matrons, EDUCATION AND CRIME. 1305 the modesty of our maidens, in the greater faithfulness of wives, in the diminution of divorces, in the steady decrease of vice and crime and idleness and vagrancy and vagabondage. If ignorance be the mother of vice and the public school is the effi¬ cient foe of ignorance, the last fifty years should have seen in all these respects an improvement so great that admiring nations would applaud and humbly hope to imitate. But who needs to be told that in all these respects we have deteriorated? It is not Horace’s praiser of the days when he was a boy that tells us this. It is a matter of public record. It is known to every observant man who has lived more than thirty years. Our large towns swarm with idle, vicious lads and young men who have no visible means of support. Our rural districts are infested with tramps — a creature unknown to our fathers, and even to us in our youth. The corruption of our legislative bodies is so wide and so deep and so well known that great corpora¬ tions and business men of large wealth can almost always obtain the legislation needful for their ends, right or wrong. Bribery at elections is almost openly prac¬ ticed by both our great political parties. The general tone and character of our bench, both for learning, for wisdom, and for integrity, have fallen notably during the last thirty years. Dishonesty in business and betrayal of trust have become so common that the public record of the last fifteen years on this subject is such that it can not be remembered without shame. Politics, instead of being purified and elevated, has become a trade in which success falls year by year more to inferior men who have a little low cunning. Divorces have multiplied until they have become so common as to be a stock jest in the facetious column of our newspapers. Crime and vice have increased year after year almost pari passu with the development of the public-school system, which, instead of lifting the masses, lias given us in their place a nondescript and hybrid class, unfit for professional or mercantile life, unwill¬ ing and also unable to be farmers or artisans, so that gradually our skilled labor is done more by immigrant foreigners, while our native citizens, who would otherwise naturally fill this respectable and comfortable position in society, seek to make their living by their wits — honestly if they can; if not, more or less dishonestly; or, fail¬ ing thus, by petty office-seeking. Filial respect and parental love have both dimin¬ ished; and, as for the modesty of our young men, and even of our young women, they do not even blush that they have lost it. This is the condition in which we are after more than half a century of experience of our public-school system, the only justification for whose existence is that it was asserted and believed to be a panacea for the cure of social and political disease. Nor is the case of that system at all bettered by the quite untenable assumption that all this would have been without its influence; for its only justification, the very reason of its being, is the other assumption, that by it all this would have been prevented. Moreover, there is evidence on record, evidence furnished quite independently of any investigation of this subject, which proves the case against the public-school system as clearly and as undeniably as the truth of Newton’s theory of gravitation is proved by the calculations which enable astronomers to declare the motions and to weigh the substance of the planets. For the census returns show that crime, immorality, and insanity are greater in proportion to population in those communi¬ ties which have been long under the influence of the public-school system than they are in those which have been without it. The system, be it remembered, is of New England origin, and the New England States have been longest under its influence. The States south of the Potomac are those which were longest without it; and, indeed, in them it has hardly yet obtained favor or foothold. Let us compare the statistics of population, of literacy and illiteracy, and of crime in these two classes of States, carefully eliminating from our calculation the influence of foreign immigration upon the criminal record of the Northern States, which the particularity of the cen¬ sus returns enables us to do. The comparison is between the native white popula¬ tions of Massachusetts, Connecticut, New Hampshire, Vermont, Maine, and Rhode 1306 EDUCATION EEPOET, 1898-99. Island on the one hand, and the same population of Delaware, Virginia, Maryland, North Carolina, South Carolina, and Georgia on the other. These are all original States of the Union, Maine excepted; but Maine was always a part of New England. They are Commonwealths founded at about the same time by people of the same race and the same religion. In 1860 secession and consequent civil war caused in the Southern States an upturning of all the elements of society, which makes it proper that the examination of their social condition should be limited by the census of that year. The census of 1860 shows that the New England States had a native white popula¬ tion 2,665,945 in number, and of these there were but 8,543 adults who could not read and write. The six Southern States mentioned above had 3,181,969 native white inhabitants, among whom there were 262,802 adults who could not read and write. In the New England States, therefore, the native whites who could not read and write were in the proportion of 1 to 312, while in the six Southern States the propor¬ tion of wholly illiterate whites was 1 to 12. Now, if ignorance is the mother of vice, of crime, of wretchedness, and of all that goes to make bad citizens, the excess of the criminal classes in the Southern States should have been in something like the pro¬ portion of 312 to 12. But it was not so. On the contrary, the proportional excess of crime, of pauperism, of suicide, and of insanity (and among the native white inhabitants, be it remembered) was very much greater in the New England States; for in 1860 they had in their prisons 2,459 criminals, while the six Southern States had but 477. New England society, formed under the public-school system, pro¬ duced 1 native white criminal to every 1,084 inhabitants; while the Southern States, which had been almost entirely without that system, produced only 1 to every 6,670 — a disproportion of more than 6 to 1 ! 1 The New England States had one publicly sup¬ ported pauper to every 178 inhabitants, while the six Southern, which were without public schools, had but 1 to every 345. Of suicides, there were in the New England States 1 to every 13,285 of the entire population; but the others had only 1 to every 56,584. The census of 1860 has no record of insanity; but that of 1870 shows in New England 1 insane person of those born and living in the several States to every 800 native-born inhabitants; but in the six Southern States in question only 1 to every 1,682 native inhabitants. Strange to say, foremost in this sad record stand Massa¬ chusetts and Connecticut, which have had common schools since 1647 and 1650, respectively, as was remarked in the beginning of this article, the former producing 1 native white criminal to every 649 native white inhabitants; the latter, 1 to every 845. The significance of these facts and figures can not be mistaken or explained away. Does it therefore follow that knowledge is incompatible with virtue, thrift, good citizenship, and happiness, and that education is per se an evil? Not at all. But it does follow that ignorance is not the mother of vice; that ignorance has no necessary connection with vice. It does follow that the public school system is not the reform¬ atory agent which it has honestly been supposed to be; that its influence is not to make men good, and thrifty, and happy; that it is not adapted to produce the best government of the people. In 1870 the cost of the system which coexisted with the condition of society indi¬ cated by these figures, and which has been previously described in this article, was more than $64,000,000. The remedy? A remedy must be found. It can not be set forth in detail at the 1 The well-known fact that homicide is more common in the Southern States than in the Northern is of no importance in the consideration of these statistics. It merely shows that to the mass of crime in the one case homicide bears a large proportion, and to the mass of crime in the other a very small one. And it is to be remarked that of the homicides in the Southern States a very large proportion, springing as they do from an antiquated perversion of the sense of honor, semisavage as they often are, are generally less base and vicious in motive than the comparatively few murders in the Northern. EDUCATION AND CRIME. 1307 end of an article like this, which has already exceeded the limits assigned to it. But it may be briefly indicated as a discontinuation of any other education at the public cost than that which is strictly elementary — reading, spelling, writing, and the com¬ mon rules of practical arithmetic; and in the remission of all education higher than this to parents, the natural guardians and earthly providence of their children. And those children only should be thus educated at public cost whose parents are too poor to give them even an elementary education themselves. Supplementary to this sim¬ ple system of elementary education, there might be some jealously guarded provision for the higher education of pupils who have exceptional ability and show special aptitude and taste for science or literature. Moreover, if Government is to assume a parental and formative function, and to attempt the making of good citizens, it may, with much more reason and propriety, establish public farms and public workshops, and train in them its future citizens to get their own living honestly and respectably, than it may establish and compel attendance upon schools on a system the result of which, according to the experience of half a century, is deterioration in purity of morals, in decency of life, in thrift, and in all that goes to make good citizens, accompanied by a steadily increasing failure in the acquirement of the very elements of useful knowledge. “THE PUBLIC SCHOOL SYSTEM A FAILURE.”— A REPLY TO RICHARD GRANT WHITE.1 Mr. Richard Grant White says in the December number of The North American Review that, “as an imparter of useful knowledge, the public school system has failed utterly.” And, again, “The case is worse than mere failure, for the result has been deplorable, and threatens to be disastrous.” Indeed, according to some statements in this remarkable article, it has already proved disastrous to the intelli¬ gence and morals of the people where public schools have existed. This has a rather strange sound to Northern ears. But, like many other discover¬ ies that seem new, those familiar with Shakespeare’s Henry VI will recognize it as what the ethnographers call a ‘ ‘ survival. ’ ’ So far as I know, it was Jack Cade who made the original discovery that Lord Say had “most traitorously corrupted the youth of the realm, in erecting a grammar school.” Whether Mr. White got the hint from Cade I don’t know, but there seems to be a marvelous resemblance in their ideas. Before following Mr. White through some of the details of his article, it will be well, perhaps, to call attention to his two leading propositions, on which the whole article rests. His first proposition is that “as an imparter of useful knowledge the public school system has failed utterly.” This proposition he proves to his own satisfaction by the aid of some detached state¬ ments in Mr. Walton’s report of examinations in Norfolk County, as well as by some exceptional lithographed examples of poor work contained in that report ; and by some exaggerated statements of Mr. Charles Francis Alains, jr., which are sufficiently answered by an official document of the date referred to, bearing his own signature. Having established, as he thinks, his first proposition, Mr. White lays down another, of which it can not be said that it is like unto the first. It is this : That ‘ ‘ Ignorance is not the mother of vice, ’ ’ and has no connection with it, except that they sometimes coexist, neither of them being the cause of the other. And how do you suppose he undertakes to prove this? Why, by assuming that his first proposition is false, and that the States in which a public school system exists 1 A paper read before the Massachusetts Teachers’ Association, December, 1880, by B. F. Tweed. 1308 EDUCATION REPORT, 1898-99. are more intelligent, have more knowledge, than those that have no public school system ; for he goes on to present such an array of statistics, manipulated to suit his purpose, as shows to his satisfaction that those communities which have been long under the influence of a public school system have more crime and immorality than those which have been without it. But, supposing it to be true (which, of course, I do not admit) that crime and immorality have been more common in the States where public schools exist than in others, how does this prove that “ignorance is not the mother of vice? ” He has already assured us that “as an imparter of useful knowledge the public school system has failed utterly.” Why, then, should we not presume the commu¬ nities that have not been cursed with a common school system, but where, in the language of Mr. White, education has been remitted to parents, “the natural guard¬ ians and earthly providence of their children” — I say, why should we not presume such communities to possess more useful knowledge than those that have had a school system only to And that “as an imparter of useful knowledge it has failed utterly?” What, then, has Mr. White proved? If the first proposition, then his statistics — if they do not prove that “ignorance is the mother of vice” — do prove that the amount of crime in a community is in direct proportion to the amount of ignorance. If, therefore, his first proposition is true, he has disproved the second. If his second is proved, it is by a direct denial of the first; for it rests entirely on the assumption that those communities where a public school system has existed are more intelligent — that is, have more knowledge. It reminds one of the gentleman’s servant, who cut off a favorite dog’s head to save the pitcher into which he had thrust it, and then broke the pitcher to get the dog’s head out. Such being the character of this article as shown in its two leading propositions, it may be proper to remind Mr. White that logicians have found the same difficulty in proving contradictories that railroad men have in trying to make two trains pass each other on the same track. Thus far the result has always been a damaging collision. But let us inquire a little into the nature of Mr. White’s proof. Mr. White quotes from a recent statement of Charles Francis Adams, jr., that when, in 1873, they examined the schools of Quincy, “the result was deplorable. They all fell through,” etc. But let us see how this statement — made in 1880 — agrees with the annual reports, made when the facts were fresh in the mind of Mr. Adams. From the school report of Quincy for 1872-73, I take the following: The standard of education has not been notably advanced during some years,- so far as the committee can judge. But while this is substantially true, it is also true that the standard has neither been lowered nor drawn back; and it is possible that an eagerness for exceptional excellence may have blinded us to a steady and sub¬ stantial, though slow advance. To those who can recall the situation twenty years since, this may appear considerable. Again, It has been said that a point has been reached in our schools which seems to be near the goal at which common schools aim; and this is substantially true, taking into consideration the age and average attendance of the pupils. In the report of 1873-74 I find the following: The school committe, in entering upon the performance of the closing duty of their school year, are glad to be able to congratulate the people of Quincy upon the satisfactory general character of the results they have to report. While there have been no striking alterations in the main system of management, no radical innovation in method of instruction, nor considerable change in the style of teachers, a fair, even, and well-distributed improvement has been noted in most of the departments of study. EDUCATION AND CRIME. 1309 Then, after speaking of several schools, one of which “appeared much better,” another “not so well,” and others bearing “indications of improvement,” the report continues: But, as a rule, the committee saw nothing which leads them to modify the opinion expressed in their last annual report, to the effect that, as regards instruction, a point has been reached which is near the natural term of such force as our present system of schooling is calculated to exert. At the same time it is to be remembered that, as compared with many years ago, the tests applied to our schools have much increased in severity. The new principle of conducting the examinations introduced by the committee a year ago, under which a single and the same branch of the studies pursued is in the examinations of all the schools assigned to each member of the committee, has also been pursued this year. During the examinations, the schools are thus taken wholly out of the hands of their instructors and into those of the committee. Under these circumstances a mere education of “veneering” is sure to reveal its false character. It is wholly impossible to prepare classes for a “show-off.” The examinations, therefore, now at least reveal as a whole the real results of our school¬ ing. * * * They do not show all that we might desire they should; but they do show much, and what they do show is there; there is at least no parade of results which have no reality in existence. So said the two excellent reports of the Quincy schools, 1872-73 and 1873-74; both of which were adopted and issued by a committee, of which Mr. Charles Francis Adams, jr., and his brother, John Quincy Adams, were members. But perhaps this inconsistency in Mr. Adams’s utterances is susceptible of an explanation creditable to the present condition of the schools, and indicative that he now takes a broader view of what our philosophical friends would call the “ poten¬ tialities” of our schools. In 1873 Mr. Adams knew less of our common schools than he does now, after a long term of service on the school committee. When, therefore, in the light of the great improvement he has seen during the last five or six years, he looks back to the examination of 1873, it is no wonder he exclaims, “ It was deplorable.” He looks from a different standpoint. It is the old story of the two-sided shield. Mr. Adams had seen only the silver side then; and, like our financiers, previous to that period, he was content with the “dollar of our fathers.” Now, having seen the golden side, that “pale and common drudge ’tween man and man” is not satisfactory. He is understood to favor the gold standard, as well in education as in finance. I may say also that Mr. Walton’s report, on which Mr. White relies so much for proof of his first proposition, as a whole, does not justify his indiscriminate condem¬ nation of the schools, even in Norfolk County. Any one who knows Mr. Walton knows that, while he would be the last man to do injustice to teachers and pupils, he is by nature and habit sufficiently critical to guard against any undue leniency of judgment. And the summing up of the per¬ centages obtained is considerably above what is required in our best colleges for graduation. So also the lithographs of letters and narratives by primary and grammar school pupils are, I do not hesitate to sa.y, as a whole, creditable. Some are very good; many are creditable; some, I admit, are very poor; and I might have doubted the expediency or justice of circulating them without some explanation. What is the natural capacity of the pupil whose work is here exhibited? How long lias he been in school? Has he been regular in attendance? If it had appeared that the poorest work was done by pupils of average capacity, who had been regular in their attendance during the usual school course, and the best work by those whose limited attendance and other circumstances had saved them from the demoralizing effects of the school system, I should have admitted that there was some force in Mr. White’s strictures. I should like to have some theological Mr. Walton go through a county — I care not 1310 EDUCATION REPORT, 1898-99. if it be Norfolk, that the parallel may be complete — and test the knowledge and practice of the several congregations of that county in the rudiments of Christianity, marking their progress in the Christian virtues on the same scale of percentages as used in the schools. Then, if it were possible — I don’t know exactly how it could be done — I would have facsimiles of their knowledge of Christian principles, as it appears in their acts — what they do — that we might see whether “their lips and lives express the holy gospel they profess.” If this report should be found better than the educational report, I should say, so much the more creditable to the clergymen, and so much the less creditable to the school-teachers. If, however, it should prove otherwise, I should not immediately jump to the conclusion that Christianity is a failure. It may not have done its perfect work. Indeed, we know it has not. It has encountered innumerable obstacles. Like our school system, that perfect system of Christian morality has depended for its pro- mulgation on fallible men, many of whom have had no more appreciation of the principles of Christianity than the average school-teacher has of the principles of pedagogy. And yet, with all these drawbacks, it may have been, and I believe it has been, the most important factor in the world’s progress. No doubt the apostle was justified in speaking of the “foolishness of preaching,” and I will not take issue with anyone who speaks of the foolishness of a great deal of the teaching in our schools. Still, poor preaching and poor teaching have been infinitely better than none. * * * As to the moral influence of our school system, and the ratio of crime in the two divisions, about which Mr. White has so much to say, it is sufficient answer to refer him to the able and exhaustive report of Mr. Carroll D, Wright, Chief of Burea,u of Statistics of Labor. Had Mr. White carefully studied this report, he might have saved himself the trouble of writing a considerable part of his article, and thus refut¬ ing what remained of it. I have only to make a few brief extracts from this report to show how utterly fallacious all reasoning on the census statistics must be, unaccompanied by such ex¬ planation as is contained in Mr. Wright’s report. General Walker, superintendent of census returns in 1870, says: No single measure can be taken for determining the proportion of crime in the several communities of our country. The absence of any effort to reduce to a consistent body the returns on this subject in the last census — that to which Mr. White refers— led to misrepresentations of States and sections. In some cases returns were restricted to convictions for grave offenses, while in others convictions for the most petty offenses were equally considered. Then follows this statement, which seems to have escaped Mr. White’s notice: “In the opinion of the superintendent no use of these figures for purposes of com¬ parisons between the States will be justifiable without reference to the foregoing.” And yet this is exactly what Mr. White has done. Is it possible that he is one of the victims of our public-school system? W7as it in a public school that he learned to use the census returns in a manner which the superintendent of those returns says is “unjustifiable?” But there are other reasons for pronouncing Mr. White’s use of these returns “unjustifiable.” Mr. Carroll E>. Wright, in comparing Massachusetts and Virginia as representative States, shows that while the criminal code of Massachusetts in 1860 provided for 158 offenses designated as crimes, the code of Virginia recognized but 108 such offenses punishable at law, and several of these, common to both States, were punishable by imprisonment in Massachusetts, but only by fine in Virginia. EDUCATION AND CRIME. 1311 Of the commitments in Massachusetts in 1860 more than half (54 per cent) were for offenses punishable in Virginia by fine only. Perhaps it may throw a little light on the value of Mr. White’s statistics to show the demoralizing effects of our schools, to state that the sense of different commu¬ nities as expressed in their laws differs widely. Thus, while in Massachusetts adultery, fornication, and many other offenses are regarded as grave, and punishable by imprisonment, in Virginia they may be condoned by a fine. * * * But because our schools have not made all our citizens intelligent and banished ignorance from the State, I am not prepared to pronounce them an utter failure any more than I am to pronounce Christianity an utter failure because in nineteen centuries it has failed to bring the millennium. * * * COMPULSORY EDUCATION IN RELATION TO CRIME AND SOCIAL MORALS.1 By William T. Harris, LL. D. The question of compulsory education as a means of prevention of crime involves prior questions relating to the nature of education and its different branches or species. It involves likewise a consideration of the nature of crime, and of what constitutes a preventive agency for crime. If education in general does not act as a preventive of crime, it is useless to expect any good results from compulsory education. If some kinds of education are effect¬ ive in the prevention of crime, and others not, then the first business of practical importance is to ascertain what branches of education possess this utility, and in what features is to be found the desired virtue. Let us open the discussion by reference to some of the statistics bearing on the question of school education. In the Report of the United States Commissioner of Edu¬ cation for 1872 there are valuable special articles on the relation of school education to crime, to pauperism, and to productive industry. These articles are a mine of infor¬ mation and sound reasoning on the topic we are considering. In the essay of Dr. E. D. Mansfield, which forms a part of the Commissioner’s Report, we have given: The aggregate number of prisoners in 1870 was 110,538; aggregate who could read and write, 82,812; aggregate number who could neither read nor write, 21,650; and of those who could barely read, but not write, 5,931; total illiterates 27,581, or 25 per cent of the entire number of prisoners. These returns are collected from 17 States, 14 of these being Western or Middle States. Considering that the mere ability to read and write implies only three or four months’ schooling, it is surprising to see that so many of the prisoners come from the very small class of the population in these 17 States that is reckoned illiter¬ ate or nearly so. Taking the State prisons and jails of New York and Pennsylvania, showing an aggregate number of 12,772 prisoners, the number totally ignorant was found to be 19 per cent of the whole; taking the totally ignorant and the very ignorant, the amount was 33 per cent of the whole; adding to these the very deficient, the amount was upward of 60 per cent. In the prisons and jails of the central Northwest, including Ohio, Indiana, Illinois, Michigan, and Wisconsin, returns from 30 penitentiaries, workhouses, and jails showed an aggregate of 18,931 prisoners. Of these, 40 per cent are classified as totally ignorant; 6 per cent more as very ignorant; 29 per cent more as very defi¬ cient — making a total of 75 per cent very deficient, very ignorant, or totally ignorant. 1 Delivered before the Twelfth Annual Conference of Charities and Correction, Washington, D. C., 1885. 1312 EDUCATION REPORT, 1898-90. Taking four State prisons in Minnesota, Iowa, Kansas, and California, of 1,957 prisoners in the aggregate it was found that 21 per cent were totally ignorant, 10 per cent more were very ignorant, and 19 per cent more very deficient, or 50 per cent below the standard fixed upon as the separating line for very deficient. Taking the States of Maryland, Kentucky, and South Carolina, 2,400 prisoners (a majority colored) were classified as 60 per cent totally ignorant and 25 per cent more as very deficient, or 85 per cent as at least very deficient in school education. Turning from these statistics to the census returns for 1870, we take next the ratio of illiteracy in the entire population, and compare it with the ratio of illiterate crim¬ inals. In New York and Pennsylvania, we see that, while the illiterate in the entire population amount to only 4 per cent — the illiterate prisoners amount to 33 per cent of all the prisoners, and the very deficient includes 60 per cent of them. In other words, the 4 per cent of the entire population that is illiterate furnish 33 per cent of the criminals — twelve times as many criminals from the illiterate as from an equal number who were not illiterate. The ratio is found thus: Four per cent of the entire population are illiterate, and 96 per cent not illiterate. The 4 per cent illiterate furnish 33 per cent of the criminals, which is more than eight times the quota that they should furnish if education made no difference in this matter. The 96 per cent not illiterate furnish only 67 per cent of the criminals, i.e., about two-thirds of their quota. Hence, in this capacity for furnishing criminals, the illiterate surpass the not illiterate in the ratio of eight to two-thirds, and thus in fact furnish twelve times as many criminals as an equal number of not illiterates do. In the central West, 34 per cent of the population is returned as illiterate, and 46 per cent of the criminals illiterate. Hence the illiterates furnish thirteen times their share of the criminals. In the far West and the Pacific section, the returns give 3 per cent illiterate as furnishing 31 per cent of the criminals, or tenfold their quota. In the three Southern States, 22 per cent illiterate furnish 60 per cent of the criminals. In these statistics, it is shown that, of the 110,538 prisoners, 91,427 are whites; of the latter, 57,824 are foreign born. Statistics collected by Dr. E. C. Wines show that in France the number of persons under arrest from 1867 to 1869 was 444,133, of whom 442,194 Avere reported as unable to read, making over 95 per cent. Of the illiterates there was an average of 1 arrest for each 41 persons; but only 1 arrest for 9,291 persons who could read. This seems a too great disproportion measured by our American experience. Further statistics from Dr. Wines show, in England, out of 157,223 committals to county or borough prisons, 53,265 illiterate, or 34 per cent; in Switzerland the aver¬ age of criminals unable to read, through all prisons, 83 per cent. These facts go to prove that even a slight degree of school education has an effect to lessen the tendency toward crime. It is to be remarked that statistics are to be used with caution, inasmuch as each quantitative result conceals within it an infini¬ tude of qualitative factors which may possibly assist in the product. Were it pos¬ sible to eliminate all the qualitative factors but one, the numerical statement would be unambiguous. In connection with this I give some statistics taken from a recent work on indus¬ trial education. In the Philadelphia penitentiary it is said there were, in the period 1860-1870, 1,605 prisoners. Of these, 490 were illiterates, making over 30 per cent of illiterates. In the same penitentiary for this decade there were 1,217 that had never been apprenticed to any trade, or 76 per cent of the total number. Without further consideration it might seem that the ratio of criminals from those who can read and write is two and one-half times as large as from those who have been apprenticed to a trade. But the illiterates over 10 years of age for Pennsylvania in 1870 were counted ad less than 5 per cent of the population, while the proportion of the population returned as engaged in some form of productive industry is nearly 35 per cent. Hence, it would appear that the 35 per cent of industrial population EDUCATION AND CE1ME. 1313 furnished 24 per cent of the criminals, while the 95 per cent that could read and write furnished only 30 per cent of the criminals. The apprenticed furnished two- thirds of their quota of criminals, while the educated furnished less than one-third. In the decade from 1870 to 1880 it is said that out of 2,383 prisoners 706 were illit¬ erate, while only 433 had been apprenticed to a trade. It would be unfair to sup¬ pose that the word “apprenticed” is taken in its ordinary meaning, for certainly not one in ten of the industrial population of Pennsylvania has been “apprenticed” in the old meaning of the word. It must be understood to mean those who have been taught to earn their living in some gainful occupation, whether agricultural, mechan¬ ical, mercantile, or personal. With this meaning the 433 apprenticed, or 18 per cent of 2,383, come from the 34 per cent of the entire population that are engaged in pro¬ ductive industry while the 706, or 30 percent, of illiterate prisoners have come from the 7 per cent o illiterates reported in the census for 1880. The 82 per cent of the prisoners that have not been apprenticed come from the 41 per cent of the population returned as being over 10 years of age and not engaged in any gainful occupation. The unapprenticed furnish twice their quota of criminals, while the illiterates furnish from four to thirteen times their quotas of criminals. In the face of these statistics let us consider for a moment the characteristics of the two terms with which we are now dealing — education and crime. Crime is defined as breach of the laws of the State. The criminal attacks society, lie injures his fellow-man in person or property. He prefers the gratification of some selfish pas¬ sion or appetite to the good of his neighbor. Now, what is the training which develops in the child a respect for the social wdiole, a feeling that society embodies his substantial good — a feeling of preference for the good of his fellow-man over his own whim or caprice? Certainly, that training is the training which is given by bringing up the child in the society of others, and causing him to practice perpetually those customs which respect persons and property. A due sense of public opinion, a respect for the ideal standard of right and wrong set up in the community, is the primary requisite. It is clear that man can live in society and constitute a social whole only so far as individuals are educated out of their natural animal condition and made to res'pect social forms more highly than mere animal impulses. Hence it is clear that society itself rests upon education, in this broad sense of the word. But what has this to do with school education? Much of the education into a respect for social forms and usages is given by the family, and before the age proper for schooling. Then, again, it must he admitted that another part of this education comes later, and is learned in the pursuit of one’s vocation in life — the education that comes from bending one’s energies into a special channel for the purpose of earn¬ ing a living. Another form of education is to be found in the part that one bears in politics within one’s party, or in the exercise of functions conferred by the state, or still further, in the exercise of patriotic feeling. Lastly, there is the church, which furnishes a form of education most important, because it lays fullest stress on human duty, basing it on divine commands. The church educates the individual into the sense of his existence as a mere unsubstantial creature when living in neglect of the divine ideal manhood, but as a substantial and eternally blessed life when lived according to the forms prescribed in religion. These forms are forms that respect the welfare of the wTholc and measure the conduct of the individual by his preference of that welfare over his own selfish impulses. The family, the vocation, the state, the church, are the four great cardinal insti¬ tutions of education. The school is only a device brought in to reenforce these substantial institutions; but it is a very important device, notwithstanding its supple¬ mentary character. It may reenforce the family by giving to the youth the com¬ mand of such conventionalities as reading and writing and moral behavior; or it may reenforce the vocation by giving instruction in arts and trades or professions; ED 99 — YOL II - S3 1314 EDUCATION EEPOET, 1898-99. or it may reenforce the church as a Sunday school, giving instruction in religion; the military school or the naval school may reenforce the education of the state. Our question deals directly with the education of the school; but we must care¬ fully bear in mind the several educational functions of these institutions, so as not to overestimate the functions of the school, or in any way confound its province with what belongs to the great social institutions. Family education must furnish that indispensable preliminary education in per¬ sonal habits, such as cleanliness, care of the person and clothing, respectful treat¬ ment of elders and superiors, obedience to authority, the sense of shame, religious observances, and the use of the mother tongue. The school must presuppose that these are already taught by the family, but the school must not neglect them, although it does not make them its special aim. The family does more, in fact, than educate the child in those indispensable things just recited. It builds up within the child’s mind the structure of his moral character, making for him a second nature of moral habit and custom, whose limits and boundaries he regards as of supreme moment. This second nature, or moral nature, is secured by daily sacrifice, and all forms of education lay stress upon self-sacrifice as the foundation of their disciplines. This process which we call education is, in short, essentially the shaping of man by habit into an ideal or spiritual type of being; a realization of what we call human nature in contradistinction to mere animal nature. It is an artificial life, a conven¬ tional form of living, but it is far more substantial and divine than the life of the mere animal man. Man, as an animal, is a savage; as civilized, he is an ethical being, who has set up vvithin himself a system of duties and obligations which he observes at the expense of neglecting the impulses of his merely animal nature. To what end is all this? Is it not because man, as an individual, wills to combine with liis fellow-men in such a way as to avail himself of the united endeavor of all? By the organization of social institutions he converts a multitude of atomic individ¬ uals into a social unity. The individuals do not get lost in this social unity, like the waves of the sea. But the social unity is of that wonderful character that it reen¬ forces the might of each individual by the might of the whole. Speaking technically, the individual becomes the species; or, in giving up by self- sacrifice his selfish peculiarities and devoting himself to the service of others, he gains for himself the service of all mankind. The individuals are transmuted into one grand individual, of which each individual is the head, and each individual is also the foot. According to Kant’s definition, a living organism is such that every part of it is alike means and end to all the other parts. So, in this social body, every individual human being is alike the means and the end for all others. Hence there is a “ Grand Man,” as Swedenborgians say. In the matter of food, clothing, and shelter, the individual toils in his vocation to produce a special product, something useful to the rest, and demanded in the market of the world. In return for this gift of his day’s labor he is permitted to draw from the market of the world his share of all the productions collected from all climes, brought hither by the commerce of nations. This is a perpetual process of united human endeavor, in which, by self-sacrifice, the individual reenforces himself by the race. So, too, the family, the most embryonic of human institutions — the family enables the elder to assist the younger, the mature the immature, the well and strong to assist the sick and weak. It equalizes age and bodily condition, reenforcing each condition by the aid of all others. The great object, then, of education is the preparation of the individual for a life in institutions, the preparation of each individual for social combination. Education inculcates sacrifice of animal proclivities, in order to secure a higher well-being in the life of the community. Crime is, therefore, a reaction on the part of the individual against the very object of education. It attacks the necessary forms of social life, and asserts for itself the right to persist in the form of the nonsocial individual. Society must defend itself, EDUCATION AND CHIME. 1315 and reduce the rebellious individual to harmony with itself. Inasmuch as the social form is such that the individual who puts it on and becomes a member of the family, the community or the State, does not act directly for himself, but works for others and accepts the service of others in return for his own deed, so, too, punishment for crime takes on the same form; the criminal is made to receive for his deed an equiva¬ lent reflected back from society. As his deed injures society, it is returned upon him by society and injures him. If he attacks his neighbors by personal violence, his deed is made to come back to him by physical constraint or even by violent death on the gallows. If he attacks the property of his fellow-men, he is made to suffer in property, in the possession of personal freedom and the right to the products of his own labor. Thus, society treats the criminal who rebels against it just as though he, the criminal, had intended to do a social deed, and not a selfish one. It is a piece of irony. The State says to the criminal: “ Of course, you recognize society, and expect to reap what you sow. You have an undoubted, right to possess and enjoy the fruits of your own deeds. I will see that they are returned upon you. Your deed of vio¬ lence on your neighbor shall therefore return upon you. Whatever you do you shall do to yourself.” Turning now from this view of the general educative character of the institutions of society, and the end and aim of all society to aid the individual by the might of the whole, and from this study of crime, let us define for ourselves the place of the school in education, and try to discover its relation to the prevention of crime. The school, as we have seen, is a means of education auxiliary to each of the four cardinal institutions, and as such, the school in all of its forms is ethical and pre¬ ventive of crime. The ordinary type of school — the so-called “common school” — receives the child from the family at the age of 5 or 6 years. It receives him into a social body (for the school is a community), and educates him by “ discipline ” and “instruction,” as they are technically called. By “discipline” is meant the train¬ ing in behavior, a training of the will, moral training. It consists in imposing upon the child a set of forms of behavior rendered necessary in order to secure concert of action — such forms as regularity, punctuality, silence, and industry. These are the four cardinal duties of the school pupil. Without them the school can not act as a unit, instruction can not be given in classes, and no good result achieved. We call these duties mechanical duties, but they underlie all higher ethics. Without silence in the school, without self-sacrifice on the part of each pupil, restraining his impulse to prate and chatter and occupy the attention of his fellow-pupils, there could be no work done. Each pupil would interfere with the work of every other pupil and the result would be chaos or worse — because anarchy is chaos made active and hostile to heaven’s first law. Order is not only the first celestial law, but it is the first law of all social combination. The school could not possibly undertake a more direct and efficient training of the child for social combination than it does undertake in its four cardinal phases of dis¬ cipline — regularity, punctuality, silence, and industry. Its method of securing these items of discipline may be good, bad, or indifferent, according to the pains it takes to convert external constraint into willing obedience and unconscious habit. The good school unquestionably shows us the constant spec¬ tacle of good behavior become or becoming a second nature to the pupils, so that there is a maximum of regularity, punctuality, silence, and industry with a minimum of self-consciousness in regard to it, although there is an insight into the necessity of such conformity to rule, and a conscious conviction in favor of it whenever any untoward occasion brings up the question. Consequently there is a minimum of cor¬ poral punishment in the good school. Necessary as it is in dealing with crude depravity, the school must have got far beyond that stage of discipline before it can be called “good.” This training of the will, we observe, is a training of each pupil to behave in such a form of artificial or conventional restraint that he may combine in the best manner 1316 EDUCATION REPORT, 1898-99. with his fellow-pupils, and be in a condition to give to and receive from them school instruction. Is it not clear that, once trained to observe set forms of behavior in the school, it becomes a second nature to observe such forms everywhere, and the indi¬ vidual has solved the problem of life so far as the prevention of crime is concerned? But discipline in the school is wholly formal. It exists for an end; this end is instruction. What is the character of this instruction? First of all, school instruc¬ tion aims to give the child an ability to use the arts of reading, writing, and arith¬ metic, the famous “ three R’s.” He must learn to read the printed page, to represent in written characters his own words, and to enumerate the objects of the world. Here, it is of first importance to note the fact that these fundamental studies of the school concern social combination quite as much as the four cardinal phases of disci¬ pline, just considered. To learn to read the printed page is to learn how to use the aggregated experience of mankind. The experience of mankind is ethical; for it contains only one lesson, infinitely repeated — the lesson of the necessity of con¬ formity to law in order to achieve human well-being. Human experience records nothing but the success of combined human endeavor, and the failure of selfishness which avoids such combination. What is reading in itself except the art of appro¬ priating for one’s self the thoughts of one’s fellow-men? Reading and writing are the arts of intercommunication par excellence. Arithmetic is the art of making quantitative combinations, and is equally fundamental, so far as the quantitative phases of society are concerned. Arithmetic, moreover, underlies all conquest over nature. Divide and conquer the empire of things by means of arithmetic. As to the practical effects of reading and writing in the prevention of crime, we have had evidence pointing in that direction in the statistics of jails and prisons. The rationale of such effects may now be partially clear. The ability to read and the actual use of this ability in reading tend to bring to bear the life of society as a whole upon the life of the individual. Suppose he reads a newspaper. He finds interest in the deeds of his fellow-men — chiefly national deeds in wars and treaties, deeds of civil society in trade and commerce and other industries, deeds of crime and deeds of retribution by the tribunals of justice, society gossip dealing with man¬ ners. How surprising, when we think of it, is the fact that the most empty species of literature, the so-called “ trashy novel,” is filled with descriptions of the manners of polite society — in short, full of the details of these forms which appertain not to the individual as mere animal, but to the individual as member of society! The trashy novel portrays for the raw, inexperienced youth its ideal of the behavior of men and women in society. It shows bad manners and good manners, to the mani¬ fest advantage of the latter. Manners are superficial? Yes, but indispensable to man’s life in institutions. Like the Egyptian sphinxes that lined the avenues of temples at Ivarnak and Luxor, they form the approach to the spiritual sanctuary itself. All instruction in good manners is of the nature of a safeguard to virtue and preventive of crime. The man who reads habitually breathes the atmosphere of social human existence, and is in so far made to feel the substantiality of social life over mere brute life. He learns to look upon his every act from the standpoint of public opinion. He views all his own industry in its relation to the industry of his fellow-men. The school, therefore, in teaching reading, writing, and arithmetic, deals in the most direct manner with forms of civilization by giving the individual the means of appropriating to himself the wisdom of the human race. In the newspaper, he may see the daily spectacle of humanity at large — a vision of his own human nature realized on a large scale in all mankind. As particular person, he is only a possibility of man, having realized only one small phase of human nature. In the human race, he sees the revelation of all the possibilities of human nature. This spectacle of the race is possible through the printed page, the newspaper, and the library. But the common school has other studies, every one of which, however, tends in the same direction as the “three R’s.” There is geography, manifestly adapted to EDUCATION AND CRIME. 1317 give to the individual a knowledge of the world of individuals. It shows their habitat, their means for production of food, clothing and shelter, and culture. Who are my fellow-men, and how do they live? What are they doing for me, and what from my industry goes to them? The veil of the near horizon lifts, and reveals to this private individual the society in which he exists — 1,200,000,000 human beings all looking hitherward with their daily tasks! The study of geography is preventive of crime in so far as it teaches the same lesson of social combination that we have already discussed. Again, there is history as a common-school study. It is the study which looks toward the nation as an institution, for its individuals are nations. This is the one study that develops patriotism. Take away all knowledge of history, all knowledge of nations, all knowledge of the past and present of one’s own nation, and there could be no patriotism; even the object of patriotism would not exist in the mind. The high and pure devotion of one’s self to his country, the high and pure interest in all peoples on this planet — both these are cultivated by the study of history. The school teaches the pupil how to study history and where to find it. There is study, more or less, of a purely scientific character carried on in the school. There is grammar, the science of the organization of language showing how reason reveals itself in its special creation, human speech. The framework of reason is logic, and logic is revealed in the laws of syntax and etymology. Self-knowledge * of an intimate kind, therefore, is reached in the study of grammar. Inasmuch as language is not the product of individual industry, but a joint product of human society, it is clear enough, wTithout analysis, that language studies in school all lead to an insight into human combination and tend, therefore, to the prevention of crime. Doubtless the school alone is only a small part of education, but it is a very import tant part for the reason that it deals with conventionalities, technical means — instru¬ mentalities shall we call them? — of human intercourse — in short, with the tools of human, spiritual combination. Now any one or all of the educational agencies may fail absolutely to prevent crime. But social science does not find other recourse than to strive to make more efficient these agencies, improve the family nurture, improve the schools, the trades and vocations, the partisan politics, the Sunday school. All these instrumentalities are very crude, as we may easily see, in their present condition. The question that immediately concerns us in this paper is the improvement of common-school educa¬ tion as preventive of crime by making it more effective in reaching all the children of the community. Undoubtedly compulsory education is a valuable means for this end. I do not see why the common form adopted is not sufficiently effective. Children under 10 . years of age shall not be employed in any species of labor that takes them from school. Between 10 and 14 years, children shall not be employed in any industry that prevents them from receiving at least twenty weeks’ schooling for each two years. So much education as this provides for will prove very efficient in training the average youth in correct ethical habits. There will be special cases wherein parental education has failed, and there has happened a consequent premature hardening of the disposition of the child to such an extent that the school can not remedy it. Here we must pause a moment to call attention to the kindergarten as a very valuable instrumentality, especially in two directions very difficult to reach in common schools if neglected until the children are past 6 years of age. The kindergarten takes children at 4 years or even earlier, at the period when the child has begun to be interested in the outer world, as he catches glimpses of it beyond the family circle. The children of very poor parents are prone to neglect the education of the child at this age, and he grows up amid constant lessons in wickedness and vice. On the other hand, in families that have become suddenly rich the parents are so much engaged in readjusting themselves to their new social positions and in directing their business affairs that they leave their 1318 EDUCATION REPORT, 1898-99. precocious children to incompetent nurses and governesses, who pamper them into self-indulgent youth, destined to early ruin. The kindergarten, all of whose methods are based on true ideas of social combination, has proved very potent in saving both these classes of youth — the depraved of the proletariat and the depraved of the wealthy class. It is clear, when we study the kindergarten and come to understand its methods of utilizing play, that healthy amusement among young people could be made edu¬ cative of the social sense more largely than it is, and thus be another preventive of crime. Industrial education in the form of the school, since the practical abolition of apprenticeship, is also important. The manual training school and the school-shop, modeled on the Russian or on the Swedish plan, ought to be established to a limited extent in all our cities, and made free, like the common schools. They give admir¬ able instruction in wood-working and in metal-working. But when we reflect that the total number of laborers in metals, iron, steel, tin, copper, brass, etc,., of all descriptions, counting 22 trades as given in our census, amount only to 585,493 persons, or about one in one hundred of our population, or three in one hundred of ail persons actually engaged in gainful occupations, we see that it would be easy to overcrowd the metal industries and cause disappointment to youth whose parents had placed them in industrial schools with the idea that they were preparing to earn their living thereby. Counting, in like manner, the laborers in the 25 trades of wood-working, we find an aggregate of 763,814 persons, or one and one-half persons in each hundred of the entire population, or say five in each hundred of the people earning their living by gainful occupations. The same danger of overcrowding these trades is apparent. The country is now producing more manufactures of wood and metal than are needed in all its markets, domestic and foreign, and yet it employs in those indus¬ tries less than 3 per cent of the population and is needing a still smaller ratio on account of its constantly improving machinery. Turning from this dismal view, one may see clearly that more and more labor i3 needed in ornamental industries — industries that can produce goods of artistic value. All education that trains the taste of the workman if a positive gain, and makes a place for workmen who will hold the world market firm and secure, and who will never be thrown out of employment on account of overproduction. One cause of crime that should not escape our attention while we are discussing this question of education is the increasing growth of cities in our country, due to the invention of labor-saving machinery. The city furnishes a hiding-place for criminals who raid on the property of rural districts. There is a constant recruiting of wayward youth in country and town into organized gangs of thieves and bur¬ glars. No State legislature seems to have taken up this problem effectively. There ought to be a new form of police invented — a sort of detective force, which makes its business the systematic pursuit of thieves and burglars that raid on the rural districts. At present, left entirely unpunished, they thrive and grow numerous, educating into high criminals a large class of wayward youth. Increasing urban growth for the most part furnishes us our social problems. Com¬ pulsory education in the forms of the common school, the kindergarten, the indus¬ trial art school, may furnish us the most valuable preventive agencies against crime. PUBLIC SCHOOLS AS AFFECTING CRIME AND VICE. [Extracts from an article by Benjamin Recce in the Popular Science Monthly for January, 1890.] It is claimed, and almost universally allowed, that the instruction of our public schools serves to ennoble the emotions and to moderate the passions, to regenerate the viciously inclined, and to correct and subdue the tendency to crime. Devoutly as such a result is to be desired, the facts, unhappily, flatly contradict the theory, and, EDUCATION AND CKIME. 1319 unless the glaring inconsistencies are reconciled and contravening evidence is satis¬ factorily explained, the claim must be abandoned as unfounded. At a session of the National Prison Congress held in Boston during 1888, Mr. Brooker, chairman of the board of directors of the South Carolina Penitentiary, having made the statement that of a thousand convicts in the State not more than fifty were whites, it was asked by a delegate, “What is the condition of the educa¬ tion of the colored people? ’ ’ To this question Mr. Brooker made the following reply : “'Before emancipation the colored people had no opportunity for education. When made suddenly free all negroes were illiterate and ignorant. Since that time a young generation has grown up, and of them a very considerable number are well educated. But it is a fearful fact that a large proportion of our prison population is of the educated class. This is so much the case that the idea has become prevalent that to educate a negro is to make him a rascal. But this idea is, of course, super¬ ficial, and does not find lodgment in the minds of thoughtful men. I am totally averse to it myself, and think that all reasonable means should be exerted toward their enlightenment and education. * * (Proceedings of the National Prison Association, 1888, p. 72.) Here was the most astonishing fact that in South Carolina, which in 1880 had more than half of its population returned as illiterate, the educated negroes furnish a large proportion of its criminals, pressed upon a representative body of philan¬ thropists, publicists, and statesmen, and it did not so much as provoke a comment, wrhile the author of the statement boldly affirmed his unshaken faith in a theory the facts of which he had himself impugned. Yvrhat deference should we pay to thought unless based upon correct observations, and of what utility are facts and experiences unless their teachings are heeded and their meaning properly inter¬ preted? In his Political Science, Woolsey tells us that “the fail of the Roman Empire was an effect of a moral ruin.” Yet all will admit that Rome and the other civiliza¬ tions of antiquity were richer and more learned in the time of their decay than dur¬ ing the period of their infancy and growth; but the moral correlative being wanting, they tottered to their fall. Just look at the records of our mentally and morally deranged as exhibited in our statistics of insanity and crime and vice, and they alone are enough to cast a doubt upon the claim that a public-school education for our illiterates is sufficient to insure a decrease of mental and moral delinquency. For it remains to be explained why, in the decade ending with 1880, population having increased 30 per cent and illit¬ eracy only 10 per cent, a relative decrease, the number of criminals during the same period presents the alarming increase of 82 per cent, while of insane persons there appears the enormous addition of 145 1 per cent. Can it be possible that with greater educational facilities there is to be increased crime, and that every enlargement in the seating capacity of our schools is to be fol¬ lowed by a larger corresponding demand for insane accommodations and additional felons’ cells? Perish the thought! Yet, if the instruction of our common schools subdues the tendency to crime, why is it that the ratio of prisoners,2 being 1 in 3,442 inhabitants in 1850, rose to 1 in every 1,647 in 1860, 1 in 1,021 in 1870, and 1 in 837 in 1880; while, upon the authority of the Rev. S. W. Bicke, the amount of liquor consumed per capita was three times as great in 1883 as in 1840? One naturally looks to the large and constant influx of foreign immigrants as a par¬ tial explanation of this growing disproportionate increase of crime; but the facts deny the hope, for the great increase is to be found among the native born. The Rev. E. II. Wines, who conducted this branch of the Tenth Census Report, says that, while in 1S50 the ratio of foreign criminals to population was five times that of the Dt is but fair to state that this enormous increase of insanity has led the compiler to question the accuracy of the returns of insane persons made in 1870, yet it is admitted that, after making every allowance, the ratio of increase is out of all proportion to that of population. (See page 1660, Com¬ pendium of the Tenth Census.) 2 Proceedings of the National Prison Congress, 1886, p. 134. 1320 EDUCATION REPORT, 1398-99. native born, in 1880 the ratio was only 2 to 1; and if we deduct the commitments for disorder and immorality, the ratio of foreign criminals is but little in excess of that for native whites. So clearly is this indicated by facts and figures that Mr. Wines arrives at the conclusion that “the foreign disregard for law shows itself far more in immorality and disorder than in dishonesty and violence.”1 An examination of the Compendium of the Tenth Census of the United States dis¬ closes some novel and threatening facts. The illiterates of the United States com¬ prise 17 per cent of the total population. The morally and mentally deranged, as shown by the number of criminal and insane persons, bear the ratio of 1 to every 332. The general average of illiteracy is exceeded by every one of the original slave States, with the exception of Missouri, but the average ratio of the mentally and mor¬ ally unsound is only reached in the State of Maryland. South Carolina, which shows the highest percentage of illiterates, viz, 55.4 per cent, presents the lowest average of any State in the Union as regards insanity and crime, having but 1 delinquent in every 568 inhabitants as compared with 1 in every 167 in California, 1 in 205 in Massachusetts, and 1 in every 222 in the State of New York. With the single excep¬ tion of the State of Maine, every Northern State east of Indiana has a larger ratio of insane and criminals than the average for the Union, while the States west of Ohio, those on the Pacific slope excepted, fall below the general average. If we measure the extent of unrecorded vice by the proportion of saloons to popu¬ lation, the showing is no less remarkable. The Report of the Commissioner of Internal Revenue for the year 1887, page xxxiii, shows that, for the entire country during that year, a retail license for selling liquor was granted for every 329 inhabit¬ ants. Of the fifteen States showing more than the average number of illiterates, that ratio was only exceeded in the State of Louisiana, while the lowest average in the country was to be found in Mississippi, which, with 49.5 per cent of its inhabit¬ ants returned in 1880 as being illiterate, supported but 1 saloon for every 1,695 persons. Even the prohibition States of Maine and Kansas secured licenses for the sale of intoxicants at retail to an extent only equalled by four of the super¬ illiterate States. The proportion of saloons to population throughout the fifteen superilliterate States is 1 for every 700 inhabitants, while of the other States Cali¬ fornia heads the list with 1 to every 99 persons, New Jersey coming next with 1 license to every 171 inhabitants, followed closely by New York, with 1 to every 179. The table which follows presents some disquieting facts which should serve as a salutary warning to those who expect to find in mental stimulation an equivalent for moral growth and culture: [Compiled from Compendium of Tenth Census and other official sources.] Illiter¬ ates 10 years of age and over (1880). a Assessed valuation per capita (1880). a Ratio of insane and crim¬ inal (1880). a Ratio of saloons to popu¬ lation (1887). b Fifteen illiterate States c . Pr. cent. 40.4 7 5.8 Pr. capita. 145 297 551 1 in 402 1 in 379 1 in 265 1 in 700 1 in 308 1 in 227 Northern States west of Ohio . Northern States east of Indiana . Average . 17 340 1 in 332 1 in 329 a Computed from tables in Compendium of the Tenth Census. b Retail licenses issued by the United States in 1887, taken from Report of Internal Revenue Com¬ missioner; population for 1887 from World Almanac, 1888. c Includes all States having a percentage of illiteracy above 17 per cent, the average for the entire country. 1 Proceedings of the National Prison Association, 1888, p. 255. EDUCATION AND CRIME. 1321 The table unmistakably shows a greater per capita of wealth where the fewest illiterates are enumerated, but it no less clearly shows that this augmentation of riches has been accompanied by increased insanity and crime and more widespread vice. But we need not confine ourselves to the general statistics of the United States, for the records of New York present similar conditions which can be analyzed more in detail. The annual report of the superintendent of the New York State prisons, 1886, records that the prisons of Auburn and Sing Sing contained 2,616 convicts; of these, 1,801 are credited with a common-school education, 373 are classed as being able to read and write, 19 are returned as collegiates, 10 as having received classical and 78 academic educations, 97 as being able to read only, and 238 as having no edu¬ cation. Is it not contrary to our most confident predictions and undoubted expecta¬ tions that the common schools should furnish 83 per cent and the colleges and academies over 4 per cent of the inmates of Auburn and Sing Sing?1 When it is remembered that the detected illiterate generally finds his way to prison, while the highly educated or well-to-do are frequently saved by friends, who com¬ pound the felony to escape exposure and consequent family disgrace; that many are saved from conviction by the ability of counsel whose services are far beyond the means of illiterate poor, while still many others escape in voluntary exile to avoid imprisonment, it will be seen that even the figures given inadequately portray the extent of crime which, in strict justice, is properly chargeable to the educated classes. Of the prisoners of Auburn and Sing Sing it is further noted that 20 per cent were total abstainers from intoxicants, showing very clearly that a perfect mastery of self is by no means necessarily allied with an honest regard for the rights of property of others. * * * Far from mental stimulation being essential to moral development, the most per¬ fect order and deepest sense of justice are often found associated with the densest ignorance among the lowest races of humanity. Turn your attention to the Papuan Islanders,2 the Veddahs,3 the Dyaks of Borneo,4 the Fuegians,5 and other barbarous races which, in the absence of rulers or organized societies, with no learning, and but little acquaintance with even the rude arts of many primitive people, have developed the highest degree of tribal piety, integrity, chastity, and regard for cov¬ enants almost unknown to civilized man. The testimony of early travelers proves conclusively that intense poverty and deep ignorance are by no means incompatible with honesty, integrity, and virtue. The table shows that where the extremes of poverty and wealth prevail, as in the 1 The report for Clinton prison simply classified the prisoners received during the year, and it could not be included with Auburn and Sing Sing, which classify all inmates. 2 “ It is worthy of remark that these simple islanders, without hope of reward or fear of future pun¬ ishment after death, live in such peace and brotherly love with one another, and that they recognize the right of property in the fullest sense of the word, without there being any authority among them other than the decision of their elders, according to the customs of their forefathers, which are held in the highest regard.” (Earl Kolff’s Voyages of the Dogma, p. 161.) 3 “The Dock Veddahs are divided into small clans, or families, associated for relationship, who agree, partitioning the forests among themselves for hunting grounds, the limits of each family’s pos¬ session being marked by streams, hills, rocks, or some well-known trees, and these conventional allotments are always honorably recognized and mutually preserved from violation. Each party has a headman, the most energetic senior of the tribe, but who exercises no authority except distribut¬ ing at a particular season the honey captured by the members of the clan.” (Tennant, II, p. 440.) 4 “ The Dyaks’ minds are as healthy as their bodies; theft, brawling, and adultery are unknown to them.” (Boyle’s Borneo, p. 335.) “ The Dyaks are manly, hospitable, honest, kindly, and humane to a degree which might well shame ourselves.” (Ibid, p. 215.) 3 “ Nothing like a chief could be made out of the Fuegians of Blunder Cove, nor did they seem to require one for the peace of their society, for their behavior one to another was most affectionate, and all property seemed to be possessed in common.” (Weddell’s Voyages toward the South Pole, p. 168.) 1322 EDUCATION REPORT, 1898-99, Eastern States, there is found a maximum of moral and mental derangement, as exhibited in insanity, crime, and vice. Where wealth is more evenly distributed, as in the Western States, there are noted less insanity and crime, but almost as high a ratio of saloons as in the East. In the Southern States, although having a low per capita, of wealth, yet the mental and moral forces of development are nearly in adjustment with the material of environment; hence the average of crime and vice is shown by the table to be relatively low. The Rev. F. H. Wines, statistician and philanthropist, who has made questions of crime and criminals the study of a lifetime, was selected by the authorities at Wash¬ ington to compile the statistics bearing on delinquents in the Tenth Census, and after a careful study of the mass of figures returned, but few of which appear in the com¬ pendium, he makes this very remarkable statement concerning the facts collected and enumerated: “If a comparison is made between offenses against public morals and against public peace, the smallest amount of disorder and the largest amount of immorality, relatively, are found among the native whites; the most disorderly and least immorality among the negroes; and the foreigners occupy a middle ground between the two.” (American Prisons in the Tenth Census, Proceedings of the National Prison Association for 1888, p. 268. ) When it is realized that the native whites represent the better educated portion of our population and the negroes the more illiterate, while the foreigners are on an educational scale between the two, the significance of the statement can neither be gainsaid nor belittled. IS CRIME INCREASING IN MASSACHUSETTS?1 By David C. Torrey. The question which I shall endeavor to decide is not the technical question, whether the number of cases which are brought before the courts of justice are increasing from year to year, but the broader and more important question, whether there is an increase of crime in Massachusetts which indicates a decline in social order. I use the word “crime ” as meaning such violation of law as the civil courts punish when called upon to punish them; and by “ increase of crime ” I shall mean, not simply an increase of cases dealt with by the courts, but an increase of such cases as the courts might deal with if the cases were brought before them. A complete study of the prison statistics returned to the Massachusetts legislature during the last forty years compels the admission that the courts are making, from year to year, an increasing number of commitments to prisons. I give below the commitments to all prisons in Massachusetts during those years since 1850 in which a State census was taken. That the tendency of crime during these years may he clearly seen, I give the population of the State and the number of people to each commitment. 1850 1855 1860 1865 1870 1875 1880 1885, Population. Commit¬ ments. Number of pop¬ ulation to each commit¬ ment. 994, 514 8,761 113 1,132, 369 16, 032 70 1,231,066 11,764 104 1,267,030 9,918 127 1,457,351 16, 600 87 1.651,912 24, 548 67 1,783,085 17,053 103 1,942, 141 26, 651 72 1 Reprinted from Lend a Hand, January, 1890. 1323 EDUCATION AND CEIME. This table shows that the proportion of commitments to population varies much from year to year, and that during the course of the years selected there is a tendency to increase. Perhaps this increase can be best indicated by the average number of people to each commitment during the first half and the second half of the period. From 1850 to 1885 there was 1 commitment to 103 persons. From 1870 to 1885 there was 1 commitment to 82 persons, an increase of almost exactly 25 per cent. If we stopped our inquiry here we should be made to acknowledge that crime is increasing. But the figures do not always tell the whole truth, and an examination behind them in this case reveals a very different state of affairs from that which the surface indicates. The form in which the reports have been made to the legislature enables us to divide the crimes for which commitments are made into two classes: The crimes more dangerous to society, like murder and burglary, and the crimes less dangerous, like drunkenness and disturbing the peace. To show clearly the move¬ ments in crime in the State, I make this division in two ways: First, by separating crimes against persons and property from' crimes against public order; and, second, by separating the crimes other than intemperance from crimes of intemperance. Owing to the form in which the statistics were returned to the State, I can not make the separation by the first plan cover a long series of years. This division was made in the returns for 1865, but was not in those for 1875. This division indicates well the changes in crime in recent years. 1SC5 1870 1879 1880 1881 1882 1883 1884 1885 1880 1887 Year. Commitments lor crimes against— Persons. Property. 991 1,808 1,514 1,674 1,687 1,695 1,661 1,834 1,880 1,771 1,654 2,984 3, 289 2, 264 2, 105 2, 238 2, 318 2, 369 2,666 2, 959 2, 478 2,477 Order and decency. 5, 760 li, 290 12, 723 13, 274 13,137 18, 852 20, 095 22, 239 21,812 21,209 22, 694 Total com¬ mitments for crimes against persons and property. 3, 975 5,097 3, 778 3,779 3, 925 4, 013 4,030 4,500 4,839 4,249 4,131 This table shows that the marked increase in commitments is confined to the less serious crimes — those against public order and decency. Before discussing this table at length, I present the division of crimes by the second plan, that of the crimes of intemperance seperated from all other crimes. Here I am able to compare the com¬ mitments for crimes with the population of the State through a wider range of years. In 1875 the gross commitments were returned, but no division by crimes was made. In commitments for intemperance are included commitments for drunkenness and as common drunkards. Year. Total com¬ mitments. Commit¬ ments for intemper¬ ance. Commit¬ ments for all crimes other than intemper- CvliCS 1850 . 8, 761 16,032 11,764 3,341 8, 221 5,420 7,811 1855. . 1860 . 3,442 4,302 9,350 8, 322 1865 . 9, 918 16, 600 24, 548 5, 616 7, 250 1870 . 1875 . 1880 . 17, 053 10, 962 IS, 701 6,091 7,950 1885 . 26i G51 1324 EDUCATION REPORT, 1898-99. As the previous division in Table No. 2 showed that the marked increase of com¬ mitments was for crimes against public order, this table shows that the marked increase is in commitments for intemperance. A comparison of the commitments with the population of the State in the years in which the commitments were made proves that the increase in commitments which I have shown in Table No. 1 is con¬ fined wholly to crimes against public order; and even that the commitments for all other crimes than intemperance, taken together, are not only not increasing, but show a marked decrease. The following table shows the commitments in proportion to population for the more serious crimes during those years in which a comparison can be made with the population of the State : Year. Number of inhabit¬ ants to each com¬ mitment for crimes against — Persons and prop¬ erty. Public order and decency. 1865 . 318 219 1870 . 285 129 1875 a . 1880 . 471 134 1885 . 403 89 a This division was not made in returns to the legislature. It is seen that the average in 1885 and 1870 was 1 commitment for crime against persons or property for about each 301 inhabitants, while in 1880 and 1885 the aver¬ age was 1 commitment to about 436 inhabitants. This indicates a decrease in the more serious crimes of 44 per cent. Let us apply the same method of comparison with population to the commitments, as divided by our second plan, into those of intemperance and those for all other crimes. For our purpose only the ratio to population of commitments for crimes other than intemperance need be shown: Year. Commit¬ ments not for intem¬ perance. Ratio of' commit¬ ment to popula¬ tion. 1850 . . . . . 5,420 7,811 8,322 5, 616 7, 250 1 to 183 1 to 144 1 to 147 1 to 225 1 to 201 1855 . . . I860 . 1865 . 1870 . 1875 . 1880 . 6,091 7,950 1 to 280 1 to 244 1885 . Here wTe find again that there has been a marked decrease in the commitments for all crimes other than intemperance, taken together, in proportion to the population of the State. From 1850 to 1865 the average of commitments was 1 to about 174 inhabitants; from 1870 to 1885 it was 1 commitment to about 241 inhabitants. Thus a decrease of 38 per cent is indicated in all crimes other than those of intemperance. I have now shown, as conclusively as can be shown by figures, that the crimes more dangerous to social order are not increasing, but that, on the contrary, they are diminishing at a rapid rate; more than this, I have shown that all crimes taken together, other than intemperance, are decreasing at a rate almost as rapid. I can now confine my inquiry about the increase of crime in Massachusetts to the one crime of intemperance. EDUCATION AND CRIME. 1325 The question resolves itself to this: Is intemperance increasing? The number of commitments indicates that it is. The total number of commitments is increasing, the commitments for all crimes other than intemperance are not increasing; then the commitments for intemperance must be increasing. I think, however, that it can be shown that the increase in commitments for intemperance does not, as in the case of more serious crimes, necessarily indicate an increase in crime, and also that this increase can be accounted for by changes in law and changes in public opinion. The common opinion of intemperance as a crime is very different from the opin¬ ion of murder, or burglary, or even petty larceny. This is shown by the fact that while it is the exception that a person guilty of these other crimes escapes trial and conviction, comparatively few of the men who drink to excess are punished by the courts. Because of this difference in opinion of crimes the commitments for more serious crimes could not increase without an actual increase of those crimes, but there is a chance for an increase of commitments for intemperance without an actual increase of intemperance. Changes in the law affect the number of commitments for intemperance. In 1874, under a prohibitory law, the convictions for drunkenness in the State numbered 23,981; in 1877, under local-option law, the number fell to 17,862. In Boston alone in 1874 the convictions numbered 11,428, but in 1877, with 2,834 licenses, the con¬ victions for drunkenness were only 7,539. The number of commitments for intemperance depends also upon public opinion. There is a large and vaguely defined field of intemperance from which increasing commitments may come with increasing intemperance. The number of men who are intemperate and escape arrest is so large that an increase of commitments for a long series of years is not incompatible with an actual decrease of intemperance. Public opinion decides the point at which the drinking man is no longer sober, but becomes a subject for commitment. It makes the law and supports the policeman who makes the arrest and the court which commits the drunken man. It is reason¬ able to believe that continual agitation has aroused public sentiment against intem¬ perance and so affected the laws and the courts that an increase of commitments for intemperance has taken place' without a corresponding increase of crime. The single change which is made ’when the new legislation of any year makes a drunkard pay a fine where he would have been imprisoned under the old law, or, on the other hand, imprisons him where formerly he would have paid a fine, is not enough to change entirely the proportions of “commitments” to the population. But these changes do not, of course, affect the real proportion of drunkenness. From the facts I have presented I think the following conclusions can be drawn: The commitments by the courts of Massachusetts are increasing. The more serious crimes — those against persons and property — are decreasing rapidly. In all crimes other than intemperance, taken together, there is also a rapid decrease. The increased commitments for intemperance do not necessarily indicate an actual increase of intemperance, for they may depend upon changes of law and changes in public opinion. On these grounds I think it safe to deny that there is an increase of crime in Massachusetts which threatens social order, or which indicates that, in spite of the educational, philanthropic, and religious effort in the State, its civilization i3 declining. 1326 EDUCATION REPORT, 1898-99. EDUCATION AND CRIME. [From an article by Rev. A. W. Gould, in the Popular Science Monthly for June, 1890.] In the January number of the Popular Science Monthly there was an article by Benjamin Reece on ‘ 4 Public schools as affecting crime and vice. ” * * * He thinks that the United States census proves that the increase of prisoners in our prisons is the result of the increase of pupils in our schools. And as I find that these “novel and threatening facts” have aroused some apprehension among those interested in our public school system, it seems to me desirable that some one should point out the figures in our census which seriously modify, if not wholly destroy, Mr. Reece’s alarming inference that our public schools are nurseries of crime. Figures, like Bible texts, may not lie, but they can be made to prove almost anything; and it would not be difficult to establish by our census figures the exact opposite of Mr. Reece’s conclusion, if we may be allowed to use the same reasoning that he does. For his statistics only show that crime and education are both increasing. But that does not prove that the increase in education is the cause of the increase in crime. Diseases have increased during the past half century and so has medical skill ; but that does not prove that the one increase was caused by the other. Perhaps the increase of diseases would have been far greater had it not been for the increase in the power to cope with them. So education may, for aught Mr. Reece’s statistics prove, be the only thing that prevents a still more rapid growth in crime. The statistics of our last report show that the most enormous strides in developing' a criminal class have been taken in those States where ignorance, and not education, most abounds. If we take the 10 States that have the largest number of citizens unable to write we shall find that from 1850 to 1880 the ratio of their prisoners has increased over fivefold; from 1 in 5,400 to 1 in 970; from i860 to 1880 it has grown threefold, or from 1 in 3,600 to 1 in 970; while the 10 States that have the fewest citizens unable to write have swelled the proportion of their criminals only three¬ fold for the longer period and only 50 per cent for the shorter, the figures being, for 1850, 1 in 3,100; for 1860, 1 in 1,500, and for 1880, 1 in 1,050. So that in the States of greatest illiteracy the relative increase of criminals during the last twenty years has been six times as rapid as in the States of least illiteracy. And if we ask in what classes the most ignorance is to be found, our census tells us that the foreign born are 50 per cent more illiterate than the natives, and the blacks seven times as illiterate as the whites; and our census tells us further that the foreign born furnish 100 per cent more than their share of criminals, and the blacks 150 per cent more than their share Do not these facts prove that the advance in crime is the result, not of education, but of the absence of education? We might think so if figures had not that repre¬ hensible habit of being all things to all men. Therefore, we may find upon a careful examination that there is some other cause than ignorance for this rapid growth of our prison population in certain parts of our country. If I am not mistaken, there are several such causes, some of them entirely independent of the change in the illiteracy of the nation. One of them lies in the transition from an unsettled condi¬ tion to a settled condition on our constantly advancing frontiers; another is the change from slavery in the South; and a third is the gradual elevation of the stand¬ ard of human conduct, making crimes of actions that had hardly been lawful escapades in earlier times. The first cause comes out clearly if we compare the 10 States that were on the frontier in 1850 with 10 older States — the New England and Middle States, for instance. In the former the ratio of criminals has been multiplied four or five times during the past thirty years, while in the latter it has only been doubled, rising EDUCATION AM CRIME. 1327 from 244 to 1,148 prisoners in a million inhabitants on the frontier and from 450 .to 1,074 on the seaboard. Of course, it is obvious that in a new country there will be a certain amount of lawless conduct unpunished at first before sheriffs, courts, and jails are in running order. But the rapid increase in the proportion of criminals as the State grows older does not mean more crime; it often means less. The evil¬ doers are arrested and sentenced, and so get into our prisons and our census; and then we are told that crime is increasing. Kansas had only 289 prisoners to each million of inhabitants in the decade before the rebellion, while it had 1,300 to the same number in the last report, yet everyone knows that this State was a far more dangerous place at the earlier time than now7. Colorado had only 477 offenders per million at its first census, in 1870, but in 1880 it reported 1,950, a gain of nearly five¬ fold in a single decade; while on the other hand the older States, like New Hamp¬ shire and Connecticut, showed an actual decrease in percentage during these periods. But the transition from slavery to freedom wTas a far more efficient cause in swell¬ ing the ratio of this class. If we compare 10 of the original slave States with our 10 New England and Middle States, wre shall find the increase in crime in the slave States has been three or four times as great as in the free States. The former had for each million of population only 161 criminals in 1850 and 240 the next decade; but in 1870 they had 829 and in 1880 1,166. This was an increase of sevenfold, while the free States only a little more than doubled their criminal element. That this was the result of the emancipation is seen in many ways. The sudden leap shows it between the decade before and after the war, or between 1860 and 1880, if 1870 be thought too near the contest to be a fair test. Those twenty years gave a gain of fivefold in the proportion of prisoners of the Southern States, while the Northern States showed a gain of less than 40 per cent. Single instances reveal it still more clearly. Mississippi sprang from 67 to 1,158 criminals in a million inhabi¬ tants, and other States of the South show nearly as great a gain; w'hile New York and Massachusetts actually declined in their criminal percentage during that time, as did some other Northern States. The explanation is obvious. Before the war the negroes were slaves, and nearly all their offenses were punished by their masters, so that the State had no occasion to imprison them. But now from five to ten times as many blacks as whites, in pro¬ portion to their numbers, are found in the jails or chain gangs of the South. And when we remember that the greatest illiteracy is to be found in the former slave States, we see that the increase of the criminal ratio in the South may not be due wholly to ignorance in spite of census figures. The ignorance and crime were both there before the criminals were locked np and counted in the census. One might indeed claim that the lessened ignorance had much to do with reveal¬ ing this criminal element and imprisoning it. And this brings ns to our third cause of the increased ratio of crime. The gradual elevation in the standard of life, and the intervention of the courts in cases which were formerly decided by the bullet or the knife, occasions a rapid increase in the number of official criminals. Drunkenness, I suppose, was not a -crime anywhere in our land half a century ago. Now drunkenness and disorderly conduct form one- tenth of all the crime of the country. And, naturally, the restraint of these offenders wTill be most complete in the most orderly and educated parts of our land. Accordingly, we find that the 10 educated States show a proportion of imprisonments for these offenses tenfold greater than the uneducated States do. The one had 2,865 and the other only 198 in a population three-fourths as large. And the educated States record three times as many prisoners as the uneducated States for assault and battery and simple assault. If anyone wishes to prove from the census that education is a failure, he could find no stronger facts than these — a tenfold larger share of drunkenness and a threefold larger share of violence in the States where men can read and write than in the States where they can not. 1328 EDUCATION REPORT, 1898-99. But, of course, no one thinks that the South is more quiet, orderly, and innocent than the North. No one believes that there was not a single case of drunkenness or disorder in all Alabama and Arkansas in 1880, and only a score of cases of assault, while Massachusetts, with a less population, had 597 cases of drunkenness and dis¬ order and 337 cases of assault; yet this is what the census tells us. The natural interpretation must be that drunkenness and violence are not punished by impris¬ onment in certain States, while they are in others, and the States that punish least are most illiterate. This interpretation is amply confirmed by the census itself. Though education shows three times the violence that ignorance does, yet ignorance perpetrates three times as many murders as education, and that, too, while two or three of the educated States imprison the murderer for life, and so swell the •number. * * * One of the results of raising the mass to a higher moral level is that individuals here and there drop out, and the higher we are raised the more will drop, and this will continue until those incapable of self-control have disappeared. It is only among savages — where there is no chance to drop, because all are on the ground — • that we find no criminals or paupers. And Mr. Reece actually sighs for the “ per¬ fect order” found associated with the “densest ignorance” among the cave-dwelling Yeddahs and other tribes. Possibly we might attain this “perfect order” if we ; would imitate the savages in leading a savage life, but that would be a pretty dear price to pay for such order as savages secure. t Most of us prefer civilization with all its drawbacks. We prefer to see our country settled, though we know that jails will be built and occupied. The very conven¬ ience of city life is paid for by added crime. The disorder that might be allowed in a wilderness among savages can not be tolerated in a crowded metropolis among civilized people. The ten States that have the largest cities punish 50 per cent more violence and 60 per cent more drunkenness than their share, though they have 20 per cent less than their proportion of murders. * * * I think, then, we need not fear that universal education is to bring us universal crime. We want more and better education. Of course, it is not the mere ability to read and write that is to save a man from prison. He must learn self-control and acquire a loftier standard of life. Mr. Reece dwells much upon the fact that a large percentage of our criminals can read and write. But that does not prove that their education made them criminals. I dare say a still larger percentage of them can see, yet it was not their ability to see that made them criminals. The densest ignorance may, like total blindness, keep men from crime; but we do not propose t© put out our eyes of either mind or body. We will have men learn to see better, morally and physically. It is imperfect education that has brought men to prison, as we see from the constant relation of our criminal class to our illiterate classes. They may, indeed, have some sort of an education, but the vast majority of them are ignorant themselves, and have ignorant kindred and associates; and to be ignorant amid the civilization of to-day is to be jealous and bitter and rebellious. The very fact that Mr. Reece cites to prove his thesis, that ignorance is innocence and knowdedge crime, disproves it most completely. South Carolina, he says, has the highest percentage of illiteracy and the lowmst of crime; but if he had taken one glance below” the surface, he would have seen a fact far more “novel and threatening” than any he discovered. Out of the 626 criminals of South Carolina, 570 are black and only 56 are white. Why are there ten times as many blacks as whites in jail, when they constitute only three-fifths of the population? The only answer the census gives is in the fact that they are three times as illiterate as the whites. So that the very State summoned to prove that ignorance is exception from crime has ten-elevenths of its criminals from the most ignorant class in the country. But per¬ haps Mr. Reece thinks that their ignorance is not quite dense enough, as one in four can still write. They certainly have not yet reached the point where ignorance is bliss. EDUCATION AND CRIME. 1329 SCHOOL STATISTICS AND MORALS. 1 By W. T. Harris, United States Commissioner of Education. The question of the relation which school education bears to morals is a very old one, but it is always coming up again in some new form; and inasmuch as it is always profitable to inquire how we may make the school more effective in the direction of moral training, it is wise to have the question in some shape on every new programme of this association of superintendents. Morals include a wide range of virtues, on the one hand bordering on the province of religion, and even overlapping it in the case of such traits of character as hope, faith, and charity — what the church calls celestial virtues to distinguish them from the secular virtues of prudence, fortitude, temper¬ ance, and justice. All kinds of well-wishing and well-doing toward our fellow-men come under divine charity or loving kindness. Under faith as a virtue come all those mental convic¬ tions which hold us to the theory of the supremacy of good in the universe, and under hope, as the third of the religious virtues, come all such acts or endeavors as we make on the side of the supreme good. Faith is the intellectual virtue and hope is the virtue of the will, while charity is the virtue of both intellect and will. The lack of these celestial virtues produces what is called crime, because it sets the intellect and will and the heart against one’s fellow-men — that is to say, against the social whole. Very justly, then, do theologians claim that religious education in this broad sense is the foundation of the institutions of civilization. But it does not necessarily follow that the school should be an appanage of the church, or that anything but secular education should be attempted in it. This will depend upon the further question, whether the secular virtues and the secular work of the school are a real auxiliary to the good work of the church. If the habits taught in the school reenforce the spirit of kindness and mutual helpfulness toward one’s fellows, if the intellectual studies aid in the spread of Christian doctrines, then the secular school has a moral tendency, although it does not take up any direct functions of the church. I think that the most scientific student of * social science will admit that the school is no substitute for the church , and that a nation may possibly exist without a school, but that no nation can exist without a church. Even the savage tribes, with their rudimental civilization, have the rudiments of a church, and it occupies a far greater place in savage life than it does in the most advanced civilization. Religion dictates to the Indians of the pueblos what figures they shall weave into their blankets and how they shall plant and harvest their corn. But the religion of the highest civiliza¬ tion permits and encourages the conquest of nature by science and art, and separates, one after the other, the cardinal institutions — the family, civil society, and the state — from the direct control of the church and emancipates them from its authority. Thus, Christianity is forever narrowing the circle of superstition and increasing the realm of enlightenment. Right here, however, comes in the first appeal to statistics, and the first attack and defense of the school on the line of moral influence. It is supposed, on the one hand, that purely secular instruction in ideas and habits must be antireligious, and consequently tend toward vice and crime. On the other hand, it is claimed that purely secular instruction reenforces religion and exerts an influence repressive of vice and crime, although it does not include any theologic teaching. Statistics are collated to show that the majority of criminals in our jails have attended school for a longer or shorter period. Statistics are likewise quoted to show that those States which have the oldest and most efficient school systems have the largest number of 1 Reprint from Proceedings of the National Educational Association of paper read before the Department of Superintendence at Boston, February 21, 1893. ED 99 — YOL II - 8A 1330 EDUCATION EE POET, 1898-99. i r criminals in their jails and State prisons. Assertions are made that education merely changes the character of the crime — for example, from robbery and theft, the crimes of the illiterate, to forgery and embezzlement or breach of trust, which are the crimes of those who have had school education. The returns of prisons and jails have been often studied with a view to get the facts in these particulars. Most teachers are familiar with the collation of statistics made on the census returns of 1870 by E. D. Mansfield and published in General Eaton’s Report of the Bureau of Education for 1872. The returns from prisons and jails of 17 States, 14 of which were Western or Middle States, gave an aggregate of 110,538 prisoners, of whom 27,581, or almost exactly 25 per cent, were illiterate or not able to write. ' The fact that three-quarters of ail the prisoners could read and write and had had some schooling looked serious enough to challenge the good influence claimed for the schools. If school education is adverse to crime, why should not the statistics show that a majority of the prisoners are illiterate? At this point the subject was taken up by those who understood arithmetic, and the question was modified so as to ask whether a given number of illiterates in the population furnished as many criminals as the same number of persons who could read and write. Put in this shape the answer was intelligible. The illiteracy of the population in the seventeen States which furnished the 25 per cent of illiterate criminals was about 4 per cent, according to the census of 1870. This 4 per cent of the population furnished 25 per cent of the criminals, and the 96 per cent who could read and write furnished only 75 per cent. If 1 per cent of the illiterates had furnished only 1 per cent of the criminals it would appear that educa¬ tion made no difference in regard to crime. But the illiterates furnished more than six times their quota, while those who could read and write furnished one-fifth less than their quota, and the ratio of the two was 1 to 8. A thousand illiterates on an average furnished eight times as many prisoners as the same number who could read and write. This result worked out with much uniformity where the same degree of accuracy in keeping statistics prevailed. The very small quotas of illiterates in Iowa, Kansas, and Minnesota gave more than eight times their share of criminals, while the three Southern States included in the seventeen were reported as having 22 per cent of illit¬ erates in the population and as having 50 per cent of illiterate criminals, thus showing the illiterates to have five and one-third times their proper share of criminals. Within the pas£ ten years many of the jails and reformatories have published com¬ parative tables, showing results for a term of years, during which accurate records have been kept. These are, of course, more valuable thaki the returns for any single year, because inequalities and unusual conditions are eliminated. In 1887, for instance, the jail at Detroit gave a summary for twenty-five years, showing an aggregate of 40,338 committals, of whom 28,652 could read and write and 11,686 could not write. This gives eight times the quota of criminals to the illiterates, because in the total population of the State there were less than 5 per cent of illiterates. To be mentioned as foremost among institutions keeping and publishing accurate and discriminating records in these matters are the Illinois Penitentiary at Joliet, the Elmira Reformatory of New York, the New York Juvenile Asylum, and the Eastern Penitentiary of Pennsylvania. The main point in the interpretation of criminal statistics is to consider the ratio between the number of criminals furnished by a given number of illiterates as com¬ pared with a like number who can read and write. We must consider not only the numerators, but also the denominators of our fractions in order to get at the true value. But there are other important items which some future census taker will give us; for example, the number of persons who can read and write but who are so poorly equipped as to be very ignorant. In the statistics taken in the better class of our EDUCATION AND CHIME. 1331 jails and prisons a good classification of prisoners prevails. In 1870 the illiterate and the very deficient amounted to 60 per cent of the prisoners according to the returns from New York and Pennsylvania; to 50 per cent in those from Minnesota, Iowa, Kansas, and California; to 75 per cent in those from Ohio, Indiana, Illinois, Michigan, and Wisconsin; to 85 per cent in those of Maryland, Kentucky, and South Carolina. Many keep careful statistics in regard to previous condition of industry, the char¬ acter of parents, the time of leaving home, the state of health. A large proportion of criminals were orphans or have left home at a tender age. Many have been brought up by criminal parents; very many have never learned how to work at an honest and honorable occupation. The question of the prevention and cure of crime is a very complicated one, hav¬ ing many cooperative causes besides that of defect of schooling. But that schooling is a very powerful influence is made probable by these statistics, and it is made cer¬ tain by considering its nature. Stated in a word, every school demands good behavior, and most teachers succeed in securing it. Good behavior means respect for the rights of others and regularity, punctuality, self-restraint, and industry at mastering the thought, or at least memor¬ izing the words, of learned and scientific men. It is this requirement of good behav¬ ior that secures the moral influence of the school. It is questionable whether set moral lessons produce the desired effect, but obedience to the rules of good order insures moral habits. This, of course, develops power of self-control. It gives power of inhibiting mere natural impulses and passions and of choosing higher motives. Even selfish motives become purified as they become more general in their scope and bearing, and a per¬ fectly wise selfishness would adopt the golden rule. To those who have objected to secular education as tending to fill our jails with educated criminals, the defenders of the schools have pointed significantly to the statistics of religious education among criminals which are beginning to be kept in a great number of jails and prisons. For instance, in the Detroit jail, in twenty-five years, there were reported 37,089 out of 40,838 as having religious training, against 2,249 who had none. Of the religious influences, 15 had been under Mormon train¬ ing, 69 under Jewish, and the remaining 37,000 about equally under Protestant and Roman Catholic training. In the Elmira Reformatory, in twelve years, those reported as having no religious training were only 7 per cent; with Hebrew training, 5 per cent; with Protestant, 42 per cent, and with Catholic, 46 per cent. In the reports from 200 jails in the United States, with about 55,000 prisoners last year (1892), in reply to an inquiry made by the Bureau of Education, over one-half reported religious training of prisoners; 10,376 with none; 9,934 with Protestant; 163 with Jewish; 9,115 with Catholic training. I quote these facts to show how statistics may mislead a person who does not con¬ sider the qualitative as well as the quantitative side. It would be preposterous to think that the training of the church or the Sunday school could tend toward the production of criminals. The doctrine of self-sacrifice for others, the example of the Son of God who suffered, the perfect for the imper¬ fect; no one can conceive a more powerful lesson to distrain the youth from a criminal career. The Jewish instruction in the Ten Commandments would produce righteousness instead of crime. And yet the neophyte in statistics would say that the 92 per cent of criminals in Detroit who had received religious instruction made a bad showing for religious education. But he would say this only because he is a neophyte and omitted his denominator, like the bad arithmeticians who have been decrying public education in the magazines and reviews and comparing numerators without a glance at their denominators. 1332 EDUCATION REPORT, 1898-99. The religious statistics would read when the denominators are applied somewhat as follows: The 92 per cent of criminals who have had some religious instruction have been furnished by the 98 or 99 per cent of the whole population who have, been under religious instruction, while the 8 per cent of criminals without previous religious teaching represent the 1 or 2 per cent of their class in Michigan. And none of the criminals came there through religious teaching, but because they neg¬ lected its counsels. The attack on school education as increasing the number of convicted criminals — an increase proved by the returns from the different States — has brought forward a new phase of the question. Educators will remember the brilliant attack led by Richard Grant White, some years ago, in the North American Review, and recently an article in the Popular Science Monthly, by Mr. Reece. These have been replied to, the former by Dr. Philbriek, in the North American Review, and by Prof. B. F. Tweed, in a valuable pamphlet. That of Mr. Reece was well answered by Mr. II. H. Clayton, who quoted the interesting analysis of criminal records in Massachusetts, published by Mr. David C. Torrey, in Lend a Hand for January, 1890. Massachusetts, it was said, committed to its jails and prisons only 8,761 persons in 1850, while in 1885 it committed 26,651, or nearly three times as many. In 1850 only 1 person to 113 inhabitants; in 1885, 1 to 72. This evidently demanded a qualitative inquiry. What crimes are on the increase? Mr. Torrey classified them, first, under twro heads, and found that the crimes against person and property were, on an average, from 1865 to 1870, 1 to 301 inhabitants, while from 1880 to 1885 they were 1 to 436, thus showing a decrease in serious crimes of 44 per cent. The second heading vTas commitments for crimes against order and decency, and these had increased largely. Investigation further into these crimes against order and decency, Mr. Torrey found that they were mostly cases of drunkenness. The commitments for drunkenness in 1850 were only 3,341, while in 1885 they had risen to 18,701. The commitments for all other crimes than drunkenness in 1850 amounted to 1 for 183 inhabitants, and in 1885 to only 1 for 244 inhabitants. The average from 1850 to 1865 was 1 to 174 inhabitants, while the average from 1870 to 1885 was 1 to 241 inhabitants, for other crimes than drunkenness. This showing completely turned the tables on that class of sensational or emotional writers who deal wdtli what I call hysterical statistics. Person and property have become more safe hi Massachusetts. Between 1865 and 1885 commitments for crimes against them decreased 44 per cent, allowing for increase of population. The decrease was greatest in crimes against property, but there wras a decided decrease of crimes against person. But while person and property have become safer in twenty- five years, drunkenness is not nearly so safe; the prisons and jails are crowded with intemperate people, who were formerly allowed to go unmolested through the streets and country roads. The fact that person and property have become more secure on the vdiole is very significant, when we consider the fact that the numerous cities of Massachusetts afford hiding places for burglars who raid on the small villages or the rural part of the State by night and escape to the city by railroad before morning. Any species of crime that goes unpunished tends to increase and to multiply criminals. Hence rural districts in the vicinity of the large cities of the Middle and Eastern States suffer more from this species of marauding than any other portion of the Enited States, not even excepting the borderland. . Of the secular virtues, justice is particularly concerned in this matter of crime. It has two phases, honesty and truth speaking, that are particularly cultivated in good schools. Temperance is a virtue wThich the school helps to some extent. Fortitude is developed by selLrestraint in the school. Prudence or providence is the special EDUCATION AND CRIME. 1333 virtue of thrift, and the school nurtures this by increasing intelligence and skill in productive industry. On the question of the promotion of these virtues by the school, I desire to cite the statistics of thrift in favor of the State that gives the largest amount of schooling to each inhabitant. It is surprising to the person who has not become familiar with the facts to learn that the total number of years’ schooling that each person on an average is getting in the United States is only four and three-tenths, nearly four years of this being furnished by public and less than six-tenths years by private schools. But the amount that Massachusetts is giving is six years and eighty-six hundredths, or two and one-half years more than the general average. There are only five States that give over six years on an average to their whole population. These are, first, Mas¬ sachusetts, next New York, third Connecticut, fourth Ohio, fifth Rhode Island. The average for the whole nation is about equal to the primary school course of four years. I quote these statistics to point out a connection between education and industry. The total production of the labor of the people of the United States for 1880 was about 40 cents apiece per day for each man, woman, and child; but the production of Massachusetts, with its average of seven years of schooling for each inhabitant, was nearly double that of the average for each inhabitant of the whole nation. I have made on different bases three estimates, using the data given by Col. C. D. Wright in his census of the State for 1885. The lowest estimate gives 68 per cent more than the national average, the second 81 per cent, the third and best one exactly 100 per cent. The population of Massachusetts is 4 per cent and its produc¬ tion is 8 per cent of that of the whole nation. Who that looks at modern produc¬ tions of industry and considers how much of it is due to machinery, and considers further the dependence of machinery for its management on alert and educated intelligence, can fail to see the relation of the schools of Massachusetts to its phe¬ nomenal production of the items of wealth? The virtue of prudence or productive industry insures the existence of other vir¬ tues, such as temperance and honesty. For the fact that the people of a State have arrived at the stage of political conscience that they attack not only the crime, but also its source in such vice as intemperance, implies an advance also in regard to many virtues. And can not the vr ell-kept schools claim a large share in producing these favorable moral conditions? THE CURSE IN EDUCATION. [From an article by Rebecca Harding Davis in the North American Review for May, 1899.] The most urgent of rules — the one in which the American puts absolute faith — is “Educate; send every boy and girl to school.” It never occurs to the American that there can Ire a mistake or room for hesitancy here. * * * Educate a man, he says; teach him mathematics, chemistry, or what not, and he can take care of himself in the universe. It is this unspoken creed that has made the schoolhouse a fetish in the United States. Whether it stands in a village in New England, or in a Florida swamp, or in an Indian reservation, we all believe that a life-giving ichor goes out of it which will conquer not only ignorance, but poverty and crime. This idea came naturally enough to Uncle Sam when he found his gates besieged by hordes of ignorant Irish, Germans, Russians, Huns, and Italians, and within his gates other hordes of ignorant negroes and Indians. Their ignorance seemed to him the deadly disease which would destroy the nation. Cure that by a certain amount 1334 EDUCATION REPORT, 1898-99. of book learning, and the American would be the typical intelligent and moral citi¬ zen — a model for the world. Hence the public school. Has the public school done its work? Has education been always an unmixed blessing to America and Americans? This question can not be answered so easily and positively as loyal sons of the Republic may suppose. Two or three facts which come up in my memory seem to me to have a bearing on it. First. On the table before me lies the annual report for 1898 of the inspectors of the Eastern Penitentiary in Pennsylvania. Here is one item: Ninety-one convicts who were in the prison last year had served one or more terms before. Of these hardened offenders only nine were unable to read and write. Of eight no record had been kept, but as the majority of them were forgers and counterfeiters they had evidently received some mental training. The remaining seventy-four were all edu¬ cated, having attended school from two to nine years. Another fact : Three years after the opening of free schools in London a marked increase was noticed in the number of juvenile offenders in the city prisons and reform¬ atories. There was, too, a change in the kind of crimes committed by them. The num¬ ber of boys and young men convicted of forgery, grand larceny, and intricate swindling schemes was more than doubled, while the number of sneak thieves, drunkards, and pickpockets was lessened by one-half. As years passed the proportion of educated criminals largely increased. “Are we to understand, then,” demanded a zealous humanitarian in Parliament, “ that our graded schools are breeding houses of crime? ” • But this was too pessimistic a view. Education did not breed crime in the pupils; education only gave crime tools to use. The three R’s never begot a desire in the mind of a boy to work harm to his fellows, but finding the desire there already they taught him to forge a note instead of picking a pocket. Without education he tramped barefoot in the mire of the broad road that leads downward; with it he drove in a chariot, but on the self same road and to the same dark end. Again, about fifteen years ago, I was in a lonely corner of --Louisiana — a district of pale green prairies sloping down to the Gulf, dotted with the half-cultivated farms of the French Acadians. There they had been since they left Acadia years before. An isolated, separate clan, they retained the character, the handicrafts, and the bits of homely, useful knowledge which they brought with them, and also the same utter ignorance of the outer world. Very few of them could read or write. The men tilled the fields on the shores of the black bayous which crept lazily through banks of purple and yellow fleurs-de-lis, and the women in their cabins wove the soft, gay cotton stuffs in which they all were clad. They had no railways, no schoolhouses, no bosses with schemes for making big fortunes, no politics, and no newspapers. For years there had not been a case from among them in the parish court of theft, or adultery, or murder. They worked enough to keep them from want. They went to mass in the morning and to a dance at night. They were faithful husbands, loyal friends, tender mothers, single-minded, honest, merry folk. What more would you have? When I went away from this Attakapas country and looked back at the great, dull green plain rolling down to the sea, with its pleasant farms and snug little homesteads gay with flowers, soft-floating gray mists now and then clouding the sunshine, it seemed the very land of peace. Purely its name should be Arcadia, not xlcadie. A year later I heard a philanthropic Northern lecturer descant on the ignorance of this people, and beg for aid to “send the schoolmaster among them, to open the way for railways, business, and civilization.” EDUCATION AND CRIME. 1335 Would not any intelligent American question seriously whether these people would he elevated or lowered in the actual scale of being by these things? * * * A still more tragic instance is the negro, who, as soon as he was freed, was taken out of the cabin of the slave field hand, not to be taught to read his Bible and earn his bread as a skilled mechanic, but to study the higher mathematics and Plato, French and German, medicine and law; and then, with contempt and insult, was denied the chance to use his knowledge. What, then, is wrong? Too much education? No. No sane man can doubt that to educate a human being so as to develop his individual capacity and to fit him for his especial place in life is the best thing we can do for him. It is a gift to him from his fellow-men, second only to that of life. But it must be given with wisdom and discrimination. * * * Into that aforesaid schoolhouse, of which we boast with such fervor, are going to-day countless legions of little Pats and Jans and Sambos — boys with a myriad dif¬ fering capacities, tendencies, and destinies. And each is crammed with the same dose of unassimilated facts — the alphabets of a dozen sciences which he never learns to put together into an intelligible word. Nothing more cruel and ridiculous was ever done in the world. It is the old story of the boys of Potheboy’s Hall, wTho were ranged into a row while Mrs. Squeers ladled into each gaping mouth the same dose of treacle and sulphur. * * * Of course, we all know the secret reason which prompts this American system of education. Every child must be prepared for any possible position. The boy who will end his days behind the counter of a village store, and who has no ambition nor qualification to do other work, must have his smattering of Greek and philosophy, because he may some day be Senator or President. The girl from X - , who would be fitted for a full, happy life by a course in dressmaking or cookery and arithmetic, studies trigonometry and art. May she not, some day, be the first lady of the land? Dull, good young -women by the tens of thousands, meant by nature to brood over homes and to mother children, and to teach them truth and honor and the love of God, grapple with the Semitic tongues or biology, with the hope that they will be club women or scholars, and train their sons for college. It is, as we all know, the chance for every man that constitutes the true greatness of America. But it is this chance also which is at the bottom of our discontent, of our vulgar pretension, of our intolerable rudeness, and of the false values which we are apt to place upon the things of life. Perhaps the falsest value is that which we set on mere book learning. Without religion, if only qualifies the thief to be more expert in his thieving. If it is not assimilated into a man’s life, and made a part of his everyday work, it becomes a deadly alien weight on both. When will Americans see that there is no blessing like the education which we can use, but that the education which we can not use is a curse? ERRONEOUS INTERPRETATION OF PRISON STATISTICS. [Interview with the United. States Commissioner of Education, reprinted from the Brooklyn (N. Y.) Eagle, October S, 1899.] Much comment has been occasioned by an article in a recent number of the North American Review, written by Rebecca Harding Davis, in which she makes some shaip and caustic remarks about the relations of education and crime. The writer takes a very doleful view of the matter and by reference to the number of persons in jail able to read and write attempts to prove that education has served to increase the amount of crime. She even goes so far as to intimate that the graded schools are breeding places for crime and explains the large number of old maids in New England and other portions of the country as the natural result of their disinclina- 1336 EDUCATION KEPOET, 1898-99. lion to marry men of moderate means after having received an academic course of instruction. The article is a forceful one and has caused widespread notice and criticism. While many people disagree with Mrs. Davis in her gloomy conclusions, no facts have been produced to disprove her contentions. Commissioner of Education Harris, however, is prepared to take issue with her, and in an interview with the Eagle correspondent to-day he presented an array of arguments and statistics on the opposite side. He believes that Mrs. Davis has made her assertions without a fair and full considera¬ tion of all the features of the case, and is not willing to admit that education helps to increase the total number of pickpockets, forgers, or other criminals. When Com¬ missioner Harris was asked to-day what he had to say of the statement of Mrs. Davis that our graded schools are breeding houses of crime, he replied: ‘ ‘ If the statistics on both sides of this question are considered, I think most peo¬ ple will believe our schools do not swell the number of criminals of the country, but, on the contrary, exert just the opposite tendency. Communities that send a very large part of their population into schools have a higher ideal as to what is consid¬ ered lawful and decent behavior in public. They are not content with punishing crimes against person and property, but often arrest persons for drunkenness and other vices. There was a time in Boston when a person seen in the streets smoking a cigar would be liable to arrest by a policeman. A multitude of penalties on the statute books, such as arrest for plucking a flower on the public common or crossing the grass from one gravel walk to another, increase the number of arrests every year, but do not necessarily imply an increase of serious crime. Counting the per¬ sons in jail in the United States, it is found that the quota of the illiterate is nearly, or quite, eight times as much as the quota from an equal number of persons who can read and write. For instance, the statistics of the Detroit jail for its first twenty- five years show 40,338 committals, of whom 11,686 could not write. In the total population of the State less than 5 per cent were illiterates. Five per cent, therefore, furnished 11,686 committals and the other 95 per cent of the population furnished 28,652. In other words, the illiterates furnished eight times their quota of criminals for the jail. The report of the Detroit jail for 1887 contains the statistics on this subject.” “How about the statement of Mrs. Davis that the number of juvenile offenders in London was greatly increased after the establishment of the London free schools in 1870?” “I have before me,” replied Commissioner Harris, u two articles on this subject, one in the London School Board Chronicle for April 16, 1898, and the other in the London Schoolmaster for November 6, 1897. The average daily number of persons in the jail in England and Wales is given for thirty-four years, and a study of them will reveal the true facts regarding the point touched on by Mrs. Davis. There was a marked decrease of crime from 1870 to 1894. The schools had scarce begun to have any effect upon the total in 1870, but in that year there were 128 persons in jail out of every 100,000 of the population. Ten years later the 128 had decreased to 111 in each 100,000 population, and in 1890 this had fallen off nearly one-half. Instead of 111 there were only 68 in prison out of a population of 100,000. It has been stated that the school educates the intellect, but does not affect the morals. Nearly all the schools of this country and in England lay more stress on good behavior than they do upon learning lessons. In fact, some schools with poor methods of instruction, in spite of that, do a great deal of good, because they teach children how to behave in public. By insisting on regularity, punctuality, silence, and industry in the school¬ room they secure a quality of self-control on the p^art of the pupils which no other means can accomplish so well. I do not find it strange, therefore, that the effect of the school shows itself in the morals of the community still more than it does in the quickening of the intellect. People in England who are studying this matter seem EDUCATION AND CRIME. 1337 to think that the great falling off of criminals in the jails, namely, from 128 in every 100,000 in 1880 to only 68 in every 100,000 in 1890, is clue to the wholesome effect of the schools. Quite extensive investigations were made in 1870 by the Bureau of Education on the same lines. The prisons and jails of 17 States, 14 of them being Western or Middle States, reported 110,538 prisoners. Of these 27,581, or almost exactly 25 per cent, were illiterates. Attention being called to the fact that three- fourths of the prisoners could read and write and had had some schooling, the same claim now put forth by Mrs. Davis was made — that education promotes crime. The conclusion was drawn that the schools were 1 breeding houses of crime.’ Butin this case the numerators were compared and the denominators neglected, for in the 17 States the average illiteracy of the population was about 4 per cent. This 4 per cent of the population furnished 25 per cent of the criminals, and the 96 per cent who could read and write furnished only 75 percent. The illiterates, therefore, fur¬ nished more than six times their quota, while those who could read and write sup¬ plied one-fifth less than their proper quota. Thus, 1,000 illiterates furnished on an average eight times as many prisoners as the same number who could read and write. It seems to me that if the discipline of a common school which trains the pupil from day to day in the habit of self-control and respect for the rights of others will not produce law-abiding citizens nothing else is likely to accomplish it.” “What would be the effect of school training on other evil habits outside of the list of schoolroom virtues — regularity, punctuality, silence, etc.?” “The school impresses upon the pupil the constant necessity of considering the ideal of good behavior, and the boy in school for many months in the year acquires this as a habit; it becomes second nature. Of course, a person who has acquired the habit of regulating his conduct by an ideal must carry this habit into the whole range of his life and modify it to some advantage. Education is far from stimulating evil instincts, but on the contrary serves to suppress them. One of the English writers to whom I referred collected the police statistics as well as the jail statistics, and found that in 1870, while there were 31,225 thieves in jail, there were 50,144 running at large, but known to be thieves by the police. These two items make a total of 81,369, but in 1895 those in jail had decreased from 31,225 to 18,365, and those reported as at large had decreased to 18,033, making a total of 36,398 in 1895, as against 81,369 in 1870. In the meantime the population of England and Wales had increased from 23,000,000 to 30,000,000. This reduction by one-half of the number of suspicious cases and in jail in the face of a big increase in population is certainly an indication of the good effects of education. These statistics are of value because they show the state of the whole community, and not merely the number actually convicted and imprisoned. An interesting record has been made in Massa¬ chusetts regarding the relation of the jail population to illiteracy. Massachusetts gives more years of schooling on an average to its population than any other State. It has been claimed that Massachusetts overeducates its children. I have heard this charge, but you have only to consider the average amount of schooling to each inhabitant in order to see that the State does not overdo the matter of education. Massachusetts gives about seven years, of two hundred days each, on an average, to each one of its pupils, but the average for the whole United States is only live years. The average is not enough to take the pupil through the course of study in the ordinary district school. In 1850 there were 8,761 persons in the jails and common prisons of Massachusetts, while in 1885 the number had increased to 26,651, nearly three times as many as in 1850. This occasioned the remark that with the increase in education crime increased in a still greater degree. An analysis of the crimes reported, how¬ ever, showed that those against person and property had decreased during that period. Serious crimes had decreased 40 per cent, while the offenses against order and decency, being more vigilantly prosecuted, produced the enormous increase in the total num¬ ber. For example, in 1850 there were 3,341 commitments for drunkenness, but in 1338 EDUCATION REPORT, 1898-99. 1885 there were 18,701 commitments for this offense. The commitments for all other crimes than drunkenness in 1850 amounted to one for each 183 inhabitants, and in 1885 one to each 244 inhabitants. This showing turned the tables on that class of sensational writers who deal with hysterical statistics. Person and property have become more safe in Massachusetts in the past fifty years, but drunkenness is more dangerous to the drunkard. # “What do you think of the statement that education gives young people a disgust for manual labor? ’ ’ “I do not think this charge is borne out by statistics. There is no country in the world in which young people are more ambitious to get into occupations in which they can earn a livelihood than the United States. In fact, the hunger for work is too great for the good of our youth. Again, those youths who get the greatest amount of schooling furnish the most productive populations; as, for instance, Massachusetts, with its seven years as schooling for each boy and girl, produces in manufacture, commerce, and agriculture an aggregate of wealth per inhabitant which is nearly twice that of the average product of the nation. In 1880 this product was from 70 to 80 cents per day for each inhabitant, while that for the country at large was only 40 cents. Of course the educated person wishes to save his hands by the employ¬ ment of machines, and is not so willing to perform mere drudgery by hand when he can see methods of performing it by machines, but in the number of hours that he works per day and in the intensity with which he works he excels the illiterate laborer. A man of education does one day’s work at his office and frequently does another day’s work when he gets home for the evening. In regard, to the declaration that education for women gives them a distaste for marriage with men of moderate means, and therefore increases the number of old maids, I can only say that I do not wonder that an educated woman is more particular about the kind of husband she gets than an illiterate. Then, again, a woman with an academic training can afford to be independent to a certain degree. In closing I would like to quote these words by famous English authorities on the general subject of education and crime. Sir George Kekewich, the head of the parliamentary school board for England and Wales, says: “ ‘Every time I hear of a new school being opened I say to myself, “There goes another prison.” ’ Sir John Gorst, one of the parliamentary leaders, says: ‘Every pound spent on the education of the young saves many pounds in the increased efficiency of the working population in the absence of the necessity for further jails and workhouses.’ ’ A. B. A. INFLUENCE OF THE SCHOOLS IN FRANCE. [Letter of the United States Commissioner of Education, October 14, 1899, to Prof. E. C. Branson, State Normal School, Athens, Ga.] * * * I send you the following figures, made from the most recent French census, namely : 1. From 1878 to 1895 there was an increase in the proportion of conscripts able to read, namely, from 84.7 per cent at the earlier date to 94.6 per cent at the later date, or an absolute increase of 11.6 per cent. 2. From another source of information we learn that the number of newly mar¬ ried persons able to sign the certificate made the following increase from 1880 to 1890: Men, from 84 per cent up to 91.6 per cent, an absolute increase of 9 per cent; for women, an increase from 75 per cent at the earlier date to 87.4 per cent, namely, an absolute increase of 16^ per cent. 3. With regard to convictions for crime between the years 1876 and 1892, a period EDUCATION AND CRIME. 1339 of sixteen years, there was a decrease from 3,236 convictions in 1876 to 2,775 in 1892, the same being a decrease of 141 per cent. 4. From 1892 to 1896 there was a decrease of convictions from 2,775 in 1892 to 2,464 in 1896, the same being a decrease of 11.2 per cent. 5. For the entire period from 1876 to 1896, .a period of twenty years, the decrease reads as follows: From 3,236 in 1876 to 2,464 in 1896, the same being a decrease of 772, or 23.8 per cent. 6. The crimes considered in this are homicide (including, under this, assassination, murder, parricide, poisoning) , rape of minors, and thefts and breaches of trust. A large class of crimes that come under the head of assault and battery are omitted from this, and as the statistics for the rest of the crimes are very complicated, I have not yet collected them from the census report. For these items see the Revue Peda- gogique for May, 1899, and compare it with the extensive report on the prisons of France, by the minister of the interior, “Statistique Penitentiaire, ’ ’ for the year 1894. 7. Another item which has been obtained is valuable in this connection, namely, of the prisoners included in the figures above given who were between the ages of 16 and 21, there was for the entire period a decrease of 30.4 per cent for men and of 43.4 per cent for women. For all, a decrease of 36.6 per cent, as against the 23 per cent above quoted for all criminals. This, of course, relates to the youth that have been under the influence of the schools. 8. For the youthful criminals of 16 years of age and under convicted of the crimes above there was a decrease on the part of the boys of 43.3 per cent, and on the part of the girls of 62.5 per cent, or for both boys and girls a decrease of 50 per cent. This is very significant because of the fact that these persons are young enough to have received the full influence of the schools. I hope at some time to be able to collect together all of the separate details of crimes against person and property. But the present figures with reference to all the more important items are very significant and refute the statement with regard to the increase of serious crimes since the Government schools of France have caused a decrease of illiteracy. It will be very clear, even from these figures, that the increase of crimes, if there is any such increase, is to be found in the minor crimes, and that it is probably due to officiousness on the part of the French police, who are seeking to carry out new regulations that have to do with vice rather than with crime. Persons and property are very much safer in France than they were twenty years ago. STATISTICS FROM THE UNITED STATES CENSUS OF 1890. Literate and illiterate population 10 years of age and over, classified by nativity and race. Total. Native white. Foreign horn, white. Colored. United States . . . 47, 413, 559 33, 144, 187 8, 786, 887 5, 482, 485 Literate . 41, 088, 857 6, 324, 702 31, 079, 184 2, 065, 003 7, 639, 316 1,147, 571 2, 370, 357 3, 112, 128 Illiterate . North Atlantic division . 13, 888, 377 9, 937, 918 3, 720, 601 229, 858 Literate . 13, 028, 388 859, 989 9, 708, 021 229, 897 3, 140, 407 580, 194 179, 960 49, 898 Illiterate . South Atlantic division . . . 6, 415, 92T 3, 912, 815 196, 454 2, 306, 652 Literate . 4, 434, 033 1, 981, 888 3, 340, 916 571, 899 172, 401 24, 053 " . . 920, 716 1,385, 936 Illiterate . . . 1340 EDUCATION REPORT, 1898-99. Literate and illiterate population 10 years of age and over, etc. — Continued. Total. Native white. Foreign born , white. Colored _ South Central division . Literate . 7, 799, 487 5, 039, 641 307, 458 2, 452, 388 5, 480,618 2, 318, 871 4, 284, 706 754, 935 245, 362 62, 096 950, 548 1,501,840 Illiterate . - . North Central division . Literate . 16, 909, 613 12, 652, 374 3, 908, 466 348, 773 15, 945, 345 964, 268 12, 216, 048 436, 328 3, 494, 951 413, 515 234, 348 114,425 Illiterate . Western division . . 2, 400, 161 1,601,439 653, 908 144,814 Literate . 2, 200, 475 199, 686 1,529,495 71, 944 586, 195 67, 713 84,785 60, 029 Illiterate . Literate and illiterate prisoners, classified by 'nativity and race — United,, States census of 1890. Total, a Native white. Foreign born, white. Colored. United States . 82, 329 36, 519 15, 932 25, 019 Literate . 59, 422 22, 907 32, 879 3,640 12, 656 3, 276 9,800 15, 219 Illiterate . North Atlantic division . 28, 258 15, 926 8, 979 2, 076 Literate . 24. 492 14, 769 1,157 7, 091 1,888 1,490 Illiterate . 3, 766 '586 South Atlantic division . . . 11,409 2,096 264 8, 865 Literate . 4, 744 1,492 196 2, 944 5,921 Illiterate . 6', 665 '604 68 South Central division . * . 16, 084 3,904 864 10, 480 Literate . 7,191 8,893 3,051 853 542 3,017 7, 463 Illiterate . 322 North Central division . 19, 854 10, 960 3,929 2,827 Literate . Illiterate . 17,317 2,537 10, 121 839 3, 433 496 1,889 938 Western division . 6, 724 3, 633 1,896 771 Literate . 5, 678 1,046 3, 446 1,394 460 Illiterate . 187 502 311 a Includes 4,859 white prisoners not classified by nativity. Percentage of illiteracy among persons 10 years of age and, over, United States census of 1890. United States . North Atlantic Division. South Atlantic Division South Central Division . 1 North Central Division . ^Western Division . t- - Total. Native white. Foreign white. Colored. 13.34 6.23 13.06 56. 76 6.19 2.31 15. 59 21.71 30. 89 14. 62 12.24 60.08 29. 73 14.98 20. 20 61.24 5. 70 3.45 10. 58 32. 81 8. 32 4.49 10.36 41.45 EDUCATION AND CRIME. 1341 Percentage of illiteracy among prisoners, United States census of 1890. Total. Native white. Foreign white. Colored. ^ United States . 27.82 9.97 20. 56 60. S3 North Atlantic Division . 13.83 7. 2 6 21.03 28.23 South Atlantic Division . 58. 42 28. 82 25. 76 66. 79 South Central Division . 55. 29 21. 85 37. 27 71.21 North Central Division . 12.78 7. 66 12. 63 33.18 Western Division . 15. 5G 6.15 26. 48 40. 34 fsumber of prisoners furnished by each 100,000 literates and by each 100,000 illiterates ( over 10 years of age) , classified by nativity and race, United States census of 1890. Aggregate. Native white. Foreign-born white. Colored. Liter¬ ate. Illit¬ erate. Liter¬ ate. Illit¬ erate. Liter¬ ate. Illit¬ erate. Liter¬ ate. Illit¬ erate. United States . 145 362 106 176 166 285 413 489 North Atlantic Division . 188 438 152 503 226 326 828 1,174 South Atlantic Division . 107 337 45 106 114 282 320 426 South Central Division . 131 383 71 113 221 519 317 498 North Central Division . 109 263 83 192 98 120 807 820 Western Division . 258 523 225 260 238 741 542 518 Multiple showing how many times as many prisoners 100,000 illiterates furnished as an equal number of literates, United States census of 1890. All classes. Native white. Foreign- born white. Colored. United States . . . 2.5 1.7 1.7 1.2 North Atlantic Division . . . 2. 3 3.3 1.4 1. 4 South A tlantic Division . 3. 1 2.4 2.5 1.3 South Central Division . 2.9 1.6 2.3 1.8 North Central Division . 2.4 2.3 1.2 1 0 Western Division . . . 2.0 1.2 3.1 1.0 Prisoners per million inhabitants, United States census of 1890. Total. Native white. Foreign white. Colored. United States . 1, 315 796 1,747 3,276 North Atlantic Division . 1,624 1,288 1,463 1,202 2, 317 1,305 2,712 869 7,427 2,714 3,007 6,276 4,900 South Atlantic Division . '389 South Central Division . 545 North Central Division . 887 614 Western Division . 2, 219 1, 653 2,819 Classification of prisoners according to place where found, United. States census of 1890. Prisoners. Penitentiaries . 45, 233 County jails . 19, 861 City prisons . 3, 264 W orkhouses and houses of correction . 9, 968 Leased out . 2, 308 Military prisons . 794 Hospitals for the insane . 901 Total 82, 329 1342 EDUCATION EEPOET, 1898-99. Prisoners classified according to character of offense charged, showing the absolute number and the number per million inhabitants, United States census of 1890. Total. Offenses persons erty. against and prop- All other offenses. Ratio of column 7 to col¬ umn 5. Number. Per mil¬ lion. Number. Per mil¬ lion. Number. Per mil¬ lion. 1 2 O o 4 5 6 7 8 United States . 82, 329 1,315 54, 988 878 27, 341 437 0.50 North Atlantic Division . 28, 258 1,624 16, 351 940 11, 907 684 0.73 South Atlantic Division . 11,409 1,288 8, 445 953 2,964 335 0. 35 South Central Division . 16, 084 1,463 12, 165 1,106 3,919 357 0. 32 North Central Division . 19, 854 887 . 13, 045 582 6,809 305 0.52 Western Division. . 6, 724 2,219 4,982 1,644 1,742 575 0. 35 NORTH ATLANTIC DIVISION. Maine . . 512 775 216 327 296 448 1.37 New Hampshire . . 821 852 193 512 128 340 0. 66 Vermont . 200 603 148 446 52 157 0. 35 Massachusetts . 5, 227 2. 333 2, 209 986 3,018 1,347 1.37 Khode Island . 560 1,619 215 621 345 998 1.61 Connecticut . 1,026 1,375 563 754 463 621 0. 82 New York . 11,468 1,911 7,697 1,282 3,771 629 0. 49 New Jersey . 2,455 1,698 1,507 1,042 948 65 6 0. 63 Pennsylvania . 6,489 1,234 3,603 685 2,886 549 0.80 SOUTH ATLANTIC DIVISION. Delaware . 139 827 SO 476 59 351 0. 74 Maryland . 1,502 1,445 1, 065 1,024 437 421 0. 41 District of Columbia . 496 2,156 181 787 315 1,369 1.74 Virginia . 2, 000 1,207 1,507 910 493 297 0. 33 West Virginia . 450 581 298 392 152 199 0. 51 North Carolina . 2,033 1,255 1,628 1,005 405 250 0. 25 South Carolina . 1,184 1.031 770 670 414 361 0.54 Georgia . 2, 938 1,596 2,369 1,287 569 309 0.24 Florida . 667 1,706 547 1,398 120 308 0.22 SOUTH CENTRAL DIVISION. Kentucky . 2,110 1,134 1,673 8S9 437 235 0. 26 Tennessee . 2.451 1,384 1, 856 1,048 595 336 0. 32 Alabama . 2,518 1,668 1,853 1,228 665 440 0. 36 Mississippi . 1,177 1,608 913 762 591 415 322 0.54 Louisiana . 1,435 1,173 1,047 435 388 0.37 Texas . 4, 747 2,123 3, 774 1,688 973 435 0. 26 Arkansas . 1, 473 1,304 1, 074 951 399 353 0. 37 NORTH CENTRAL DIVISION. Ohio . 2,909 794 1,749 477 1,160 317 0. 66 Indiana . . . 1,988 908 1,583 723 405 185 0.26 Illinois . 3, 936 1,027 2,359 615 1,577 412 0. 67 Michigan . . 2.155 1,031 1,570 751 585 280 0. 37 Wisconsin . 1,118 661 747 442 371 219 0.50 Minnesota . 1,041 743 608 434 433 309 0.71 Iowa . 1, 016 2,833 532 714 374 302 158 0.42 Missouri . 1,058 1,970 736 863 322 0.44 North Dakota . 97 530 80 439 17 91 0.21 South Dakota . 178 541 129 382 49 159 0.42 Nebraska . . . 655 618 496 468 159 150 0.32 Kansas . 1,928 1, 348 1,040 727 888 621 0.85 WESTERN DIVISION. Montana . 432 3, 273 334 2,530 98 743 0. 29 Wyoming . 74 1,219 38 626 36 593 0. 95 Colorado . 902 2,190 665 1,615 237 575 0.36 New Mexico . 205 1,335 145 944 60 391 0.41 Arizona . 250 4,194 182 3, 054 68 1, 140 0. 37 Utah . 269 1,293 157 754 112 539 0. 71 Nevada . 152 3,318 88 1,921 64 1,397 0.73 Idaho . 150 1,778 129 1,529 21 249 0. 16 Washington . 452 1,295 340 974 112 321 0.33 Oregon . 440 1,401 384 1,222 56 179 0.15 California . . . 2, 398 2, 808 1,520 2, 082 878 726 0.35 EDUCATION AND CRIME. 1343 DETROIT HOUSE OF CORRECTION. Data from the twenty-fifth annual report of the officers of the Detroit House of Correction , being the report for the year 1886. — Summary of the tables relating to prisoners for twenty-five years ( August 1, 1861, to December 31, 1886). SOCIAL RELATIONS. Married and having children . 8, 493 Married and having no children . 3, 905 Unmarried and having both parents . 9, 087 Unmarried and having only one parent . 6, 858 Widows and widowers having children . 2, 214 No relations . 9, 781 Total . _ . . . . 40, 338 EDUCATION. Could read and write . 28, 652 Could neither read nor write . . . 7, 372 Could read only . . 4, 314 Total . . . 40,338 AGE WHEN ADMITTED. Under 20 years . 6, 264 From 20 to 25 years . 9, 212 From 25 to 30 years . 7, 124 From 30 to 40 years . 9, 054 From 40 to 50 years . - . 5, 197 Fifty years and over . 3, 487 Total . 40,338 RELIGIOUS TRAINING. Roman Catholics . 18, 821 Protestants . 19, 184 Israelites . 69 Mormons . 15 Without religious training . 2, 249 Total . 40,338 HABITS OF LIFE. Claim to be temperate . . . . . 8, 320 Admit themselves to be intemperate . 32, 018 Total . . . . . . 40,338 RACE. White . . 36, 512 Black . 3, 516 Indians . _ . . . 308 Chinese . _ . 2 Total . . . . . 40, 338 ■*:****■ , -A CHAPTER XXIX. EDUCATION IN CANADA. Dominion of Canada, comprising seven provinces, with an extent of 3,653,946 square miles and a population estimated in 1897 at 5,185,900. Previous articles on education in Canada in the Commissioner’s Deports: Education in Ontario, Deport 1892-93, Vol. 1, Chapter VI. Notes on education at the Columbian Exposition, ibid., Chapter X, pages 1213-1215. Manitoba school question, Deport 1894-95, Vol. 1, Chapter VII. Current and historical survey of the systems of education in the several provinces. Report 1897-98, Vol. 1, Chapter IV. Topical outline. — Chief features of the systems of public education : Central and local control, sources of income, statistics of elementary schools (current and compara¬ tive) — Statistics of universities and colleges — University notes — Current discus¬ sions and criticisms — Movement to promote technical and industrial education — Existing provision for technical instruction in Ontario — Foundation and original provisions of the Ontario system of education. P>y the British North American act of 1867 the right to legislate on matters respecting education was left to the governments of the four provinces, which were then united under the general name of Dominion of Canada. The same right is assured also to the provinces that have since entered the confederation. All the provinces have established public schools corresponding to the elementary and high schools of our own States. The control of the schools is vested in central and in local authorities. In Ontario the central authority predominates; in the other provinces the local authorities have more independent action. Elementary schools are secular in all the provinces excepting Ontario and Quebec. In Ontario provision, is made for separate schools for Protestants and for Doman Catholics where desired. The latter enrolled 8.6 per cent of the total pupils in 1898; the former an insignifi¬ cant proportion, less than two-tenths of 1 per cent. The vast majority of the pupils, above 91 per cent, were in the nonsectarian public schools. In Quebec the schools are sectarian, and provision is made for the separate con¬ trol of Doman Catholic and Protestant schools; the former in 1896-97 enrolled 86.6 per cent of all elementary pupils. A single superintendent has general charge of the dual system, but he is assisted by a council of public instruction organized since 1869 in two committees, one for the charge of Doman Catholic, the other for the charge of Protestant schools. In the Northwest Territories provision is made for separate schools for religious minorities (Protestant or Doman Catholic). The rate payers establishing these sep¬ arate or sectarian schools are relieved of taxes for the public schools. Tuition fees are charged in Quebec, but may not be more than 40 cents nor less than 5 cents a month. In the remaining provinces the public schools are free, excepting the high schools of Ontario, in which fees are paid. ed 99 — vol ii - 85 1345 1346 EDUCATION REPORT, 1898-99. Local authorities. — The municipal system of Ontario is admirably adapted to the maintenance of local self-government. The Province is divided into counties, which are subdivided into minor municipalities. These consist of townships, incorporated villages, towns, and cities. The municipal councils have certain powers and respon¬ sibilities in respect to education. Through their municipal councils the counties must make grants of money for high schools, and both counties and townships grants of money for public or elementary schools. Every township is subdivided into school sections, corresponding to a school district in our States, each of which must be provided with a public school. Every incorporated village, town, and city forms a school district. In each of these districts the rate payers (that is, the persons who pay a property tax) elect a board of school trustees, men and women being equally eligible to the positions. These trustees appoint the teachers, who must have a Gov¬ ernment diploma, and determine the amounts to be expended for buildings, equip¬ ments, and salaries. The local unit of school administration in Quebec is a school municipality, i. e., any territory erected into a municipality for the support of schools under the control of school commissioners or of trustees elected by those who pay a property tax (rate payers). The commissioners are empowered to divide a municipality into school districts and to maintain one or two schools in each district. The school law provides that — “If in any municipality the regulations and arrangements made by the school commissioners for the management of any school are not agreeable to any member whatever of the proprietors, occupants, tenants, or ratepayers professing a religious faith different from that of the majority of the inhabitants of such municipality, such proprietors, occupants, tenants, and ratepayers may signify such dissent in writing to the chairman of the commissioners. “The notice having been duly served, the dissentients may proceed, after the lapse of two weeks, to elect three school trustees, wTho will have the same power with respect to dissentient or separate schools as the commissioners have with respect to the schools of the majority. The trustees alone have the right of imposing and collecting the taxes upon the dissentient inhabitants.” In New Brunswick the school district is the local unit of school administration, and the elementary schools are managed directly by trustees elected as in the other provinces. Nova Scotia maintains a system of free nonsectarian public schools under the gen¬ eral charge of the executive council, which forms for this special interest a council of public instruction. The province is divided into school commissioners’ districts, in charge each of a board of commissioners appointed by the council, subject to the provisions of the town’s incorporation act of 1895. Each school section has a board of three school trustees elected by the majority of the qualified voters of the section. The powers and duties imposed upon the trustees are discharged by the appointed commissioners in incorporated towns. The Manitoba school law of 1890 provides for the formation, alteration, and union of school districts in rural municipalities, and in cities, towns, and villages, and for the election of trustees in each district. In British Columbia the local unit of school administration is the district. School trustees elected by vote of persons who pay a property tax are empowered to pro¬ vide sufficient accommodation for all children of the district between 6 and 16 years of age, inclusive. The system of public schools in the Northwest Territories is under the control of a council of public instruction comprising 4 members of the executive committee and 4 appointed members, of whom 2 must be Protestants and 2 Roman Catholics. The appointed members have no vote, their duties being purely advisory. A school dis- EDUCATION IN CANADA. 1347 trict must not exceed in area 25 square miles and must contain not less than 4 resi¬ dent taxpayers (property tax) and at least 12 children of school age. Each district elects school trustees, who manage the local school affairs. SOURCES OF INCOME. Ontario . — Provincial grant and local taxes. The provincial grant for education comprises (1) grants to elementary schools, (2) grants to secondary schools, (3) grants for the training of teachers, (4) grants for technical education. By statute the amount appropriated for public and for separate Roman Catholic or Protestant schools is divided on the basis of average attendance in each, respectively. In 1897 the legislative grant for elementary schools was $366,538, and the inbome from local sources $4,621,617. Quebec. — Provincial grant, local taxes, and fees. In 1898 the expenditure by the government for elementary schools was $170,000, and by the people $1,425,986. Of the amount appropriated by the government $20,000 was a special fund for poor districts. New Brunswick. — Provincial grant, county fund, and district assessment. The income from these several sources in 1898 was, respectively, $163,022, $90,807, $230,000. Nova Scotia. — The fixed sum of $182, 500 for each school year is paid semiannually, or as the council of public instruction may prescribe, to legally qualified teachers employed in the common schools in accordance with law, to be divided between such teachers in conjoined proportion to the number of days the respective schools are taught and the scale of the respective grades. The school law provides further that “in every county (except that in which the city of Halifax is situate) the clerk of the municipality is required to add to the sum annually voted for general municipal purposes at the regular meeting of the council a sum sufficient, after deducting costs of collection and probable loss, to yield an amount equal to 30 cents for every inhabitant of the municipality, according to the last census preceding the issue of the rate-roll, and the sum so added shall form or be a portion of the munici¬ pal rates. The sum thus raised shall be paid annually by the treasurer upon the order of the superintendent of education. Any sum further needed is determined by the majority of those who pay a property tax (rate-payers) and is raised by a poll-tax, and further, if necessary, by a levy on the real and personal property and incomes of the residents of the section. Ordained ministers and unmarried women are exempt from sectional assessment on property to the amount of $500. Special appropriations are annually made from provincial and county funds toward the support of schools in poor sections. The amounts appropriated for this purpose in 1897 were, from the general government, $4,308; from county funds, $3,762. Prince Edward Island. — Provincial grant and district assessment. In 1898 the former yielded 79.63, the latter 20.37 per cent of the school income. Manitoba. — Provincial grant and district assessment. British Columbia. — Provincial grant. Northwest Territories. — Provincial grant and local taxes. The former is distributed among the schools on the basis of average attendance, at the rate of $1.50 per capita; number of days in session, at the rate of $1.40 a day for a term not to exceed two hundred and ten days; the graded certificate held by the teacher, 10 or 20 cents a day for an annual term of two hundred and ten days, and the grade assigned to the school on the report of the government inspector, at not less than 5 cents nor more than 15 cents a day for an annual session not exceeding two hundred and ten days. Education is compulsory in all the provinces excepting Quebec, but complaint is urged that no provision is made for the enforcement of compulsion. 1348 EDUCATION REPORT, 1898-99. The following tables show the status of the elementary schools of the several provinces for the latest year reported, with the corresponding data for previous years. For purposes of comparison the populations are given at the last two censuses. Populations. Province. 1881. 1891. Increase, per cent. Ontario . . . 1,926,922 1, 359, 027 321, 233 440, 572 108, 891 62, 260 49, 459 56, 446 2, 114, 321 1, 488, 535 321, 263 450, 396 109, 078 152, 506 98, 173 98, 967 9.72 Quebec . ... . 9. 52 New Brunswick . .009 Nova Scotia . . 2.22 Prince Edward Island . . . . .17 Manitoba . . . 144. 94 British Columbia . 98. 49 Northwest Territories . . . 75. 33 Enrollment in elementary schools of the Canadian provinces at specified dates. ( a ) Province. 1881-82. 1887-88. 1891. 1896. 1897-98. Increase or decrease, 1887-88, 1897-98. Ontario . Quebec . 476, 268 493, 212 c 181, 402 59, 636 82, 486 22, 478 18, 000 6,372 3,453 491,741 dl83, 981 59, 568 85, 792 22, 330 23, 871 9, 004 5, 652 b 482, 722 197, 993 61,918 101, 132 22, 138 37, 987 14,460 12, 796 482, 771 e 204,259 63, 333 101,203 21,852 39, 841 17, 648 16, 754 2.11 12.6 6.19 22. 69 —2. 78 121. 33 117.00 385. 20 New Brunswick . Nova Scotia . Prince Edward Island . Manitoba . . . 48, 805 77, 468 British Columbia . Northwest Territories . 2,571 « Sources of information, Canadian Yearbook, 1898, and reports of chief educational officers. OBy a clerical oversight the enrollment in Roman Catholic separate schools, 41,620, was omitted from table given in Commissioner’s Report for 1897-98 (see vol. 2, table, pp. 170; also 2616.) cAlso 70,417 in model schools and academies which include elementary departments. d Elementary schools only. e Also 99,938 m model schools, etc. From column 6 of the above table it will be seen that the increase in enrollment during the decade 1887-88 to 1897-98 was much greater in the more newly settled provinces than in the older provinces, and that in the former it increased enormously during the period. A better idea of the relative amount of school attendance is obtained from the consideration of the ratio of enrollment to population as shown below: Ratio of enrollment to population at census years. Province. 1881. 1891. Province. 1881. 1891. Ontario . Per cent. 24. 71 Per cent. 23.25 12. 36 18. 54 19.04 Prince Edward Island . Per cent. Per cent. 20. 47 15. 65 9.17 5.77 Quebec . Manitoba . New Brunswick . Nova Scotia . . . 15. 22 17.58 British Columbia . Northwest Territories . 5.2 EDUCATION IN CANADA 1319 Average attendance in elementary schools of the Canadian provinces at specified dates. Province. 1881-82. 1887-88. 1891. 1896. 1897-98. Increase or decrease, 1887-88 to 1897-98. Ontario . . . 215, 264 245, 789 257, 612 131, 675 34, 394 60, 820 12, 898 12, 433 4, 980 246, 724 139, 876 37, 176 54, 015 13, 412 23, 247 9,254 273, 544 143, 665 38, 874 57, 771 13, 377 11.29 Quebec . New Brunswick . 28,562 43, 847 32, 465 47, 520 12, 248 9, 856 3, 092 19. 74 21.57 9. 21 Nova Scotia . Prince Bel ward island . Manitoba . British Columbia . 1,420 11,055 8, 827 257. 55 Northwest, Territories . _ . . By comparing column 0 of tlie above table with the corresponding column in the table of enrollment it will be seen that in the provinces for which the data for comparison are available, the increase in average attendance during the decade 1888-1898 was much greater than the increase in enrollment. This implies improvement in all the conditions that make for efficient schools. The ratios of average attendance to enrollment at the beginning and end of the decade were as follows: Ratio of average attendance to enrollment. Province. 1887-88. 1897-98. Province. 1887-88. 1897-98. Ontario . Quebec . Per cent. 49. 83 Per cent. 56. 66 70. 33 61.38 57.84 Prince Edward Island . Manitoba . Per cent. 54.44 54. 75 48.52 Per cent 61. 21 53.96 62. 64 52.68 New Brunswick . Nova Scotia . 54. 43 57.6 British Columbia . Northwest Territories . Teachers. Province. 1887-88. 1897-98. Men. Women. Total. Men.' Women. Total. Ontario . 2, 824 4, 972 7, 796 2, 784 6,344 5,628 1,464 9, 128 5, 850 1,864 Quebec . 222 New Brunswick . 1,609 400 Nova Scotia . . . 576 1,909 2, 485 581 Prince Edward Island . 509 320 261 Manitoba . 267 408 675 1,197 British Columbia . 124 414 Northwest Territories . . . 150 483 483 Relative proportion of men and women teachers in 1897-98. Province. Per cent of total, f Men. Women.' Ontario . . . . . . . . . 30. 5 69.5 Quebec . 3.8 96.2 New Brunswick _ _ > ’ _ _ 21.46 78.54 Nova Scotia . ~y •) V v 23.18 76. 82 Prince Edward Island . . . t.. 3 * j 55. 07 44.93 ) ) f -> * 1350 EDUCATION REPORT, 1898-99. formal and model schools for training teachers (1SDS). Province. Model schools. Normal schools. Number. Number of teach¬ ers in training. Number. Number of stu¬ dents. Ontario . . ; . 60 1,288 a 634 1,322 281 152 0 233 c244 Quebec . 3 New Brunswick . Nova Scotia . 126 7 Prince Edward Island . Manitoba . a This includes 176 in the Normal College. b Prince of Wales College and Normal School. c 143 at long sessions, 101 at short sessions. Schools for the deaf and dumb, and for the blind, are maintained under government aid in Ontario, New Brunswick, and Nova Scotia. Expenditures for elementary schools of the Canadian provinces cd specified dates. Provinces. 1887-88. 1892-93. 1S96-97. 1897-98. Expenditure per capita of enroll¬ ment. 1887-88. 1897-98. Ontario . 3, 859, 365 1,472,439 406, 251 675, 995 147, 455 420, 055 99, 902 4, 051, 460 4,149. 207 1,566,726 473, 994 810, 676 161,444 810, 912 220, 810 4, 215, 670 1, 595, 986 483, 829 838, 810 163, 033 805, 417 247, 756 274, 648 $7. 82 8.11 6. 81 8.19 6.56 23.33 15. 67 $ 8 . 73 7.81 7.63 8.28 7.46 20. 21 14. 03 16. 38 Quebec . New Brunswick . 421,384 669, 112 152, 698 774, 865 160, 627 Nova Scotia . Prince Edward Island . Manitoba . British Columbia . Northwest Territories . • • In addition to the public schools included in the foregoing survey, the several provinces make large provision for secondary and higher education in seminaries, colleges, and universities, which are classed together as higher educational institutions in the following table: The higher educational institutions of Canada. Name. Date of founda¬ tion. Endow¬ ment. Value of property owned. Income. Number of stu¬ dents (about). Universities. University of King’s College, Windsor, Nova Scotia . 1790 $155, 000 $250, 000 $9, 000 30 University of New Brunswick, Fredericton, New Brunswick . . 1800 a 8, 844 2, 750, 000 12, 000 230, 000 80 McGill University, Montreal, Quebec . 1821 2, 800, 000 1,150 Dalhousie College and University, Halifax, Nova Scotia . 1821 340, 000 80, 000 22, 700 362 University of Toronto, Toronto, Ontario . 1827 1 , 187, 683 1 , 457, 339 119, 087 1,322 University of Acadia College, Wolfville, Nova Scotia . 1838 155, 000 120, 000 12, 000 142 University of Queen’s College, Kingston, On- tario . 1841 400, 000 125, 000 46, 400 635 University of Bishops’ College, Lennoxville, 21,150 165 Quebec . 1843 196,275 166, 280 University of Ottawa, Ottawa, Ontario . 1848 None. 225, 000 30, 000 475 University of Trinity College, Toronto. . . . 1852 - 750, 000 325, 000 35, 000 350 Laval University, Quebec . n . 1852' , .1 „ N with Tulane. By its conditions of admission it has sensibly lifted up the entire system of female seminaries in the city and State. Its new buildings, with their furnishings, are the most attractive spectacle in the new side of New Orleans. Aiming at thoroughness in all its work, it has in its president one of the most competent representatives of the higher educa¬ tional philosophy; and it already has become a power in the cultivation of the literary and artistic life of New Orleans and the Southwest. Its graduates are admitted on equal terms to all the privileges of the university. This great work, which still remains far short of its own complete development at home, but in the future is to make a radical change in the entire organization of the secondary and higher education through the South, is a good illustration of the imperative need of first-class leadership. No State, perhaps, in this section had a larger number of broad-minded and well-disposed people for such work than Loui- WILLIAM PRESTON JOHNSTON. 1371 siana fifteen years ago. Tulane University is the result of the best thought of this group of people, under the fit leadership of President Johnston. Indeed, in his state of failing health, which for ten years made him almost an invalid, it would have been impossible even for him to have done his work without the hearty coop¬ eration of trustees, faculty, and a resolute educational public. Randall Gibson used to say that he “ never knew a man of finer fiber than President Johnston.” It was only by the power of a marvelous personality, in which an indomitable will was harnessed to a childlike Christian faith, a rare social charm, and a magnetic quality of leadership, that this man could face the inevitable coming of the end; through years of suffering and weariness, denying himself the luxury of dying that he might leave his great task so far accomplished that it can hardly fail of becoming his noblest monument in the future. CHAPTER XXXI. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington , I). C. , June 30 , 1899. Sir: I have the honor to submit my fourteenth annual report as United States general agent of education in Alaska for the fiscal year ending June 30, 1899. Twenty Government schools, with an enrollment of 1,369, were in operation dur¬ ing the year. The following reports give an idea of the character and scope of these schools: Sitka, No. 1. — Miss Cassia Patton, teacher; enrollment, 31; population, white, American and Russian. Miss Patton reports as follows: “My work during the past year has been very pleasant. The yard has been inclosed by a new picket fence which adds much to its appearance. We have one of the most desirable sites in town, facing a sandy beach with an unobstructed view of Sitka’s island-dotted bay. The schoolroom is well lighted, but owing to the cloudi¬ ness of the short days, I found it necessary to use lamp light more than usual. “I have added to my circulating library 100 of the 5-cent classics, and the chil¬ dren have enjoyed them. I have found McMurry’s Methods in Reading a help in making the list of books which I hope to add during another year. A good library is one of the greatest needs of our village. In our ‘story period,’ fifteen minutes each afternoon, story reading has been the greatest success. After hearing stories read to them several of the children would borrow the copy of the book and read it again to themselves many times. “ Believing that proper food would do much toward making many homes happier wTe have had a few cooking lessons. I placed on the blackboard carefully worded recipes which the girls copied in their notebooks and tried at home. They seemed very much interested, and I hope this attempt may result in much good.” Sitka, No. 2. — Miss Anna Kelsey, teacher; enrollment, 175; population, Thlinget. The following is Miss Kelsey’s report: ‘ ‘ The year now closed has been pleasant, but greatly broken in upon by the old customs of the natives and trouble between the different factions, which at one time threatened to be very serious. Finally they were induced to let the United States judge adjust their differences. He deferred his decision until the hard feeling had in a measure subsided. I find the native children bright, but restless. During the winter there were quite a number of visiting children belonging to the Taku and Killisnoo tribes, vrho were here for weeks feasting, dancing, potlaching, etc. Thou¬ sands of dollars wrere spent in this way by our natives. Many made themselves poor. Later in the season they were obliged to go out and hunt or work for themselves. “ I used all sorts of devices to attract the children to school, wfith some success until their troubles broke out; then our numbers became small. Only one pupil attended throughout the year. I presented him wfith a suit of clothes at the end of the term. His mother is a widow with three small children, of whom he is the oldest. Both mother and boy vrere very happy indeed.” 1373 1374 EDUCATION REPOET, 1898-99. Sitka Industrial School. — Room No. 1, Mrs. E. C. Heizer, teacher; enrollment, 91; population, Thlinget. Mrs. Heizer writes: “The interest throughout the year has been very good. Some of my pupils are as enthusiastic students as I ever had in any school. One young man has repeatedly expressed his regrets that he had not entered several years ago. His zeal is an inspiration, so eager is he to advance. “ The examinations conducted by our superintendent on the completion of a study have been an incentive to thoroughness. “ They have given several very creditable entertainments during the year, in which the pupils showed their individuality. “ Several of the girls want to be seamstresses. They have a knowledge of frac¬ tions which will aid them in cutting out work. A few of my pupils show by their interest and earnestness that in course of time they may become teachers themselves. One young woman has received special attention, and lias been placed in training in the primary department in order to acquire experience in teaching. She spends two and a half days of each week in this way. “ Our school compares favorably with the leading Indian schools of our country. The greatest hindrance is that the native parents are not willing to place their chil¬ dren in school for a sufficient length of time to acquire a thorough preparation. This hinders them from becoming first-class carpenters or independent workers in any of the industries. Until the native parents realize the great advantage of a thorough education, I suppose we can only do our best and not grow weary in well-doing.” Juneau , No. 1. — C. C. Softer, teacher;’ enrollment, 74; population, white. The following is Mr. Softer’ s report: “As in every new country, many of the residents are not permanent settlers. As soon as business grows dull in one place they leave for a more promising field or return to the States, taking their children with them. This is a serious cause of dis¬ couragement for the teacher. Even when a class has been well organized and inter¬ est kindled a number of pupils will drop out, to be replaced by others, who are new to the work. I see no remedy for this evil in the near future and believe it will simply have to be tolerated for many years to come. The weather in this part of Alaska is frequently very dismal, the days are so short and it rains so hard and con¬ tinuously that it is an impossibility for the children to get enough fresh air. The larger boys have changed our small anteroom into a gymnasium, where they have excellent opportunity to give vent to their animal spirits. The small boys and girls have the schoolroom for their play room during recesses. A large shed in the school yard, in which the children could play in bad weather, would be an excellent thing for them and would greatly lighten the burden of the teacher. “ The progress of the pupils has not been as marked as I would have desired for reasons already mentioned. All those who were regular made very good progress.” Juneau, No. 2. — Miss Elizabeth Saxman, teacher; enrollment, 71; population, Thlinget. Miss Saxman writes: “ I have nothing new to report of this term’s work except my effort to have a sew¬ ing class in connection with my regular work. I found to my delight that the girls took a great interest in it. I supplied all the materials that were used, such as ging¬ ham, calico, thread, buttons, etc. “ It is almost impossible to keep the native children in school during an entire term. Their minds seem to crave a change of work, surroundings, etc., and off they go unless anchored by the Mission Home. Education and Christianity must go hand in hand in accomplishing any good for the natives. The minister must preach education just as much as Christianity as the first steps to salvation.” Douglas, No. 1. — Miss Kate Spiers, teacher; enrollment, 70; population, white. Miss Spiers reports as follows: “ The transient population incident to a mining town accounts in part for the REPORT OR EDUCATION IN ALASKA. 1375 great difference between enrollment and average attendance. Pupils whose parents reside here during the entire year have been exceedingly regular in attendance — one pupil, Clair Jones, not having been absent a day in two years. “ We have had a very pleasant and successful year’s work. The school is well graded; a regular course of study followed and promotions made at Christmas and at the end of June. The progress in reading, language, and map drawing has been marked. The interest of the pupils in music also deserves mention. A choral class consisting of fifty voices selected from two Government schools and the paro¬ chial school has been organized. This class sang at various entertainments during the year and received especial compliment for its singing at the public exercises on July Fourth. Douglas, No. 2 — Miss Gertrude IT. Spiers, teacher; enrollment, 28; population, white. The following is Miss Spiers’ report: “ Regarding the year’s -work which has just closed, there is very little to be said except that wre have had a quiet, satisfactory, and pleasant year. The patrons have continued to be very kind and helpful and have cooperated in all the work. The death of our kind friend and committeeman, Mr. Robert Duncan, was a great loss. The attendance during the year has been exceedingly regular except in a few cases. The enrollment during the winter months was small, as many families spent the win¬ ter in the States. In the spring it was increased to our usual number. The school has been quite thoroughly graded, and a system of monthly examinations and reports was adopted and used during the spring months. The wTork in German, bookkeeping and drawing has been continued on the same lines as during last year. Some of the pupils now sketch from objects quite rapidly and accurately. A circulating library has been maintained for the two schools during the year. Fifty new volumes have been added, making a total of 114 books. The school now possesses an organ, the gift of our former committeeman, Dr. Campbell.” Fort Wrangell. — Miss Nellie Green, teacher; enrollment, 80; population, white and Thlinget. Miss Green writes: ‘ ‘ There were enrolled in my school during the year pupils whose ages ranged from 4 to 15 years, almost equally divided among whites, Russian creoles, and natives. As a rule, I find the white children hardest to control. They were kind, however, to the native children, and were a help to them in using the English language. The Russian creoles in disposition are much like the natives, quiet and happy. In their studies they are as bright as the white children, but often lack the energy and inde¬ pendence that characterize the whites. Some of them dislike the natives, I believe because they know that one or both of their parents have Indian blood in their veins; many of the children are very attractive; the little native children amused me often by their quaint ways. The parents of nearly all of them have been influenced by civilization — many are quite advanced in their studies. Irregularity of attend¬ ance is my greatest difficulty. Jackson. — Mrs. C. Taylor, teacher; enrollment, 67; population, Thlinget. Mrs. Taylor reports: “School began September 1, with a very fair attendance. I taught the first month at Klinquan, as at that time there wTere a great many native children there and none here. Through the kindness of Mr. Miller I kept school in a room over his store. Dry goods boxes furnished seats and desks. The weather vras bad and the temporary school room leaky. The attendance, while not large, w-as regular, the interest good, and the progress satisfactory. In October I came over to Jackson and opened the regular school. My school urns largest in January. Many visiting natives wTere here at that time wTho brought their children with them; after January the attendance gradually decreased until the close of the term. In the spring of the year the natives began their trapping and took their children with them to their hunting grounds. After the trapping came halibut fishing, gathering of seaweed, 1376 EDUCATION REPORT, 1898-99. etc. This migrating they kept up until July. The children advance very slowly on account of this irregular mode of living. When the children are in school regularly they learn rapidly, take interest in their work, and are interesting children to teach. The general health of the children has been very good. Our school room is warm and well lighted. The schoolhouse has had a new coat of paint, which adds much to its appearance. We received from the Bureau of Education a valuable addition to our library, consisting of a large quantity of magazines and a bound volume of Harper’s Weekly. We are all delighted with them, and I am sure they will prove of great value and interest both to teacher and pupils. ’ ’ Hoonah. — Mrs. J. W. McFarland, teacher; enrollment, 126; population, Thlinget. Mrs. McFarland writes: “ In looking over the record of the past year I find much to encourage me. When the natives begin their feasting and dancing during the holidays, you may consider yourself a successful teacher if you can keep up enough interest to attract any of them into the school. I had received a Christmas box which contained a great many marbles and other playthings that I used in attracting the boys to school. However, this proved to be more of a hindrance than a help, as it became impossi¬ ble to get the boys interested in anything else. We had no regularly appointed police in the village this year; consequently it was harder to secure regular attend¬ ance. I have found gymnastics of great help by way of recreation and physical culture. The progress of those who attend regularly was very satisfactory. We were sorry to lose four of our number by drowning. ’ ’ Saxman. — James W. Young, teacher; enrollment, 62; population, Thlinget. Mr. Young reports: “We have had a year of quietness and progress. More buildings have been erected in the village than during any previous year. You are aware that this place was started for the purpose of gathering the Cape Fox and Tongass natives into one community, as the superintendent of schools thought there were not enough of one tribe to justify the opening of a school for each of them. This plan has been a suc¬ cess so far as the Cape Fox Indians are concerned. There are old feuds and jealousies that have kept them apart; these, however, seem to be quieted down. A few of the Tongass tribe have joined us, and more promise to come next autumn. Some of the Hydah tribe have also come and cast in their lot with us in order that their children may have school privileges. “The recent discoveries of gold-bearing quartz in this region have made a great demand for laborers, and this, with the high prices paid for furs, has made good times for the natives — they all seem to have their pockets full of money. We have had very little trouble with liquor during the past year. The Rev. Edward Marsden unites with me in excluding it from the community. The natives have improved very much in morality, temperance, and intelligence since the school was started.” Kodiak. — Miss Anna Fulcomer, teacher; enrollment, 44; population, Russian cre¬ oles. Miss Fulcomer writes: “In regard to my year of teaching in Kodiak, I can say that as a rule the children are just as bright as a similar set of children in the States — just as bright and just as naughty. My second reader class wTas the most interesting that I have ever taught. It was a large class of boys and girls who, with two or three exceptions, displayed considerable rivalry. 1 have never seen so much enthusiasm in children of that age. It was most amusing to me to watch the expressions on their faces when the new spelling books came. I gave them permission to take them home with them. The next morning the books were brought back neatly covered with brown paper in order to keep them clean. Much more interest and ambition is shown by the younger pupils than by the older ones; they want books and papers to read outside of school, and it was hard for me to keep them supplied. In number work they are somewhat backward. All had drills in English language lessons, a chart serving as a reader REPORT ON EDUCATION IN ALASKA. 1377 and as a basis for exercises in the use of English. The attendance decreased rapidly during April and May owing to the work they had to do in their homes; hauling summer’s supply of wood, fishing, preparing for and attending the Russian Easter services.” Wood Island. — Robert G. Slifer, teacher; enrollment, 56; population, Russian cre¬ oles and natives. Mr. Slifer reports: “The school at Wood Island for the year 1898-99 was held in a room belonging to the Kodiak Baptist Orphanage. The desks are made out of rough lumber, and many of them have no place in which books can be kept. That the school is appreciated is shown by the fact that pupils have come from distant villages in the Kodiak dis¬ trict in order that they may have school privileges. During the greater part of the term a few of the older native children who worked during the day were taught in a night school. The majority of my pupils do very good work; many of them excel in reading, writing, and drawing. They memorize very well, but few of them have the faculty of thinking for themselves, so that it is difficult to teach them arithmetic. The attendance was quite regular. The Russian Church holidays did not interfere with the sessions of the school to any extent. “During the summer of 1898 the natives of Wood Island did not get a single sea- otter during their annual hunt, so they have been unusually poor. Some of the older boys had to stay out of school to hunt and fish. Though discouraging in some respects,, the work has become attractive to me. ’ ’ Unga. — 0. R. McKinney, teacher; enrollment, 36; population, white. Mr. McKin¬ ney reports: “School commenced on September 6 with 33 pupils in attendance, but wTas inter¬ rupted during the latter part of the month by an epidemic of dysentery which lasted four wreeks. I opened school again on October 24 and continued until February,, when all the children in the village took the whooping cough, and for nearly eight wreeks there were no children in Unga able to attend school. I started in again on March 27 and continued until May 20, when the mail steamer returned from the west. After considering the condition of the children and my own family’s poor health, I made up my mind to close the school on the 21st instead of the 30th, and I accord¬ ingly took passage on the steamer for the States.” Eaton Reindeer Station. — Francis H. Gambell, teacher; enrollment, 11; population,, Lapp. Dr. Gambell writes: “As to the school work, I have the honor of making the following report: School opened on the 18th of October and closed on the 16th of June, being in ses¬ sion all the time, with the exception of the holidays and a spring vacation of a few weeks’ duration. The enrollment consisted of 11 children, ranging from 5 to 16 years of age, and all guiltless of having spoken English. Their faces were bright and expectant as they gathered on either side of a rough table made for the purpose, and seated themselves on benches similar, probably, to the school benches of early times in other new settlements. Their first lesson was an object lesson, and so was their third and fourth, and so have all their lessons been during the whole year. “ They are apt and quick to learn, and while they are anxious to advance in all their branches, they seem to give particular attention to their writing, in which they are very neat and careful. “Their attendance has been very good. Sickness alone has prevented them from coming, and in two or three instances I have sent them home after coming, as they" wrere not in a fit condition to be in school. They have an average attendance of 97J per cent for the vdiole year, taking the figures from the register. Their punctuality has been as good as their attendance. Often during the short wdnter days I have had to light the lamp at the beginning of school, as they would come long before the stars had gone out of sight. ed 99— vol ii - 87 1378 EDUCATION REPORT, 1808-99. “They have but few games and play very little, but they are always kind and affectionate and never seem to quarrel as they mingle together. ‘ 1 During the evenings in the fall and winter I have instructed those of the older ones who wished to come. While some attended, I think more will attend when they realize more fully their need of learning to speak the English language well. “As there have been no natives living near the station, I have had no Eskimo children, although some have expressed their desire to have their children attend, and probably will move nearer next winter, that their children may come.” Historical table — Statistics of public schools in Alaska, 1892 to 1899. Schools. Length of school term and enrollment of pupils. 1892 -93. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. 1898-99. 2 bD £ Cv -t— < 1 rn 3 +-> o a 3 fH £ r~j bO 3 -3 tji £ o 1*3 a a 3 s-i w 4~> "So £ Tfl £ o fe-H -L £ 0) a 3 t-. £ s r£ CJO £ £ Vl +■» O 8r-i r~ < o> a 3 Sh £ W 4~> A bo 3 4-3 w O - 4-> £ 0) a 3 f-i £ 4-3 £5 to £ c3 GO A £ o 4-> £ a r— < o rH £ w A bo £ o3 4-3 GO A £ O a 43 £ native form of hieroglyphics, and then delivers these sermons to the people. The four villages between here and Quinehagamute. — These villages are just opening- up to missionary influence. Especially among these heathen villages is the use of medicine gratifying in its results. The cure of the itch, so common and so persistent among these people, exercises a great influence over them. There are many school children among them, who, if they could be taken into school, could be readily influenced, and not only they, but their parents also. We may say, medicine and the school together are the best means of winning these villages. Quinehagamute. — This large village of coast people, “sea pirates,” as one of the* captains called them, has been under missionary influence to a limited extent in pre¬ vious years. Here for about six weeks the missionaries and traders stop each spring, while they are waiting for the coming of the vessel. Native missionaries* have also been at work for some time at this place. Last year we were encouraged by the conversion and baptism of the first resident member of the village, Albert.. This year we have to encourage us the awakening to the glorious hope of salvation of the mother and sister of this pioneer Christian. That other hearts are melting- under the warmth and light of God’s word is evident from the increased call for medicine, which means less of superstition and shamaning, and also from a general development of the villages with increased friendliness to the missionaries. The helper stationed at Quinehagamute, Stephen by name, has been faithful and zealous. Last fall he was called upon to mourn the death of his wife. Our hearts go out in sorrow for him, as he was away both from his and her people when she • died, and he is left with five small children. He will necessarily have to return to his home village. Togiak. — Togiak is a district not properly within the bounds of Carmel or oh Bethel, being 130 miles from Carmel and 230 miles from Bethel. The people on this river have sent repeated messages both to Carmel and to Bethel asking that a mis¬ sionary should visit them, and asking for a native missionary to live on their river. Some of the people being related to the Kuskokwim people, they have asked for Helper Kawagleg of the Ougavig district. With the consent of the other mission¬ aries I will send him to visit these people, and will communicate to you the report: of his visit by the spring mail. Helper David. — It may be wondered what he is doing, as he is in the Bethel dis¬ trict. His duties for this year are those of interpreter for Brother Romig. This takes the bulk of his time and is a very responsible position. His delivery is excellent, . and his ability to grasp the thought and properly render it in order to give it its true ED 99 — YOL II - 88 1394 EDUCATION REPOST, 1898-99. weight and value make his services very valuable. We would feel comparatively helpless at Bethel were it not for the confidence we have in him to perform his work in an acceptable manner. The medical work. — The medical work has been on the increase each year, but this year time has not permitted me to keep a detailed record. When we returned from the coast this spring, there were natives from near and far to welcome us; people of three tribes, our home people, the Youtes, a few Inga- licks, and also a few Ivaltchan Indians. These upper Indians had come for medical care, some for a distance of 300 or 400 miles. They had hoped to find me at home, but as we had gone to the coast, they were compelled to wait six weeks until we returned. They had come with the trader and were to return with him. They were, however, hopeless cases, and two of them were overtaken by the influenza on the homeward trip and died. Our hearts were moved for them. They had come through storms and calms, tortured by innumerable mosquitoes and unprotected from the rain, to see an earthly physician. They produced from their meager store as a present to insure the best attention a wTell-tanned moose skin or some deer sinew, only to learn through the cumbersome channel of double translations (from English to Eskimo and from Eskimo to Ivaltchan) that their chances of recovery were few, and that their long journey was in vain. Poor people! could they only recognize their heart’s condition and seek the Great Physician as they do an earthly one, they would not return sorrowing from their search. The Bethel missionaries officiated at about 35 funerals, as stated above, but this can not be taken as the total death roll. One village of about 100 souls lost 11 of its number. We judge that the young and strong that are left will naturally recover in more instances, and that the death rate will not be so great. Food supply. — The food supply of the natives is annually becoming a graver prob¬ lem. However, the past summer wras one in which all who were active could secure plenty of fish. But in the spring, before the ice left, one whole family and several individuals of other families starved outright. Other cases, which came short of per¬ ishing, suffered severely from lack of food. We still look with interest to the domesticated reindeer. As yet no herd has been granted us. Should mining develop, which it may in time, the natives will have greater facili¬ ties for making a living. However, the remedy of frontier civilization is, as a rule, no better for the natives than the disease of idleness and short food supply. Carmel. — The mail carriers arrived at Carmel, on the Nushagak River, so much earlier than was expected that the detailed reports were not ready. Sister King was apparently in better health than at last reports, and was able to perform her noble duties (as a nurse) very successfully. She tells of the distressing amount of sickness, especially among the children of the natives. The missionaries, through God’s blessing, have been spared serious sickness. She speaks very modestly of what she has been able to accomplish. But Brother Rock reports that she has the stuff in her of which heroes are made, and relates how she went in a little kayak, while the river wTas filled with floating ice, which might easily have crushed the frail skin boat, to minister unto those who were sick and whom she was fortunately able to save from death. Brother Rock reports how he induced the natives to work for the support the mis¬ sion had to give them, and thus secured a good wood supply for the mission. It is interesting to hear that, though they had to work “ like slaves,” yet they succeeded in raising a splendid crop of garden vegetables and so many potatoes that they actually had some to sell. In this way and in many other ways they try to save the board expense, and thus lessen the amount that has to be sent to them from the States. Brother Schoechert reports that every child in the native community under 2 REPORT ON EDUCATION IN ALASKA. 1395 years of age died. There are 167 souls in their charge at Carmel proper and nearly 300 persons, classed as “new people,” on the Togiak River, who earnestly desire the truth as it is in Jesus and who are eager to have a missionary. The white settlers greatly appreciate the school. The Greek Church at Nushagak has been left in charge of Deacon Kaseveroff and is shorthanded, as the priest has received permis¬ sion to leave. There is a steady growth in the interest of the natives up the river. There are, besides Carmel, two out-preaching stations on the Nushagak River and six on the Togiak. Brother Schoechert describes his visit to Bethel and the mission conference there in February, 1899. He speaks very appreciatively of Dr. Romig’s medical work. He also mentions the eagerness of the natives to build chapels in certain of the vil¬ lages in that district and that the mission conference had resolved to encourage them to do so. Missions of the Protestant Episcopal Church in Alaska. The following extracts are taken from the annual report of the Rt. Rev. P. T. Rowe, Bishop of Alaska. I left Sitka for a visitation throughout southeastern Alaska. My first stop was at Juneau and Douglas Island. The Rev. H. J. Gurr is now the missionary in charge. Juneau is growing slowly and seems to be assured of a permanent and stable future — more so than any other place in Alaska, as far as I am able to judge. Property is very high. The lots on which our church and mission house stand were purchased, less than four years ago, for $375, exclusive of the buildings. To-day they could be sold for $5,000. Juneau, therefore, has a future, and I have hope that our church will become a strong organization in time. St. Luke’s Mission, Douglas City, wTas visited, services conducted, one person con¬ firmed, and two children baptized. The Rev. Mr. Gurr is attending to the needs of this mission, but we ought to have a young man in holy orders to take up this work. The place is growing, the population is probably 2,000, and it has every appearance of a future. A small chapel is very much needed, and just as soon as there are funds enough available will be commenced. At present the services are held in a hall- KETCHIKAN. This mission is situated on Tongas Narrows and on a very large island — with a name quite as large. It is 15 miles from Metlakahtla and about 100 miles south of Fort Wrangell. We have two humble buildings, once Indian cabins, and one of these, set up on a point of rocks, is used for a school. The buildings will hold the ground or rock on 'which they stand, at least. Until quite recently “squatter’s” title was the only title we had in Alaska. Miss Agnes Edmond is the teacher and only representative of our mission. I arrived in Ketchikan on June 8. I saw that quite a change had taken place since my last visit. There 'were many more men around. The reason of that is that the district lying on all sides is highly mineralized, and already some good prospects have been discovered. It is entirely a quartz region — copper as wTell as gold. The surrounding country for many miles is being prospected by several hun¬ dred men. I ran across three prospectors in Squawl Arm, Helen Bay, and many other places. I visited the men wherever it was possible. I held services in Ket¬ chikan, and the congregations were, with the exception of three or four women, of men. They seemed to appreciate the services and wished that I could stay with them. But there were other destitute points, the country is great, and as the bishop is the only traveling missionary, I had to deny their request and move on. I hired a boat, crossed Clarence Straits, and went up to the head of Kasa-an Bay, which runs far into Prince of Wales Island. Here is the old village of the Hydah Indians. It has a beautiful situation, and the village looks very strange as 1396 EDUCATION REPORT, 1898-99. you approach it. Before every cabin there stand two or three totem poles, large, moss-covered, and seem to have stood there for a hundred years or so. The Indians were not at home, to my disappointment, but they had left behind four dogs and a cat. They had gone to their summer fishing grounds. These Indians have asked Miss Edmond to come and live with them and teach their children. They are anxious for a mission and are urgent for Miss Edmond to make the beginning. They are a superior class of Indians, more intelligent and industrious than others. They have been far removed from the trend of civilization, but now that “propsects” have been found near their village, they will soon be surrounded with whites. Here, as in other sections of Alaska, that means a fearful menace to the native population. The outlook is serious, and the need of missions and workers is greater than ever. It is to these agencies that the natives are looking hopefully for protection and guidance and salvation. May the church realize the importance of these days in Alaska! Miss Edmond is willing to go to these ITydahs, but until we have a missionary to center at Ketchikan I can not let her go. She not only teaches the children, does all the good she can, but she also occupies and protects our property. There is a native population at this point, and its condition is deplorable. They seem to get liquor with¬ out any trouble. Women and men drink alike. Often do the little children seek the shelter of the mission house when their parents get drunk. Moral sense seems dead, too. Miss Edmond has done and is doing much among these conditions to inculcate a higher sense of morality. I visited Squawl Arm and some other points on Prince of Wales Island, then sailed over to Metlakahtla and had a very pleasant visit with Mr. Duncan, finally reaching Tongas Narrows in time to catch a steamer for the north, and thus ending an interesting visit to this part of Alaska. SKAGWAY. Since my return from the East in May I have made four visits to this mission, wdiich has been in charge of the Rev. L. J. H. Wooden for the past year. On Sunday, June 4, I preached, confirmed two candidates, and celebrated the Holy Communion. It was a great happiness to have with us at this service the good Bishop of Olympia. Skagway is a place of considerable importance. Its people are bright, progressive, and enterprising. There is a small church element here, and it is of the very best qual¬ ity. I have transferred the Rev. L. J. H. W ooden to the vacant mission at Fort Yukon, so that we have no one in charge at present, but I hope, through the help of Mr. Kierulff, to keep up the services until another missionary is appointed. Our hospital at Skagway, which was such a blessing to the sick and distressed miners a year ago, has continued its good wTork under the manager, Capt. F. A. Wise, and the highly-esteemed matron, Miss Anna Dickey. A woman’s ward has recently been added, and other improvements have been made, so that we possess an institution which is a credit to the church and has made a great name for itself in these parts. The number of patients has decreased, owing to the better conditions of the country and the freedom from sickness. But even now, whenever a man is taken sick on the trail his first thought is to reach the hospital as soon as possible, for the skill of the physicians in attendance, the efficiency and gentle kindness of the nurse, and the comforts of the hospital have become widely known and con¬ firmed everywhere. The craving of these strong men in their sickness for a woman’s care, and their dependence on it, is a marvelous and pathetic thing to witness, while their gratitude is deep and genuine. We can not be too thankful for this service of woman, nor for the church which enables us to carry on such a merciful work. The hospital is entirely dependent upon the uncertain ability of the patients to pay, and the voluntary contributions of friends outside to meet the cases of charity that are always cared for. May I quote the words of Senator J. J. Boyce, of Santa Barbara^ REPORT ON EDUCATION IN ALASKA. 1397 Cal., whose son was recently nursed through typhoid fever, contracted on the trail: “Under these circumstances, reverend sir, I feel it incumbent upon me to express to you my heartfelt thanks for your noble work in establishing, at such a place, such a desirable place for the afflicted. * * * During a visit to Alaska, sometime ago, I heard many reports of its good work throughout the Territory, and I little thought then that I should personally come into contact with this evidence of your practical Christianity.” Bishop Barker has been kind enough to receive all contributions for this hospital and has continued to disburse the same. From his statement to me, he says that he has paid out for — Building the addition . $1, 000. 00 Medical supplies and freight . 296. 73 For support . 2, 000. 00 Total . 3, 296. 73 From Captain Wise I am informed that there have been 121 patients received and treated; 19 deaths; that there is charged to charity $1,105. The rest of my report will be made up from the letters of the missionaries along the Yukon, etc., because I have been unable to visit all these places since my return, and partly because I found it necessary to give attention to the work in this rapidly developing section of Alaska, “set in order” things that were in need of it, so that I might feel free to start on a long and distant visitation, God willing, next spring. CIRCLE CITY. The Rev. J. L. Prevost has been in charge of the work at this mission up to June last, when he left for Rampart City, transferred to that work. Mr3. Prevost and children, who are not well, are on their way to the States, accompanied by Mrs. Demonet. I commend Mrs. Prevost to the loving esteem and kindness of all our church people, for she certainly has “endured hardness” in that region, and returns after a good work, faithfully and bravely done. Dr. James L. Watt, whose wife and child are with him, and Miss E. M. Deane, “Sister Elizabeth,” deaconess and nurse, have had charge of “Grace Hospital.” Dr. Watt will continue in that work and at the same time act as lay missionary in conducting the services. Both he and Sister Elizabeth have written most hopefully and enthusiastically of their work. Dr. Watt says: “ Our work is looking better and brighter all the time; * * * the hospital has been full of patients all the month; * * * they are all broke, bad with scurvy, victims of the Edmonton trail; * * * steamer which brought these from Fort Yukon made me pay the fare of one of them, $12.50.” STATISTICS FOR HOSPITAL. “ We have received and treated in the hospital 42 patients, 31 white, 11 Indians; total number days of treatment, 832. Deaths, white, 1; Indians, 3. Less than one- half paid. Patients treated outside of the hospital were: Whites, 20; Indians, 147. Deaths: Whites, 2; Indians, 2. Total visits made, 487. In September last I went to Fort Yukon, distance 90 miles, at the request of the Rev. Mr. Hawksley to visit the Indians, many of whom were sick. I treated 46 patients and made 116 visits, and was gone six days. Again in January, with sled and dogs, I made a journey over the ice, temperature from 40 to 50 degrees below zero, to attend to the sick, and also Mrs. Hawksley. I treated 15 patients, made 20 visits, remaining five days; was three days going and three days returning. It is expensive traveling here, but I met the expenses by bringing mail and freight on my sled. I have had successful operations for appendicitis and laparotomy, with one exception. These are the first of such operations on the river. Our hospital needs are a sterilizer, a good supply 1398 EDUCATION REPORT, 1898-99. of needles, sutures of all kinds, tonsilotomes, forceps, bone, artery repair, abdominal dressing forceps, compressed-air tank, pump and spray tubes for throat and nose, silver wire, catgut, silkworm gut, kangaroo tendon, tine suture for intestinal work, good reading matter, sheets, towels, etc. “The hospital receipts were $2,675.79; disbursements, $2,613.07; the assets, $2,783.57; liabilities, $1,242.98. “On July 3, 1 heard that the steamer Sault Ste. Marie was hard on a bar 6 miles below Circle City, and that 4 men had scurvy very badly; also little food on board. I took medicines and some fresh potatoes, and went in a canoe to their relief. . The current was running 10 miles an hour, and we made the steamer with difficulty. After seeing to the relief of the men I started for home. The current carried me downstream in spite of myself. Finally I made the opposite shore, where the water was rushing at a terrible rate. I climbed the bank to pull the boat along, when the bank fell in and down I went, with dirt and all, into the water. I swam to the boat and pushed it to the shore, where I crawled out. The water was cold and the air was colder; between the two I lost heart and took a rest. We started again, but were carried 2 miles down the river before we could reach the mainland. There we worked our way along the shore; at 4 in the morning we saw Circle City. I left the boat and started out to walk. Word must have been passed to the mosquitoes that we were coming and were good to eat, for there were myriads of them at every step; for everyone we killed a million seemed to take its place. After falls and scratches, with clothes torn and more dead than alive, we roused Sister Elizabeth, who gave us something to eat, and I went to bed at 6 a. m. Such was my trip to the relief of these six men 6 miles down the Yukon.” FORT YUKON. This mission has been in the charge of the Rev. J. Hawksley for the past two years, lie 'was obliged to leave and go to the help of Bishop Bompas. He did so, to my regret and his own, but his work has been blessed to a very great degree. The mission is likely to be a very important center for Indian missionary work for a long time to come. The Indians of Gen du Large, Rampart House, Beaver Creek, the Ratband, and Fort Yukon all center here. We have a small log mission house, which is used for school purposes as well as for church services. Mr. Hawksley built a mission residence while he was there and I have just received the bill for the same, $1,100. He was also obliged to hire a teacher, and paid him $175 for a little more than three months’ service, the bill of which I have also received. He strongly urges the employment of a teacher, and Bishop Bompas is willing to pay half of his salary, $250; but I do not think we should accept his kind offer — it is our work, and we should bear the responsibility. He urges sending in a missionary at once — the work otherwise would be seriously menaced. I have sent the Rev. L. J. LI. Wooden to this mission and he will be there by September 1. He reports again the faithful and loyal services of William Loola, a native reader, to whom I pay $150; but he gives all of his time that he can — often lacks food — so Bishop Bompas increases the offering. This I will endeavor to do myself. Mr. Hawksley has failed to send any detailed statement of his work, although he informs me that this will come later. FORT HAMLIN. This is an Indian village about midway between Fort Yukon and Rampart City. The Indians are our baptized people, and the only attention we can give them is such as Mr. Prevost is able to give occasionally as he passes up and down the river. Hereafter he may be able to give them more of his time, now that he is transferred to Rampart City, at which point he will make his center. REPORT ON EDUCATION IN ALASKA. 1399 RAMPART CITY. It gives me great pleasure to report that Mr. E. J. Knapp, who offered his services to me for any place in Alaska that I might choose to send him, and at his own ex¬ pense, has reached Rampart, which is to be the scene of his labors. He writes in the most hopeful spirit, and has entered most zealously into the work. He feels happy and very much strengthened in the fact that the Rev. Mr. Prevost is to be there and assume the charge of the work. Rampart City is a mining camp, with small camps or villages of our Indians near it. With regard to its future I can not speak. It may to some extent suffer the fate of similar camps — here to-day and gone to-morrow. It is this feature or aspect that makes the work in Alaska so trying, difficult, and discouraging. It is a mission to a movement — a procession. Nothing can be more striking than the contrast be¬ tween the conditions of missionary work among wandering bands of Indians, stam¬ peding gold seekers, and that in a settled and populous country. The fundamental need and malady are the same, the supply and cure are the same, but the variety of conditions, methods, and often of agency, is immense, forever showing the necessity of diligent adaptation and watchful supervision. We own a mission site with two buildings on the same. The hospital is one of these. It was erected on our lot by Mr. Prevost’ s arrangement that the camp should put up the building, and this spring we should take it off their hands, paying there¬ for $500, and conduct it as a church hospital. The work is promising; the camp is one of 1,500 inhabitants, and these are among the most enterprising, intelligent citi¬ zens of our country, and I can not but rejoice that our church is established in their midst. FORT ADAMS. Mr. A. A. Selden sends me a very gratifying report of his work. The Indians lived in a large number at the mission last winter. School went on without intermission, and so pleased were the Indians with the results of its work that at Christmas they made an offering of skins, meat, moccasins, etc., amounting to $128, in order that Mr. Selden might send out for such school necessities as were required. Mr. Selden and Miss Selden do, each of them, a missionary’s work in teaching school, helping the natives in all the ways that tell upon their lives and homes and character. In addition to the work of holding services and instructing adults, Mr. Selden has before him the great task of removing the old buildings — the good ones — to the new site for the mission, which is opposite the Tanana River, using the material which was bought and brought in by Mr. Prevost four years ago in the erection of St. Saviour’s Memorial Chapel, the hospital, etc. Many are the trials, difficulties, and hindrances which he has before him in executing this work. In the first place, it is very expen¬ sive; secondly, he has no stated amount — no funds, in fact — so that he may know how far he ought to go. Therefore he has been obliged to use his own judgment and “do the best he can.” I did tell him that he might go to the amount of $1,000 this year, and I am now afraid of seeing that bill. The lumber, etc., have to be taken up the swift Yukon, labor has to be employed, which in that country of high prices, scarce food, etc., is not less than $5 a day, the logs rafted from above the mission site and hauled up a steep bank — still, if any one can do it, and can do it for very little, it is Mr. Selden. The mission had the advantage of having the Rev. Mr. Westley in the neighbor¬ hood last winter, and he celebrated the Holy Communion at times, baptized the children, and in many ways proved a help and comfort to the missionary flock in the wilderness. Mr. Selden made two trips to Rampart City last winter — distance, 80 miles — to look after the interests of the church and hold services. He provided food, sled, and 1400 EDUCATION REPORT, 1898-99. dogs, and sent “blind Paul” and Stephen on a journey way up the Tanana to tell in the Indian village the “good tidings” of a Saviour — tidings which they them¬ selves had found to be so good. They were gone twenty-one days and had visited many villages when poor Paul was taken sick. Stephen, afraid that he would die, had him carefully wrapped in fur, and started quickly for the mission, reaching it only after many days of forced travel. Paul recovered in time, and I gave a heart¬ felt prayer of gratitude to God when I learned that he had; for he is a good man — so humble and simple, and yet it is sweet to see his trust and love and faith in God. ANVIK. I have received no news from our good friends in this mission, nothing but a letter dated at Anvik in February, and received in Sitka, via New York, early in August. He reported all well at that date and the mission work progressing. POINT HOPE. I have not heard from Dr. Driggs since last year. Alaska, where “men are few and miles are many,” where sections of it are prac¬ tically more distant than Japan or Africa, where one mission is separated from another by hundreds of miles, where the missionary is alone, in a great measure, for years at a time face to face with many adverse powers, and his vigorous fight against these but invites the enmity of those who are seeking at any price the things of this life, with no one from the great world outside to show him that he is sure of backing against these odds — no one but the visit of his bishop — Alaska, under these conditions, is distinctly a foreign mission, and the board is dealing wisely with it in treating it still, in a way, as such. These religious pioneers are conducting most faithfully a noble work, and the church must and will hold up their hands — send them the cheering and prevailing message, Sursum corda. friends’ mission. Kotzebue Sound. — The following paragraphs are taken from the report of Mr. Robert Samms, one of the inissionaries at Kotzebue, which was kindly forwarded by Mr. I. II. Cammack, of the California Yearly Meeting of Friends, which supports the mission on Kotzebue Sound: Perhaps the most interesting item at this time would be a description of our journey up the Kowak River. This was undertaken in order to ascertain the con¬ dition, location, and number of the natives living on that river, all of which informa¬ tion was necessary before we could make arrangements for starting a mission among the natives in that section of Alaska. This seemed to be a propitious time for such a journey, as the white men scattered along the river would be able to help us in the way of food and shelter. My wife and I, in company with a man who was carrying the mail, left the mission at 7 a. m., December 18, with two sleds and nine dogs. The first cabin was 70 miles from the mission, so we had to sleep on the ice three nights; rather a cool bed, but our deerskin sleeping bag proved to be a good thing. We arrived at the first cabin late in the evening of the fourth day out — worn-out, hungry, and foot-sore. The kind-hearted miners sat up all night in order to give us the use of their only bed. The increasing snow compelled us to leave part of our load and at intervals go back and bring it up. In the course of time we reached the lower Penelope camp at Hunt River, where a hearty welcome was extended to us. Their easy chairs and warm cabin were very much appreciated. After a week’s rest we proceeded on our journey with 11 dogs, and C. C. Reynolds and another man accompanying us. Arrangements having been previously made for my wife to remain at their camp and teach school, there being about 40 natives living there, we proceeded about 100 miles REPOET ON EDUCATION IN ALASKA. 1401 farther and. were unfortunate in having our dogs accidently poisoned with strychnine. Eight of them died in a short time. Three of these belonged to the mission. As we could neither go ahead nor turn back without dogs, a new dog team was purchased. We continued our journey to the Par River, the farthest limit of the native villages. Here we found about 280 natives wintering. This is by far the largest village on the river, and would be the place for a mission. It is 300 miles from our station here. The natives expressed themselves as desirous of missionaries, and promised to build a house and assist in other ways. There are about 500 on the river. There seemed to be a scarcity of food in all the places on the lower river. Game of all kinds is very scarce, and the fish supply is not always adequate. We find plenty of timber for fuel and building purposes, but not enough for a sawmill. Perhaps the heaviest item of expense in operating in this region will be the transportation. We are indebted to many of the miners for kindnesses, and especially to the Pene¬ lope men. The hardest thing in the management of the mission this year has been the finances, the loss of our goods on the schooner in the fall, and the demands for help and hospitality and our trip up the river have amounted to considerable. Our return found the natives short of food. We purchased 30 sacks of flour from miners and distributed about 800 pounds, taking in pay such things as they had, as seal rope, dog feed, some money, etc. It seems to be the general opinion among the white men that the only way of solving the food problem is to introduce reindeer. We paid $1.30 per sack for the flour, that being the price paid in Seattle last year. It has been a great disappointment to us not to have received any mail from the States this winter. The mad rush for gold seems to have blockaded us on the south. The Swedish Evangelical Mission Covenant’s Missions in Alaska. By Rev. D. N wall. Our work in Alaska has been pursued this year under many disadvantages, owing partly to the great influx into northern Alaska of gold seekers and white adventurers, putting our mission stations and workers under new and difficult responsibilities; partly to the necessity for many of our missionaries to return home on account of poor health and our inability to find a sufficient number of new mis¬ sionaries and teachers to take their places. From Unalaklik both A. E. Karlson and his wife and Miss Malvina Johnson were obliged to return home and in their places we could send only one mission¬ ary, Rev. J. F. Qvist, who has been obliged to superintend that station during the winter as best he could with the aid of the native workers, Stephen Ivanoff and Miss Alice Omigetjoak, an Eskimo young lady, who has been educated in the United States for her present work as an assistant teacher. From Golofnin Bay, also, both Rev. N. 0. Hultberg and Rev. P. IT. Anderson returned to the States. In their place we had to send Rev. E. J. ITenrikson from Yakutat, our southern sta¬ tion, and send to his aid Miss Amanda Johnson, a school-teacher educated at North Park College, our school in Chicago. Rev. Qvist is also a graduate from the same school. Soon after her return to Chicago Miss Malvina Johnson, from Unalaklik, was obliged to submit to an operation. Although the operation was successfully per¬ formed she was too weak to recuperate and died sometime after. In her death our society lost a most noble and successful missionary, a loss which was felt so much more keenly as she was the first missionary in the service of this society who has thus departed from the ranks. Reports from Unalaklik and Golofnin Bay tell of distress and sickness at both sta¬ tions during the winter, especially at Golofnin Bay, where our interpreter, Gabriel, a native, and Miss Amanda Johnson, the new school-teacher, were taken danger- 1402 EDUCATION REPORT, 1898-99. ously ill last autumn. Rev. Henrikson was left all alone to do the work and attend to the sick ones until he succeeded in getting a physician. In February Miss John¬ son was well again, but Gabriel was still sick and unable to do any service as an interpreter. Still, our workers have persevered nobly. If their work has not suc¬ ceeded this winter as it usually has, in many converts and in any remarkable increase of the church members, it is no less a victory, under the circumstances, that the mission has been able to hold its own. The native Christians are naturally deeply impressed and not a little alarmed by the great immigration of white people to their shores. At Yakutat, our station in southern Alaska, our people have been free from the annoyances mentioned in connection with the northern stations, but they were last autumn greatly shaken up by a terrible earthquake, of which I shall not need to say more, as it was so fully described in the papers. Rev. Albin Johnson writes that they have experienced smaller shocks now and then during the whole winter, but being accustomed to it they have not greatly minded it. Rev. Johnson and his wife have been our only workers at that station during the last winter. They report a successful season. The congregation numbers 62 members at present. In the Sun¬ day school about 60 children and young people are enrolled and in the day school 50 pupils. The branches taught in the school are the following: English, reading, penmanship, history, arithmetic, English grammar, and the Bible. A great improvement in the communications with Yakutat is mentioned by Rev. Johnson — namely, that the place has been reached during the whole winter by a mail steamer every month, although he reports that these steamers have not been as lucky in getting back; not less than three were probably lost on their return trip. The report adds that, in consequence of these improved communications, Yakutat has been visited by a large number of adventurers whose influence upon the natives is always to be dreaded and in some instances has proved to be disastrous. It would be a great help to the work of Christian missions and civilization in Alaska if the laws of the country could be enforced against acts of brutality and lawlessness com¬ mitted by some of the white people up there against the native, seemingly in the belief that Alaska is outside of civilization and life there exempt from the laws of decency. The missions in Alaska have reason to be thankful to the Congress of the United States for the legislation enacted in regard to land held by missionary societies for the sake of mission and school work. But of no less importance is the present aid of laws enforced to save the natives of Alaska from the fate of becoming, so to speak, buried alive in this industrial awakening of their country, occasioned by the late gold discov¬ eries. The eyes of Christian America ought to recognize above the rich soil of golden Alaska the Alaskan himself. Very respectfully yours, Sheldon Jackson, United /States General Agent of Education in Alaska. The Commissioner of Education. CHAPTER XXXII. NINTH ANNUAL REPORT ON THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Department op the Interior, Bureau of Education, Alaska Division, Washington , D. C. , December SO , 1899. Sir: I have the honor to submit to you my Ninth Annual Report on the introduc¬ tion of Domestic Reindeer into Alaska. The year covered by this report has been one of many changes and stirring events. The 67 Laplanders, Finns, and Norwegians and their families who were brought from arctic Norway in connection with the relief of destitute peoples in the mining regions of Alaska, arrived at the Eaton Reindeer Station, Unalaklik, July 30, 1898, and on the 31st of January, 1899, they were transferred from the care of the War Department to that of the Interior. Thus there was an unusually large number of employees during the year in connection with the reindeer herd. The discovery and opening of the Cape Nome gold mines caused a sudden demand for transporta¬ tion. The services of all the trained reindeer were required, both of the Government and mission herds in the vicinity. The fulfillment of the Government pledge to return to the American Missionary Association mission at Cape Prince of Wales and to Antisarlook and other Eskimo owners the reindeer which had been borrowed by the Government in January, 1898, to carry food to the ice-imprisoned whalers at Point Barrow required the return to those several parties of 934 head of reindeer. To meet this large demand Congress made a special appropriation of $20,000 for fitting out, under the auspices of the Treasury Depai fcment, for the use of the Interior Department, the naval vessel Thetis , in order that said vessel might give her whole time to the transportation of reindeer from Siberia. Through the courtesy of the Treasury Department, the Enited States revenue cutter Bear was also allowed to give some time to securing reindeer. Further arrangements were made with the firm of J. S. Kimball & Co., San Francisco, to procure and deliver reindeer in Alaska for the use of the Government. These several enterprises have made the year just closed one of great interest and activity. personnel. Mr. William A. Kjellmann remained as superintendent. Mr. Iledley E. Redmyer, in charge of the special expedition for driving reindeer from Haines Mission, on the southeast coast of Alaska, across the country to Circle City, having, after great hardship and much personal danger, fulfilled his mission, resigned October 10, 1899. F. H. Gambell, M. D., remained at Eaton Station as surgeon and school teacher, and, during the long absences of the superintendent, as acting superintendent looked after transportation and other interests between St. Michael and Nome. Herders. — On the 30th of July, 1898, 67 Laplanders, Finns, and Norwegians, with 1403 1404 EDUCATION REPORT, 1898-99. their families, reached the Eaton Reindeer Station. This large number would have been required if the original project of taking food during the winter of 1898 into the Yukon Valley for the relief of destitute miners had been carried out, but, when hap¬ pily it was found that this measure of relief was not needed and the project of taking relief was abandoned, there was a larger number of employees on the hands of the Government than was needed. A request was made by the contractor for carrying the mail on the Yukon Valley, also by one of the large transportation companies, for permission to hire a number of these extra Lapps. Through a combination of circum¬ stances both the mail contractor and the transportation company failed to carry out their intentions. In the meantime a number of the Lapps had caught the gold fever1 and asked permission to be released from their contract with the Government. As they were not needed, their request was granted, and they left the station for the mines at Golovin Bay and Cape Nome, as follows: July 31, 1S98. — Jafeth Lindeberg. February 1, 1S99. — Berit Nilsdatter Lira, Ida Johansdatter Hatta, and Magnus Kjeldberg. March 1. — Thoralf Kjeldberg, Nilkelina Bassie, Otto M. Leinan, and Ole G. Berg. March 4- — Samuel Hansen and Otto Greiner. March 10. — Ole Johansen Stenfjeld. March 20. — Ole Keogh. March 27. — Lauritz Larsen and Ole Olesen. March 2S. — Johan Peder Johannsen Stalogargo. March 31. — Karl 0. Suhr and Johannes Aslaksen Raima. April 1. — Peder Johannesen, Samuel Jonfren, Suders Johansen, Iver Persen Vestad, Lauritz Stefansen, Johan M. Johansen (Toerle), Nils Klemetsen, Ole M. Rapp, Rolf Wiig, Mathis Klemetsen (Nillokka), Ole Klemetsen Hatta, Alfred Salamonsen Nikina, Samuel Johannesen Balto, Isak Johannesen Hatta, Hans Samuelsen, and Johan Himnar Hansen. April 7. — Karl Johan Sacariasen. May 1. — Olai Paulsen. May 15. — John Andersen. June 10. — Isak Salamonsen Nikkila. June 15. — Emil Kjeldberg. June 30. — Peder Berg. July 31. — Jeremias Abrahamsen. September 1. — Klemet Persen Boini and Anders Allaksen Bar. September 20. — Hans Andersen Siri. October 10. — Hedley E. Redmyer. The following remained in the employ of the Government: Nils Persen Bals, wife and 1 child; Alfred Hermansen and wife; Ole Olesen Bahr, wife and 2 children; Nils Persen Sara, wife and 4 children; Anders Johannesen Balto, wife and 2 children; Per Andersen, wife and 1 child; Johan Nango, wife and 1 child; Aslak Johnsen Bals, wife and 1 child; Nellogotoak (Eskimo), wife and 1 child; Anders Biti and wife; John Eriksen Eira, wife and 1 child; Johan Isak- sen Tornensis and wife; Aslak Aslaksen Gaup, wife and 1 child; Johan Petter Rista, wife and 1 child; Per Mathisen Spein, Per Josefsen Porsanger, Lars Larsen Anti, Isak Bongo, Isak Tornensis, Ole Olesen Pulk, Nils Klemetsen, Anders Persen Utzi. In addition to those at Eaton Reindeer Station there were in charge of the herd 1 The first of the Lapps to resign and go to the mines was Jafeth Lindeberg, who, in connection with John Brmterson and E. 0. Linblom, discovered the Cape Nome Mining District. It is reported that Mr. Lindeberg, during the ninety working days of last summer, took out from the mine as his share $200,000 in gold; and it Avas one of Mr. Lopp’s Eskimo herders at Cape Prince of Wales that discov¬ ered gold on Anacovak Creek, which was the commencement of the new mining district of Konow* gok, a few miles from Cape York, on the Bering Sea coast. INTRODUCTION OF REINDEER INTO ALASKA. 1405 crossing the country from Haines Mission to Circle City Messrs. Hedley E. Redmyer, Klemet Persen Boini, Anders Aslaksen Bar, Hans Andersen Siri, Per Nilsen Siri, Per Joliannesen Hatta. In charge of the herd at Point Barrow and Point Hope were Messrs. Lars Larsen Platta and Jacob Larsen Hatta, wife, and two children. At Point Clarence was Mr. Per Larsen Anti. RENEWAL OF APPOINTMENT AS SPECIAL AGENT OF THE WAR DEPARTMENT. As the herders brought from Lapland in 1898 were under contract with the War Department until January 31, 1899, and from that time under the Interior Depart¬ ment, on the 21st of April, 1899, I was appointed by the Secretary of War as special agent of the War Department for the purpose of closing the accounts of the Lapps for salary due under their contract with the War Department for services in connec¬ tion with the Alaska Relief Expedition. During the following September, through Capt. E. S. Walker, Ninth United States Infantry, commanding the post at St. Michael, the Lapps were paid the salary due them from the War Department in full and receipts were given. STATIONS. Teller Station. — During the absence of Rev. T. L. Brevig from the Teller Reindeer Station I have placed Mr. Charles E. Chard in charge of the buildings. Arrange¬ ments are in progress by which it is expected that Mr. Brevig will return to the station next summer. Notwithstanding the demand for transportation to the new mines at Nome, I was able to secure freight on the supplies for the reindeer stations from San Francisco to the Teller and Eaton Reindeer stations at the low rate of $10 per ton, ship measure¬ ment, the prevailing rate being from $40 to $60. Eaton Station. — This station, the location of which was selected in the winter of 1897-98, was not occupied until the fall of 1898. It is situated in a well-sheltered valley on the north bank of theUnalaklik River, about 8 miles from the seashore. During the winter of 1898-99 the logs were cut in the surrounding forest and whipsawed into lumber, from which was erected a large two and a half story main building, a large warehouse with a workshop in the basement, together with six double cabins one and a half stories high for the herders. School. — School was kept by Dr. E. H. Cambell at Eaton Station, as usual, during the year, and reports indicate greater progress than during any former year. The enrollment consisted of 11 children of the Lapps, with the occasional attendance of the parents, the purpose being to assist the Lapps in acquiring the English language. They are reported to be very apt and quick at learning, and during the dark days of winter would often come to school long before the stars had gone out of sight. The character of the pupils makes the school one of more than ordinary interest. Medical. — Dr. F. H. Cambell, physician in charge, reports having treated at Eaton Station 106 cases during the year, besides numerous minor ailments, such as bruises, sprains, etc. Eskimo came to him from Kings Island and the Diomedes, hundreds of miles away, by small skin-covered native boats. In the same room have been Indians from a long distance up the Yukon River, with Arctic Eskimo and miners traveling from the mines on the Yukon across to the new-found diggings at Cape Nome. HERDS. Eaton Station. — The herd at this place numbered 620 adult reindeer and 194 fawns. During the summer and winter over 100 animals were broken in and trained to har¬ ness. This served last spring the excellent purpose of teams being in readiness for the transportation of the troops to the new mines for the purpose of keeping order, the transportation of Lapps, and also provision for the miners. During the summer 1406 EDUCATION REPORT, 1898-99. 96 of the sled deer were left at the Teller Reindeer Station as the nucleus of a herd into which could be placed the reindeer brought over from Siberia. During the fall the herd was depleted by the sending of 328 head to Point Rodney to replace the deer which, in 1898, were borrowed from that station by the Government, so that the herd at this station at present numbers but 419. If it were possible to get a cen¬ tral herd of 5,000 head, the increase would be sufficient to do away with the neces¬ sity of further importation from Siberia. Golovin Bay. — From the 395 reindeer in the joint herds of the Swedish Evangeli¬ cal Union, and Episcopal societies, and Eskimo apprentices, 9 died during the year and 157 were born, of which 10 died, leaving at the station 533 reindeer. During this winter 159 deer belonging to the Episcopal Society, with 52 deer belonging to Apprentice Moses, will be driven to the mouth of the Tanana, in the Yukon Yalley. There the portion of the herd that is trained to harness will be used during the win¬ ter in the transportation of the United States mail between Tanana and the Eaton Reindeer Station. One hundred head of deer loaned to the two societies by the Government in 1895 were returned to the Government in the fall by the societies and sent by the Gov¬ ernment to Antisarlook to replace in part those borrowed from him by the Govern¬ ment in January, 1898. During the scarcity of provisions at Nome and the rush of the miners to that place the herd at Golovin Bay performed very important service in the way of trans¬ portation. Point Rodney. — The herd at this'place, numbering 328, belongs to Antisarlook, and was given to him in the fall of 1899 in return for those loaned to the Government in the winter of 1898. Teller Reindeer Station. — Three hundred of the reindeer at this station belonged to Tautook, Sekeaglook, Wocksock, and Tatpan, Eskimos who had served an appren¬ ticeship of five years at the station. Cape Prince of Wales. — In August, 1898, 167 reindeer were returned to this station of those previously loaned to the Government. Of thi3 number 11 died during the early part of the winter, leaving 156 in the herd. To this herd were born in the spring 79 living fawns, and during the summer 479 deer were brought to this station, making the 714 head that were required to replace the 292 and their natural increase that were loaned to the Government in January, 1898. The absence of the herd during the winter of 1898-99, when there was such a demand for transportation to reach the Cape Nome mines, was a loss of several thousand dollars to the Mission Station and the Eskimo herders. The herd at this station is the joint property of the American Missionary Association and five or six Eskimos connected with the mission. Point Hope. — The herd at this station belongs to Eleetoona and Ahlook (Eskimo), and numbers 52. It is expected that during the winter 48 additional deer will be furnished the young men from the Point Barrow herd. For various reasons this herd has not done very well during the past season. Point Barrow. — When in the fall of 1898 the shipwrecked whalers were brought from Point Barrow to the States on the revenue cutter Bear, 378 deer were left in the herd that had been driven to that point for food. During the last spring 118 fawns were born to the herd. Three deer were killed by dogs and three by wolves during the season. At the close of the fiscal year there were at this station 500 head of reindeer. Lieut. D. II. Jarvis, commanding the revenue-cutter Bear, during his visit to Point Barrow arranged for leaving 100 head of reindeer at that point for the Presbyterian Mission, and 25 head for Ojello, an Eskimo apprentice. The rest of the herd is to be driven during the present winter, under the care of Mr. William Marshall, to Cape Prince of Wales or Teller Reindeer Station, leaving 48 head at Point Hope while en route. The total number of domesticated reindeer in Alaska INTRODUCTION OF REINDEER INTO ALASKA. 1407 is 2,837, divided into nine herds. Of the 2,837 reindeer 1,159 are the personal prop¬ erty of 19 Eskimos, who have learned the management of reindeer by five years’ apprenticeship at the Government reindeer stations. Number , distribution, and ownership of domestic reindeer in Alaska, 1899. Point Barrow: Presbyterian Mission . Ojello (Eskimo) . Point Hope: Electoona (Eskimo) . . . Ahlook (Eskimo) . Cape Prince of Wales: American Missionary Association and several apprentices Teller Reindeer Station : Tautook (Eskimo) . Sekeaglook (Eskimo) . Wocksock (Eskimo) . . . Tatpan (Eskimo) . . . Point Rodney: Antisarlook (Eskimo) . . . Golovin Bay: Evangelical Mission Union . . Okitkon (Eskimo) . .... . . . Constantine . . . . . Eaton Reindeer Station: Government . Martin Jacobsen (Eskimo) . Tanana : Episcopal Mission . . Moses (Eskimo) . . . En route South : Government herd, in charge of William Marshall . 100 25 50 50 714 75 75 75 75 328 209 26 419 209 52 Total 2, 837 Increase from 1892 to 1899. 1892. 1893. 1894. 1895. 1896. 1897. 1898. 1899. Total from previous year . 143 323 492 743 1,000 466 1, 132 1 877 Fawns surviving . 79 145 276 357 625 638 Purchased during summer . 171 124 120 123 161 322 Imported from Lapland . 144 Total, October 1 . 171 346 588 891 1, 100 1,466 a 334 2, 062 185 2,837 Loss . 28 23 96 148 100 Carried forward . 143 323 492 743 1,000 1,132 1,877 a One hundred and eighty deer killed at Point Barrow for food; 66 lost or killed en route. 1408 EDUCATION REPORT, 1898-99. Of the above the following are the property of the Government: In the herd en route from Point Barrow south, 327; Teller Reindeer Station, 100; Eaton Reindeer Station, 419; making a total of 846. Congressional appropriations for the introduction into Alaska of domestic reindeer from Siberia: 1894 . $6,000 1895 . 7, 500 1896 . 7, 500 1897 . 12,000 1898 . 12,500 1899 . $12,500 1900 . 25, 000 Total . 83, 000 Expenditure of reindeer fund, 189S-99. Amount appropriated . $12, 500. 00 Supplies for stations . 5, 749. 57 Barter goods for purchase of deer . 6, 272. 67 Reprinting of report, 1,000 copies . 416.43 Copies of 29 electrotype illustrations, at $0.48 . 14. 00 Photographs for use in illustrating report . 3. 60 Balance . 43. 73 Total . 12, 500. 00 REINDEER DISTRIBUTION. Instructions were left with Dr. F. II. Gambell, acting superintendent of reindeer stations, to procure from Golovin Bay the reindeer belonging to the Episcopal mis¬ sion at the mouth of the Tanana and turn the same over to Mr. N. V. Hendricks, agent of the mission. Further instructions were given to renew correspondence with the Roman Catholics at Nulato and Ivoserefsky to arrange for the loaning of a herd to the Roman Catholic missions. The Moravian missions on the Kuskokwim were notified that they could receive their loan of reindeer during the fall of 1900, at which time it is also probable that a herd can be loaned to the Friends’ mission at Kotzebue Sound. OVERLAND EXPEDITION. The following is a statement of the final disposition of the reindeer which were brought from Lapland by the War Department for the purpose of carrying relief sup¬ plies to the destitute miners in the Yukon Valley. While procuring the reindeer the necessity for such relief passed away, and when the herd arrived in Alaska, not being needed for the original purpose, it was turned over by the War Department to the Department of the Interior; and I was sent, by the direction of the Commis¬ sioner of Education, to the Alaska coast to receive the deer for the Department of the Interior and send them across the country from southeast Alaska to Circle City, Yukon Valley. The reindeer were landed from the ocean steamer on the 27th of March, 1898, at Haines, Alaska. Through a combination of circumstances the military authorities were unprepared to receive and forward the reindeer to the moss pasturage, 60 miles from the coast. While these preparations were in progress the deer were delayed at this point with¬ out moss until the 15th of April, during which time 362 of the herd died. At this time the remaining deer were transferred by the War Department to the Depart¬ ment of the Interior, and on the 6th of May following, after great hardships, I suc¬ ceeded in reaching the moss pastures with 185 reindeer out of the 526 that were landed at Flaines. From this time the deer were placed in charge of Hedley E. Redmyer, assisted by INTRODUCTION OF REINDEER INTO ALASKA. 1409 six Lapps, to be driven, when they should regain their strength, across the country to the neighborhood of Circle City, in the Yukon Valley. On the 1st of September Mr. Redmyer had reached Lake Kukshu, Northwest Ter¬ ritory, with 144 reindeer, 41 of the 185 with which he started having proved too weak to recover their strength and died on the way. Of the 144 remaining on the 1st of September, 3 subsequently died from exhaustion. The balance of the herd (141) had regained their health and strength and were in good condition. On the 28th of February, 1899, the expedition safely, reached Circle City and went into camp with 114 reindeer. Of the 30 deer lost by the way, some met with acci¬ dents and were killed; a few were killed by wolves; a few that had strayed from the herd were shot by the natives, mistaking them for caribou; a few strayed away and were not recovered. Mr. Redmyer kept a diary in which he graphically narrates the hardships and diffi¬ culties encountered in driving across an unknown wilderness without roads or trails or guide. He states that often a wolf or mountain lion would appear and cause a stampede of the herd and compel the Lapps to chase them through miles of unbroken snow, woods, and underbrush before they could be gathered together for another start. Again and again, coming to ranges of mountains too precipitous to be crossed, the expedition was compelled to retrace its steps and try another route; again and again, through the delays, provisions ran out and the men were threatened with starvation; they were often compelled to lie down to sleep in wet clothing, which froze upon their bodies; but notwithstanding all these difficulties and hardships the expedition was carried through successfully, and the reindeer proved their ability to make a journey that could not have been made either with horses or dogs. During the spring and early summer, at the request of the United States Army officers stationed at Circle City, two or three distant military explorations were made with the reindeer. To avoid the expense of driving the herd from Circle City to the Eaton reindeer station, 1,000 miles westward, I exchanged the herd with the Protestant Episcopal mission at the mouth of the Tanana River for an equal number of deer owned by that mission. The deer belonging to the Episcopal mission were at Golovin Bay, from which place they were proposing to remove them to the mouth of the Tanana, 800 miles eastward. This exchange was consummated on the 1st of September, 1899, and the reindeer received from the Episcopal mission at Golovin Bay were driven to Point Rodney, 80 miles to the west, to help replace the herd which in the winter of 1897-98 the Government had borrowed from Antisarlook for the rescue of the whalers at Point Barrow. PURCHASE OF REINDEER IN SIBERIA. On the 7th of July, in Baroness Korfg Bay, Kamchatka, 116 reindeer were pur¬ chased and taken on board the Bear by Lieut. D. II. Jarvis, commanding. The journey of 900 miles from Kamchatka to Cape Rodney proved to be a stormy and rough one, and a large number of the fawns died en route. Upon reaching Cape Rodney July 13, the surf was found too rough for landing, and on the 14th anchor was hoisted and the Bear went to Port Clarence for shelter. That evening 83 deer were landed at Cape Riley, near Port Clarence, from which point they were to be driven from 40 to 60 miles across the peninsula to Antisarlook, at Cape Rodney. On July 18, 14 deer were landed at Cape Spencer from the revenue cutter Thetis, Lieu¬ tenant Buhner commanding. These deer also were to be driven to Antisarlook. On the 27th of July 15 male and 90 female reindeer were landed from the steamer Albion at Cape York, Alaska, for the herd of the American Missionary Association, and 67 reindeer were subsequently landed at the same place from the revenue cutter Thetis. ED 99 — YOL II 89 1410 EDUCATION REPORT, 1898-99. REINDEER AND MAIL SERVICE. Since the beginning of the introduction of domestic reindeer into Alaska I have kept steadily before my mind the fact that sooner or later the reindeer would prove a very important element in the rapid transportation of the mail in winter over the frozen tundra of artic and subartic Alaska, between the widely separated mission stations and isolated mining camps of that region. When, therefore, in the spring of 1898 it was announced in ■ the press that the herd of reindeer which had been brought from Lapland for the purpose of carrying freight and food to the mining regions of the Yukon Valley for the relief of the destitute miners would not be needed for that purpose and were for sale, Mr. P. C. Richardson, the contractor for carrying the mail through the Yukon Valley, immediately telegraphed me, March 16, 1898, that he wanted me to reserve him 100 head of reindeer and all the Lapp drivers that could be spared by the Government. In the following June I was waited upon by Mr. Richardson and Mr. Emerson, his associate, with the proposi¬ tion that the Government should not only sell them the reindeer needed to carry the mail on the Yukon, but also that Mr. William A. Kjellmann, superintendent of the reindeer stations, be allowed to take charge of the carrying of the mail between St, Michael and the mouth of the Tanana. As the Government had been waiting for an opportunity to give a practical test of the utility of the reindeer in mail trans¬ portation, I agreed to their proposition. Through a combination of circumstances Mr. Richardson failed to meet Mr. Kjellmann during the summer at St. Michael or the Eaton Reindeer Station and consummate the arrangement. In the spring of 1899 the North American Transportation and Trading Company, which had secured a contract for carrying the mail from St, Michael to Kotzebue Sound and Golovin Ray, sublet the same to Mr. Kjellmann, of the reindeer station. About the same time Mr. Richard Chilcott, of Seattle, secured a contract for carrying the mail from Valdes to Circle City, Alaska, and at the suggestion of the Postmaster- General made application for a few reindeer for transportation purposes. His agents delayed so late last fall in consummating the agreement that the reindeer which the Government had to sell for that purpose were otherwise disposed of. During the summer the new gold mines in the neighborhood of Cape Nome had proved so rich that a large population had been attracted to the vicinity. In order to furnish them with a winter mail, the Post-Office Department entered into a con¬ tract with Mr. William A. Kjellmann to carry the mail during the winter semi¬ monthly between Eaton Reindeer Station and Nome City. REINDEER TRANSPORTATION OF TROOPS. The failure to complete arrangements during the summer of 1898 between Mr. Richardson, the mail contractor, and Mr. Kjellmann, in charge of reindeer, was providential. Late in the fall gold mines were discovered on Snake River, near Cape Nome, Alaska, and during the winter there was a stampede to the new mines from St. Michael, Kotzebue Sound, and the mining districts on the Lower Yukon that received the information. The influx of a large population into a region where there was an insufficiency of supplies and shelter required the presence of United States troops to preserve the peace. An application was made by Captain Walker, in command of the camp at St. Michael, to Mr. Kjellmann for transportation, in response to which Lapps and reindeer were sent from Eaton Station to St. Michael, and transported troops, with their tents, rations, and camp equij^age, from St. Michael to the Golovin Bay mining region. When there was no longer any need for their presence at Golovin Bay the Lapps and reindeer returned the soldiers to St. Michael without accident or difficulty. If the reindeer had been engaged in the mail service they could not have performed the transportation thus unexpectedly required of them. INTRODUCTION OF REINDEER INTO ALASKA. 1411 REINDEER TRANSPORTATION. In order to further demonstrate the possibilities of reindeer transportation, and as an act of humanity and relief to the crowd of miners that had flocked into the Cape Nome region and were short of provisions, the reindeer 'station agreed to transport a limited amount of food from St. Michael to Nome, which was done, and payment was rendered for the same by the transportation companies, by furnishing necessary food supplies to the station. REINDEER AS A PACK ANIMAL. During the summer Mr. Hank Summers, for fifteen years a miner and prospector in Alaska, and secretary of the Pioneer Association of the Yukon Valley, procured the loan of a reindeer from one of the mission stations. Upon this deer he packed his tent, blankets, provisions, and tools during the entire summer. When not engaged in packing his reindeer was picketed out, and everywhere found the rein¬ deer moss — his natural food. Mr. Summers had had many years of long and painful experience in packing provisions on his back, and worrying with dog teams. After the experience of the summer’s prospecting with a pack reindeer he testified at the close of the season, “ I can not say too much in praise of the reindeer; they are a decided success; I have never found anything so useful for packing or for food as the reindeer.” REQUESTS FOR REINDEER. « In the contract made between the War Department and the Laplanders, on Feb¬ ruary 1, 1898, was a clause that, after two years’ service, such of the Laplanders as might wish it could have a loan of 100 head of reindeer for from three to five years, at the end of which time they would return the 100 head of deer to the Government, retaining the increase as their private property. Several of the Laplanders have made such requests for the season of 1899. Nearly all of them desired to secure herds for themselves and go into the business of raising reindeer in Alaska, considering it a much more remunerative field for that industry than Lapland. I have also received a petition from a number of miners in the region of Kotzebue Sound, who were so impressed by the destitution of the natives with whom they were surrounded, and of the relief that would be afforded by the introduction of domestic reindeer in that section, that they asked that the reindeer might lie thus introduced. A request has also been received from missionaries in Alaska connected with the Swedish Evangelical Union Mission for the privilege of purchasing $20,000 worth of domestic reindeer for the purpose of introducing them among the native adherents of 'their mission stations. REINDEER ATTRACTING ATTENTION IN CANADA. The success of this Government’s introduction of reindeer into Alaska has attracted the attention of thinking minds in Canada, and a public sentiment is growing in favor of a movement on the part of the Canadian Government to introduce the reindeer industry among the Eskimo population in the regions of Hudson Bay, Great Slave Lake, and in fact the whole of arctic and subarctic Canada, so that it will not he necessary to feed them at public expense, on account of the growing scarcity of food supplies in that section. REINDEER FOOD. During the year interesting letters were received through the State Department from Mr. Victor Ek, vice and acting vice consul at Helsingfors, Russia; Edward D. Winslow, consul-general at Stockholm, Sweden, and W. IL Holloway, consul-general at St. Petersburg, Russia, with reference to the natural food of the reindeer in their respective sections of the country. 1412 EDUCATION EEPOET, 1898-99. RETURN" OF REINDEER TO THE AMERICAN MISSIONARY ASSOCIATION, A NTI S A R LOOK , AND OTHERS. On January 20, 1898, Lieut. D. H. Jarvis, B. C. S., in charge of the relief expe¬ dition to the ice-imprisoned whalers at Point Barrow, borrowed from Antisarlook, an Eskimo living near Point Kodney, Alaska, 133 reindeer; and on January 25, from Mr. W. T. Lopp, at Cape Prince of Wales, representing the American Missionary Association, 292 reindeer, making a total borrowed for the Government of 425. These reindeer were loaned to the United States Treasury Department with the understanding that they were to lie replaced in the summer of 1898, together with the estimated increase in the herd for the coming season, and if for any cause they were not returned during the season of 1898, that the increase of the following years until the debt was paid be also taken into account. In the summer of 1898 there were due, under the above arrangement, to the American Missionary Association 432 reindeer and to Antisarlook 213, making a total of 645 to lie replaced by the Government. The Government, however, was unable to procure during the season but 159, which were given to the American Missionary Association at Cape Prince of Wales. The delay in replacing the full number of deer required still further obligated the Government to take into account the natural increase during the spring of 1899. This increased the number to be paid to the American Missionary Association to 714, less the 159 delivered in 1898, and to Antisarlook 328, aggregating 1,042 head for which the Government was liable. This is a striking illustration of the rapidity of increase of the herds. In January, 1898, 425 were loaned to Mr. Jarvis, and in July, 1899, two fawning seasons hav¬ ing intervened, 1,042 head were required to cancel the obligations of the Govern¬ ment to the above-named parties. This was so large a number it was felt that unusual preparations should be made for securing a largely increased importation over that of previous years, when the greatest number procured has been less than 200 head in any one year. Accordingly, on the 24th of January, 1899', the Commis¬ sioner of Education addressed a letter to the honorable the Secretary of the Interior, which was duly transmitted to the honorable the Secretary of the Treasury, request¬ ing that instructions be issued to the commanding officer of the revenue cutter Bear authorizing him to receive on board the general agent of education in Alaska, and proceed to cruise along the coast of Siberia northward for the double purpose of securing additional information with regard to Siberian herds of reindeer and for the purchasing of the reindeer. In reply the honorable Secretary of the Treasury stated that owing to the increase of business in Alaskan waters caused by the present mining excitement the Bear would be unable to devote the time necessary to the work of obtaining the reindeer, and suggested thad Congress be asked for an appro¬ priation for fitting out the naval vessel Thetis, which had been condemned as unserv¬ iceable for naval duty and yet would be seaworthy for a trip like the one proposed. Accordingly the Secretary of the Interior, with the cooperation of the Secretary of the Treasury, applied to Congress for an appropriation of $20,000 for the fitting out and support of the Thetis for this season’s cruise in Alaskan waters. This appropriation was granted and the Thetis was placed in commission. On the 1st of May, when we were expected to sail from San Francisco, steam being got up, it was found that the boiler tubes were leaking badly and that it would be necessary to replace them before proceeding; which repairs were at once ordered by the Treasury Department. These repairs, however, would delay the sailing of the vessel so long that it would be impossible to make the trip proposed to lower Kam¬ chatka, and the cutter Bear, that was ready to sail, was substituted for the Thetis between Petropavlovsk and Bering Straits. To still further increase the number of deer purchased, and as the coast to be visited was much greater than anyone vessel could efficiently inspect during the few months INTRODUCTION OF REINDEER INTO ALASKA. 1413 that those shores would be free from ice, I further arranged with J. S. Kimball Com¬ pany, San Francisco, to purchase, in behalf of the Government, all the female reindeer they would deliver on the coast of Alaska during the season. Through the combined efforts of the three vessels we secured during the season 322 reindeer. This left 485 head of reindeer to fully settle up the obligations of the Government to the American Missionary Association and to Antisarlook, and these 485 reindeer were taken from the Government herd at the Eaton Station. REVENUE-CUTTER SEE V ICE. As informer years, so in this, the Treasury Department, through its division of the Revenue-Cutter Service, has rendered hearty cooperation and valuable assistance; indeed, it would have been practically impossible for me, without the transportation of a revenue cutter, to have visited the coast of Kamchatka, thereby securing valua~ ble information with reference to the supplies of reindeer from that section of Siberia; also without their assistance it would have been impossible to procure and transport the large number of reindeer that were obtained during the season. The instructions of Capt. C. F. Shoemaker, Chief of the Revenue-Cutter Service, indicated his special interest in the successful securing of a large number of reindeer. The same interest was also manifested by Lieut. D. H. Jarvis, commanding the Bear, and Lieut. A. Buhner, commanding the Thetis, together with their officers and men in the execution of the above instructions. The carrying out of the details of procuring, loading, and landing the reindeer was made the special duty of Lieut. E. P. Bertholf on the Bear and of Lieut. II. G. Hamlet on the Thetis. I was also indebted for valuable assistance to Capt. W. C. Coulson, R. C. S., commanding the cutter McCulloch, and Capt. TV. F. Kilgore, commanding the cutter Perry. ITINERARY. Under your instructions I left Washington on April 25, 1899, spending the follow¬ ing Sabbath at Salt Lake and arriving at San Francisco the 2d day of May. The revenue steamer Thetis, upon which I was expecting to journey, was under instructions to sail on the 2d of May. In getting up steam it was found that the boiler tubes leaked badly. Capt. C. L. Hooper, in charge of the repairs of the revenue cutters, immediately telegraphed the Treasury Department for permission to put in a new set of boiler tubes, which was granted. As this would detain the Thetis for a month and would prevent my visiting the coast of Kamchatka to confer with the general manager of the Russian Sealskin Company, of St. Petersburg, with regard to the purchase of reindeer, I at once telegraphed, asking that the cutter Bear, which was ready to sail, might be substituted for the Thetis on the trip to Kam¬ chatka, that I might join the Thetis at Bering Strait, which vessel would then engage for the rest of the season in the purchase and transportation of reindeer. Through the kindness of the honorable the Secretary of the Treasury and the hearty coopera¬ tion of Captain Shoemaker, Chief of the Revenue-Cutter Service, this request was granted, and instructions were sent to the commanding officer of the Bear to receive me on board and convey me to Kamchatka and then coast northward along the Siberian coast until the Thetis should be met in the neighborhood of Bering Strait. The Bear sailed from San Francisco for Seattle on the afternoon of the 5th of May. On the 8th, having completed arrangements with Capt. B. Cogan for the transporta¬ tion of freight and supplies to the reindeer stations on Bering Sea, also with the J. S. Kimball Company for the purchase of reindeer, I took the train for Portland that evening. On May 10, at the request of the Secretary of War, I called at the First National Union Bank, of Portland, Oreg., and completed arrangements for the payment of the salaries of the Lapps upon my arrival in Alaska. I reached Seattle the following evening. 1414 EDUCATION REPORT, 1898-99. On the 12th of May the Bear arrived at Seattle and found orders to await the arrival of dispatches from Washington. This meant a week’s delay in Seattle. In the meantime Capt. Francis Tuttle, commanding the Bear , receiving news that his wife was dangerously ill, telegraphed to the Treasury Department asking to be relieved from the command of the Bear and allowed leave of absence to return to his family. This resulted in another week’s delay, while a captain could be sent out from the Atlantic coast. On the evening of May 24 Lieut. David IT. Jarvis, the hero of the Point Barrow- relief expedition, arrived in Seattle to take the command of the Bear, which he did on May 25. At 9.45 on the morning of the 26th the Bear raised anchor and steamed away from Seattle. That night was spent at anchor at Port Townsend. On the morning of the 27th, a gale raging outside of the Capes, the captain delayed starting until the afternoon. At 2.20 o’clock we got under way for Unalaska, in the Aleutian Islands. The morning of June 5 we raised land. At 3.15 a. m. Mount Shishaldin, 8,953 feet in height, was sighted, clean-cut and beautiful against the horizon, covered with a mantle of snow from peak to base. A cloud of vapor was floating lazily from the crater. At 6.30 Pogrumnoi volcano, 5,875 feet high, came in sight. During all the forenoon, which was bright and sunny, wflth a smooth sea, we skirted the southern shore of Tigalda, Akutan, and Avatabak islands, standing for Unalga Pass. Akutan volcano stood out clear and cold, covered with an unusual amount of snow. The crater is not at the highest* point, but upon the eastern shoulder of the mountain. Its location was plainly marked by a large black spot on the snow, made by the snow being melted away from the warm rocks that formed the rim of the crater. On the west shoulder of the volcano a large pile of perpendicular rocks, forming a small mountain of themselves, covered sides and top with snow and ice, glistening in the sun, and seemed like a gigantic fairy ice palace. This appearance was still further heightened by some bare rocks at the base, giving the appearance of a large arched doorway. At the mouth of the pass for a short time the tide rips made a rough sea, causing the vessel to roll badly. Turning northward into the straits, we passed Egg Island, so called for the abundance of the eggs of wild fowl found there. In the distance was the village of Biorka, noted as the cleanest village on the Aleutian Island. At 3.15 p. m. we were passing the south end of Unalga Island. Off in the distance to the southwest was the little village of Biorka, At 3.30 we passed Point Erskine and at 4 we v'ere abeam of Kaleteha; soon after the celebrated Priest’s Rock was passed. We entered Una¬ laska Bay, and at 5.15 p. m. made fast to the wharf at Udakhta (Dutch Harbor). Three busy days were passed in visiting the Jesse Lee Memorial Home of the Methodist Woman’s Home Missionary Society at Unalaska, also the public school, and auditing the accounts of Mr. James 0. Blaine, who had been in charge of the removal of the old and the reconstruction of the new school building. At 4.10 p. m. June 8 the ship cast off from the wharf, and, after taking on board the steam launch, passed out of the harbor and headed westward for Asia. At 2.30, the 9th, we passed the celebrated Bogoslov volcano, 13 miles distant. Our route lay to the north, parallel wflth the Aleutian Islands. These, however, were so far distant that only occasionally the peaks of the highest mountains were visible. During the morning of the 13th we crossed the one hundred and eightieth degree of west longitude, and owing to the change from west to east longitude dropped a day in the calendar, making six instead of seven in our present week. At 10.14 a. m. on the 14th Attu Island was raised, and at noon we were distant from it about 23 miles. At 4 p. m. Cape Wrangell became visible. A high mountain range seemed to traverse the island from south to northwest, covered with snow down to the water. The coast seemed to be precipitous and desolate. INTRODUCTION OR REINDEER INTO ALASKA. 1415 The morning of June 17 dawned with a sky overcast and cloudy. According to our reckoning we should have been in sight of the mountains of Asia. We had already passed south of Cape Tahipunski (although the fog prevented us from seeing it) and were rapidly approaching the mouth of Avatcha Harbor. An anxious look¬ out was kept for the land. At 12.30 p. m. the officer of the deck thought he saw a bold headland through the fog. A half hour later there was no doubt about it; rocky cliffs loomed up ail around us; the great mountain range that incloses the bay like a gigantic amphitheater was partially concealed by a curtain of fog. Afterwards, when, on the 23d, we steamed out of the bay under a cloudless sky, great precipices of rock appeared, walling in the waters of the sea, and great columns of rock rising out of the sea stood like eternal sentinels guarding the coast; range upon range of snow-covered mountains encircled Avatcha Bay, crowned with the white volcanic cones of Wilinchiniski (7,257 feet high), Kozelska (5,333 feet), Avatcha (9,081 feet), and Korianski (11,406 feet); we stood as if entranced by the scene. Some day the wonderful scenery of the Kamchatkan coast will attract thousands of tourists. Soon the light-house on Dalni Point, 449 feet above the sea, was made out; the light is used from April to October. The keeper’s residence is a long white building with its broad side to the sea; a tall white column some distance in front of the residence shelters the light. The two buildings are so placed that from the sea they represent a great white cross. Later the “Brothers” — three great sentinel rocks inside the heads — came into view; their tops were alive with sea gulls and sea parrots nesting and laying their eggs. Sweeping up the bay and rounding Pinnacle Pock, the small village of Petropavlovsky, with its red and green and brown roofs, was seen nestling at the foot of the encircling mountains that stood guard around it. Isnenai Bay and Point, Kakovya Point and Bay, were successively passed, and rounding to at 4.10 p. in. we came at anchor oh the village cemetery. The ship could have entered the inner harbor and anchored within a stone’s throw of the village, but did not. We were now in Siberia, the battle ground of the conquering Cossack and free- booting Promyshlenki in their century’s march across Asia. In its northern and northwestern sections a dreary waste of low rolling and frozen tundra; in its south¬ ern and central sections, rugged snow-covered and storm-swept mountains, the land of the fierce howling poorga, of wild beasts and scattered tribes of brave, hardy and half-civilized people. Directly in front of our anchorage mountain brooks were visible, tumbling down the mountain side and running through the village, furnishing in summer, at least, an abundant supply of pure water to the inhabitants. . Shortly after, Mr. A. Jacovleff, bookkeeper of the Russian Seal Company, came on board. He is a Russian natural¬ ised as an American citizen, and is now engaged in business in Siberia. He, how¬ ever, looks forward to making his home in California, where he has spent a number of years. He speaks English and Russian fluently, and proved serviceable as an interpreter during our stay in port. Before leaving the ship we were invited to call upon him whenever we had need of his services. After dinner I accompanied Lieutenant Jarvis ashore to call upon the ispravnik (governor), who represents the authority of the Russian Government over the lower part of the peninsula and is magistrate, governor, and chief of police for this whole section. Upon reaching the governor’s house we found that he had gone out. Leaving our cards, we called upon the lieutenant-governor. He also was out. We then went to the Russian Sealskin Company’s store, and afterwards returned to the ship. June 19, Sunday, after breakfast, we went ashore to attend the Russo-Greek Church, morning service being at 9 o’clock. There were about 100 present. The singing and chanting were good. Father P. Donskoi, the senior priest, although but 65 years of age, had the appearance of being 75 or 80. For many years he had made 3,000 miles a year with dog teams, traveling about his extensive diocese. The hard- 1416 EDUCATION REPORT, 1898-99. ships of such travel in this semiarctic region have broken him down. During the service the communion was administered to some babes in arms. There were no seats in the church, and all remained standing during a service that lasted two hours. After service we returned to the ship, and soon after Governor Oshurkoff came, with Mr. Jacovleff as interpreter, to call upon us. Mr. P. Oshurkoff is a large, well- formed man, with a face that indicates force of character. They were accompanied by Mr. G. Chupiatoff, agent of the Russian Sealskin Company. June 19, after breakfast, the captain and myself went ashore sightseeing, also to secure what information we could with reference to procuring reindeer. Interviews were had with the governor, employees of the fur company, and private citizens, but the man who could give us the fullest and most reliable information was Capt. Philip H. Powers, general manager of the fur company. Captain Powers is an American, from New London, Conn., who came out here thirty-five years ago as a whaler and has made his home in this section ever since. A few years ago he went into the service of the fur company, and step by step has become their general man¬ ager. He now spends his winters in Japan, but was expected to arrive at this port in a couple of days. The principal objects of interest in the place are a cenotaph sent out from Russia and erected to the memory of Bering, who fitted out his expedition and sailed from this bay to discover Alaska and explore Bering Sea. His remains are buried on Bering Island, one of the Commander group. His cenotaph is in the yard of the Russian Church. Near by is a monument to Capt. Charles Clerke, who, upon the death of Captain Cook, February 14, 1779, at the Sandwich Islands, succeeded to the command of the expedition. The exposures and hardships of the expedition in search of the straits between Asia and America were so great that his health gave way, and on the 22d of August he died at sea off the coast of Kamchatka. He was buried at Petropavlov- sky. On a ridge separating the inner from the outer harbor is a monument in memory of the French arctic explorer, La Perouse, who visited this place in the summer of 1787. He sailed from this harbor over a hundred years ago, called at Botany Bay, and disappeared with crew and ship. His monument consists of a large rough bowlder set upon a pedestal. Into this bowlder has been deeply carved the name and date “La Perouse, 1787.” A real anchor and anchor chain have been placed across the face of the stone, and the anchor chain encircles the base of the pedestal. The remaining objects of interest are the remains of the earthworks and batteries which were destroyed by the allied fleets of England and France in 1854 and 1855. In 1 854 the fortifications were shelled and silenced by the allied fleet. Marines and sailors were then landed from the ships and an attempt was made to capture the place. As the attacking party was advancing through the woods their officers were nearly all killed by sharpshooters, and the troops, thrown into confusion, were slaughtered, and a number of them driven over a precipice and dashed to pieces. The English and French lost 170 in killed and wounded. Hoisting anchor, the fleets sailed away. Returning, however, in 1855, they found the village abandoned by order of the Czar. They then destroyed the fortifications and burned the Gov¬ ernment buildings. The fortifications have never been rebuilt. A few troops are kept there as a local police force. On a sand spit in the harbor the Russian Govern¬ ment has erected a monument in honor of the victory of 1854. This obelisk, 25 feet high, is built of stone, painted black, and surmounted with a gilt star and cross. On the eastern side is this inscription in Russian: In memory of the fallen at the Repulse of the attack of the Anglo-French fleet, 20th and 24th August, 1854. INTRODUCTION OF REINDEER INTO ALASKA. 1417 On the reverse side: Erected in 1881. In the outskirts of the village there is a well-kept plat of ground in which three crosses (one English, one French, and one Russian) mark the spot where the men of the three nations were buried. Upon the anniversary of the battle religious services are held at the graves. The grounds are kept in better order than any of the yards of the citizens. The spring has just opened, the buds of the birch and cottonwood are swelling, and in sheltered places the leaves are partly out. To-day I saw specimens of the famous Yakoot pony, a hardy animal that will find his own food, even in a semi- arctic Siberian winter. On this peninsula are said to be large bands of wild horses that have started from strayed domestic stock. They would be a good breed to introduce into Alaska. The Siberian cattle are an undersized breed, but very hardy. June 20: Last night about 11 o’clock the Japanese steamer Sctsuyo Mcrru, in the employ of the Russian Fur Company, arrived from the northern coast, where it had been locating Japanese and Korean fishermen for the season. The output of the fisheries finds a market in Japan. As the steamer sails from here for Japan an oppor¬ tunity is afforded for sending out a mail. After breakfast I went aboard the Sctsuyo Mctru with Captain Jarvis and called on Captain Powers, jr., master. With the exception of the captain all the crew and offi¬ cers are Japanese and Koreans. June 21: A rainy day. During the morning I called on Father Donskoi, the old Russian priest. His diocese at one time covered all Kamchatka Peninsula and north to the Anadyr River. Since 1888 he has been an invalid. He still, however, lias charge of the services of the church. His son was a few years ago Russian priest at Sitka, Alaska. At 11a. rn. IT. I. M. S. Yakut, of the Russian navy, arrived from the Commander Islands and dropped anchor. Captain Jarvis made an official call. June 22: The forenoon was cloudy; the afternoon clear, bringing out the snow- covered volcanoes and mountain range that surrounds Avatcha Bay as an amphi¬ theater in clear relief around the horizon. It was the first good view of the whole horizon that we have had. The scene was one of marvelous beauty and grandeur. The ward-room officers invited the captain and officers of the Yakut to dinner at 5.30, after which the officers of the Bear returned with their guests to the Yakut to spend the evening. At 7.15 p. m. the steamer Kotik, of the Russian Seal Skin Company, from Japan, for which we had been waiting, passed in and dropped anchor. Captain Jarvis called on Captain Powers, manager of the fur company, who came on the Kotik and arranged for a business interview immediately after breakfast to-morrow. June 23: Captain Jarvis had breakfast at 7.30, and soon after 8 a. m. we were on board the Kotik and had a satisfactory interview with Mr. Philip IT. Powers with reference to the purchase of reindeer in large numbers. ITe had no doubt they could be purchased in any number we wished, driven over to a good bay on the Bering Sea side of Kamchatka, and shipped to Alaska. It was arranged that on his present trip he would ascertain the cost, etc., and write Mr. Blum, agent of the company at San Francisco. After finishing our business with Mr. Powers, we went ashore for a final settle¬ ment of bills and a farewell call on the ispravnik. The governor gave Captain Jarvis a letter to the starosta (local governor) at Karaginsk, instructing him to give us all possible aid in procuring reindeer on Karaginski Island. The starosta is the local magistrate and highest Russian officer in the small settlements. At 11 a. m., by invitation, Captain Jarvis and myself took breakfast with Commander Novakovsky, R. I.N.,of the Russian crusier. His quarters are comfortable; he has an office and 1418 EDUCATION REPOST, 1898-99. dining room, a large bedroom with an iron bedstead, lounge, and a large bath and toilet room. The breakfast passed off pleasantly. Returning to the Bear we had a call from the Government physician, who has charge of a large region of country. He is employing his spare time in writing a history of Kamchatka and its people. I returned ashore with him for a couple of charts he kindly offered the captain; also bade adieu to Mr. and Mrs. A. Jacovleff. During the forenoon the Bear steamed into the bay, taking various courses to ascer¬ tain the compass deviation. At 3.45 p. m. the anchor was again hoisted, and at 6.30 p. m. we stood down the bay and put to sea. The sky was clear, and the mountains and volcanoes stood out in bold relief against the sky. June 24: Last night there was a total eclipse of the moon. At 6.30 a. m. we passed Cape Shipunski. This cape is a rocky cliff 200 feet high, and extends inland along a succession of mountain peaks to Jurnanova Volcano, which is a rocky cone 10,608 feet high, and can be seen 120 miles at sea. Avatcha and Korianski volcanoes are also visible. During the afternoon Kronotski, 10,608 feet high, was prominent. This region is a famous resort for mountain sheep. June 25: At 4 a. m. Cape Kronotski was abeam, 12 miles distant. At 11 a. m. sighted Cape Kamchatka. During the day we passed to the westward of the Com¬ mander Islands. These islands belong to Russia and are the resort of the fur seal. They are 79 miles distant from Kamchatka and 160 miles from the island of Attn, the nearest of the American possessions. They form a connecting link between the volcanoes of the Aleutian Islands and those of Kamchatka. Bering, the largest of the group, is 50 miles long and 16 to 17 miles wide at the north end, which is the broadest point. A chain of mountains, 2,210 feet high, extends the length of the island. Bering, the discoverer, died and was buried on the east side of the island, about three-quarters of a mile west-northwest of Cape Khitroff. Copper Island, the companion island to Bering in the group, is 30 miles long and 5 miles broad in the widest part. At the time of Bering’s discovery in 1741 there were no inhabitants on the islands. Aleuts were placed upon the islands in 1826 by the Russian-American Fur Company for the purpose of procuring seal skins. Fifteen reindeer were intro¬ duced in 1882 and have multiplied until there are now from 600 to 1,000, the increase furnishing the inhabitants with fresh meat. The yellow raspberry and whortle¬ berry are found in great abundance. Foxes abound, and, in their season, ducks and geese. The present population of the two islands is about 600. The killing of the fur seal is done under Government supervision and the skins turned over to the agent of the Russian Seal Skin Company of St. Petersburg. June 26: At 2 a., m. Cape Kamchatka was- abeam. This cape is a bold headland 1,500 feet high, and at its sea base terminates in a pile of rocks 40 feet high which has the appearance of a castle with turrets. We are now opposite the mouth of the Kamchatka River, the largest stream on the peninsula. On the south side of the river, and visible many miles at sea, is a remarkable group of volcanoes — Kluchef- skaya, 16,988 feet; Uskovska, 12,508; Kojerevska, 15,400; Tol batchinska, 11,700; Mount Gordon and Mount Herbert Stewart, about 8,000 each. Kluchefskaya is more or less active all the time, throwing out ashes two or three times a year, some¬ times covering the earth for a hundred miles around, as in 1879, when ashes fell 3 inches deep. From the years 1727 to 1731 it was in constant eruption. Beginning with September 25, 1737, it burned with such fierceness for one week that the rocks appeared red-hot. In 1762 and 1767 other outbursts are recorded, and in 1829 Adolph Erman, a German scientist, found the burning lava pouring out in a contin¬ uous stream. In 1854 and again in 1885 it was in active eruption — the pillar of flame in calm weather toeing visible for 250 miles. On a quiet day it is reported that smoke and steam would ascend forming a perpendicular column thousands of feet high. An agricultural colony of Russians from the valley of the Lena River were settled INTRODUCTION OR REINDEER INTO ALASKA. 1419 at Melcova, on the Kamchatka River, as early as 1743. Among the seven church bells in the little belfry is one with the date of 1761. At noon Cape Oserni, 9 miles distant, was abeam, and the southern end of Kara- ginski Island was sighted. The coast line between Cape Kamchatka and Oserni was found to be from 4 to 7 miles north of charted position. At 6.30 p. m. we were abreast of Cape Nagikinski, which is the boundary line between the Ivoriaks of the north and the Kamchadales of the south. We came to anchor abreast of Yivinski village, on the west side of Baroness Korfg Bay. No natives putting off shore for the ship, at 10.10 our anchor was hoisted and we were again underway. At 3.25 p. m. we anchored behind a sand spit which forms General Skobeleff Harbor, in the northwest corner of the gulf. At 7 p. m. Lieutenant Bertholf, Dr. Call, and myself went ashore to communicate with the natives. We visited the village at the mouth of Kultuznaya River. On our way over Dr. Call shot several eider ducks. Learning that a prominent deer man with 2,000 reindeer was a day’s journey inland, we hired a runner to go and notify him that a ship was in the harbor and that the captain wished to buy reindeer. The villagers were drying fish, long racks of which were to be seen. At 10 p. m. we returned to the ship. At 11.35 p. m. we came to anchor off the mouth of the Karaga Harbor, it being too dark to attempt to enter. Karaga Bay is, 9 miles long and from 4 to 8 miles wide. June 27: Temperature, 56°. The morning was foggy. Two parties were sent out in small boats to make soundings to find the best way into the harbor. After lunch the steam launch was put into the water and Lieutenant Bertholf, Assistant Engineer Lewton, Dr. Call, and myself, with a rowboat in tow, at 1.45 p. m., started ashore to communicate with the natives and get the starosta or headman of the vil¬ lage to go with us to Karaginski Island for reindeer. Within a mile of the shore, at the upper end of the harbor, the steam launch got aground and could go no farther. We then transferred ourselves to the rowboat and started for the mouth of the river, the village sought Ibeing 2 or 3 miles up the river. As we were passing a small fish¬ ing village the natives raised a flag and signaled us to come ashore, which we did, although the water became so shallow that those who had on rubber boots reaching to the hip were compelled to get out and help pull the boat over the shallow places. To our gratification we found the man we were looking for at this village. The vil- lage consisted of several earth huts for the people, and eight or ten storehouses raised on poles, beyond the reach of the dogs. These storehouses had conical roofs thatched with wild grass. Dr. Call secured some photographs, and later in the afternoon I secured for the Alaska Society of Natural History at Sitka a good specimen of one of these notched logs that serve as a ladder. Having completed our arrangements with the headman and a friend who wished to accompany him to the herd, in half an hour we returned to the beach. The sailor in charge of the launch, misunder¬ standing the orders given him, had steamed back to the ship. Rowing was hard work; we had a head wind and strong tide against us, and soon decided to go ashore on the sand spit and camp until the steam launch should return in search of us. A good fire of driftwood was soon burning, water was boiled for tea and coffee, bacon was fried to a crisp, sundry cans were opened, and with good appetites we sat down in the sand to enjoy our lunch. After lunch those who had guns strolled off after wild ducks. About 9 p. in. we saw through the fog the smoke of the steam launch, and at 10 o’clock we were again aboard the ship, having had an enjoyable afternoon. June 28: Temperature, 51°. The fog lifting; pleasant day. At 7.10 the anchor was raised and we steamed away for Karaginski Island, reaching there at 11.35 a. m., and anchoring in Lozhnuikh Vyestei Bay. While we were at Petropavlovsk the trader of the Russian Sealskin Company sta¬ tioned at Karaga had arrived and had informed us that on this island was a herd of 3,000 reindeer. According to his statement, about twelve years ago the ice between 1420 EDUCATION REPORT, 1898-99. the Karaginski Island and mainland became so firm that a band of reindeer had been driven across to the island, and these had increased until now there were 3,000. lie said that the Koriak owners, being cut off from all markets, would make haste to let us have all we could carry in return for the supplies with which we could furnish them. At Karaga the starosta (Russian official) whom we had brought with us to the island placed the number of reindeer at 2,000 head. That there might be no unnecessary delays, the trade goods were brought on deck, the litters for carrying the hobbled deer and sling for hoisting them on shipboard were made, and the pens cleared out for their reception on deck. Lieutenant Ulke and Dr. Call were sent ashore to procure the headman of the island and bring him aboard. At 4.15 p. m. the boat returned with the leading deer owner. He was furnished with crackers and a cup of hot tea in the pilot house, and the captain proceeded to negotiate for the deer, when, to our extreme disappointment, we found that the people had no rein¬ deer to spare; that while it was true that a year ago they had from 2,000 to 3,000, during last winter an epidemic had broken out among the deer and there were but a few over a hundred left. All our expectations were in a moment dashed to the earth. He was willing to let us have live, but as it would require three days’ time to go to the herd and drive them to the sea, we could not afford to wait for so few. The people seemed very poor. The population of the island numbers 27. The island is about 60 miles long and traversed by a snow-covered range of mountains 2,000 feet high. Foxes, bears, and ptarmigan are found upon the island. Reindeer moss abounds everywhere. June 29: At 5.15 a. m. we got under way for Karaga to return the starostas, Ivan and his friend. Anchorage was reached at 9.35 a, m. The steam launch, with steam already up, was lowered into the sea and Lieutenants Bertholf and Gamble, Dr. Call, the two Koriaks, four sailors, and myself started with the steam launch and boat in tow for the shore at 9.55. Within 2 miles of the village the water shoaled until the steam launch could go no farther. Dr. Call, Ivan, and I got into the dingey with the understanding that when we reached shore we would send the dingey back for Lieutenants Bertholf and Gamble. When we were about a mile distant from the village the dingey went aground. Dr. Call, having on rubber boots, and Ivan waded ashore, while the two sailors and I sat two hours in the boat until the tide had turned, and with considerable lifting and pushing the boat was once more got afloat. We then returned to the steam launch. Putting the other native ashore on the sand spit, we returned to the ship, arriving at 3.40 p. m. At 3.55 p. m. we were under way down the bay and out to sea. June 30: At 9.45 a. m. we came to anchor abreast of Vivinski village, on the west side of Baroness Korfg Bay. Ko natives putting offshore for the ship, at 10.10 a. m. the anchor was hoisted and we were again under way. At 3.25 p. in. we anchored behind a sand spit which forms General Skobeleff Harbor, in the northwest corner of the gulf. At 7 p. m. Lieutenant Bertholf, Dr. Call, and myself went ashore to communicate with the natives. We visited the village at the mouth of Kultuznaya River. On our way Dr. Call shot several eider ducks. Learning that a prominent deer man with 2,000 reindeer was a day’s journey inland, we hired a runner to go and notify him that a ship was in the harbor and that the captain wished to buy reindeer. The villagers were drying fish, long racks of which extended along the beach. At 10 p. m. we returned to the ship. Summary for June: Traveled 2,921.4 miles; under steam and sail 1,722.9 miles; coal used, 164.713 tons. July 1: Skobeleff Harbor. Warm, sunny day. At 1.50 a, m. Lieutenant Ber¬ tholf, Engineer Spear, Dr. Call, and myself went ashore at the village to hire the natives to gather grass or moss for the reindeer while en route. Had lunch on the beach and returned to the ship at 4.20 p. m. After dinner Dr. Call and Lieutenant Bertholf went ashore to communicate with the natives. They found that the run- INTRODUCTION OF REINDEER INTO ALASKA. 1421 ner sent last night for some cause had only gone part way to the deer man and then returned. Another runner was secured and started off. Lieutenant Ulke went hunting and returned with some ducks. July 2: Beautiful day. Temperature 63. Spent the day quietly reading. As usual on Sunday, we distributed reading matter among the crew,, sailors, firemen, and cooks. July 3: Two deer men came off this morning and news was received that there was a Russian trader at the village on Sibir Harbor, across the bay. After breakfast Lieutenant Bertholf, Dr. Call, and myself went in the steam launch to fetch the trader. He was found and brought off to the ship as interpreter. Dr. Call could talk Russian with the trader, and he in turn could talk Koriak with the natives. While on shore Dr. Call took a number of photographs. In the village were two large tents covered with reindeer skins and a large sod house used as a store, which was without windows, all the light being received through the open door. The con¬ tents of the store were a few boxes of trade goods and large piles of furs — bear, fox, squirrel, wolverine, ermine; also swan and reindeer skins. Upon returning to the ship it was learned that the runner who started off on Saturday night to notify the deer man while en route had met a bear which had killed his dog and had so frightened him that he had turned and fled. Immediately two other men were secured and started off. A conference was held in the pilot house between the captain, myself, and the two deer men. They looked over samples of our barter goods and discussed the matter somewhat with Peter, the trader. It was a new problem to them. They had frequently slaughtered deer and sold them for food, but had never been asked to sell their deer alive to be carried off they knew not where. They finally concluded not to come to any decision until the arrival of the third deer man, and they had had an opportunity of coming to an understanding among themselves. In the meantime a number of sacks were sent ashore to be filled with food for the reindeer while en route. After dinner Peter, the Russian, and the deer men were taken ashore to wait until tile arrival of the third man. July 4: Rained all day. No natives on board. It was the most quiet day we have had on the trip. At noon a salute of 21 guns was fired in honor of the day. In the evening the launch was sent over to the village to learn if the third deer man had arrived. No tidings yet. July 5: Launch was sent early to get news of the deer man. At 6.30 p. m. the launch was sent again. No tidings. The captain has concluded that he can not wait longer. One of the deer men has agreed to let us have some reindeer without waiting on the others. His herd is a few miles down the bay, and we will go there early to-morrow morning. July 6: Hove anchor at 6 a. m. and got under way. Crossed over to Sibir, on the northwest side of the bay. Peter, the interpreter, and three Koriak deer men wrere brought on board. At 7.41 a. m. we were again under way for the reindeer herd, on the east side of the bay, which was reached at 11.35 a. m. The interpreter and deer men were at once landed. At 1 p. in. I went ashore and remained on shore until work wTas stopped in the evening. Fifty-three reindeer wTere received on board dur¬ ing the afternoon, after which, up to 10.30 p. m., the Koriaks were being paid off for their deer. July 7: At 6.30 a. m. Lieutenant Bertholf and the men went ashore for deer. Received on board 47 reindeer. At 11.30 the deer men came aboard for pay. At 3 p. m. the steam launch and boats were sent ashore for more deer and moss, and at 5.45 returned with deer, the interpreter, and three Koriaks, who wished to return with the ship to Sibir. At 6.35 under way. At 10.10 we came to anchor at Sibir. The three deer men that came with us were paid off in barter goods for their rein¬ deer, which took until 1.30 a. m. 1422 EDUCATION REPORT, 1898*99. July 8: At 7.40 a. m. Lieutenant Bertholf, with the steam launch towing cutters and men, left for the village across the bay to procure moss. At 8 a. m. a boat was sent to fetch Peter, the interpreter. Peter and Ahlaticah came aboard, and at 9.35 a. m. the ship got under way. Came to anchor at 10.30 a. m. During the day the leading deer man in this region, and the one for whom we waited in vain all the week, arrived and remained on shipboard until we were about to go to sea in the evening. He had a little boy with him about 10 or 12 years old. At 8 p. m. Lieu¬ tenant Bertholf and men returned to the ship, having secured 298 bags of moss. At 8.40 hove anchor and returned across the bay. Peter, Ahlaticah, and attendants were sent ashore at 9.20 p. m., and at 10.15 p. m. we started for the sea and Alaska. July 10: Six fawns died from seasickness and were thrown overboard. In the evening sighted land (Cape Navarin) . The cape is formed by a range of mountains extending seaward and ending in a peak 1,690 feet high, from the eastern flank of which the rock descends almost perpendicularly into the sea. It is surrounded by a group of peaks ranging from 1,200 to 2,300 feet high. July 11: Having crossed the one hundred and eightieth degree of longitude, we changed from eastern to western time, making a day. At 8 p. m. land was sighted on the Asiatic coast, and at 10.30 p. m. St. Lawrence Island was sighted. July 12: At 7.05 a. m. dropped anchor at Indian Point. A large number of natives came aboard the ship, among them being Koharri, who has a herd of reindeer. Lie promises Lieutenant Jarvis to let him have some for the Government. Both Koharri and his adult son were under the influence of liquor. At 11.35 a. in. hoisted anchor and steamed over to Gambell, St. Lawrence Island, where we dropped anchor at 5.20 p. m. Lieutenant Bertholf and myself at once went on shore, the lieutenant taking a number of empty sacks with him for moss for the reindeer. After distrib¬ uting the sacks among the natives we proceeded with Mr. Doty and Abrahamsen, who had met us at the landing, to the mission houses. As Mr. Doty’s and Abra¬ hamsen’ s time had expired they immediately commenced preparations for depar¬ ture. The house was fastened up and their baggage sent to the landing. In the meantime word had been sent to Lieutenant Jarvis that some of the natives had secured whisky from the whalers and one had. attempted the life of the missionary, in response to which an officer and some sailors were sent ashore to arrest Captain Jack (Sablah), the guilty one, and take him to the ship in irons, which was done. Mr. Doty reported that from the latter part of April to the early part of June there was an epidemic of influenza, which had affected every person in the community. During the prevalence of the epidemic there were 7 deaths in a population of about 300; 5 of these deaths occurred within forty-eight hours, and 4 of the sufferers had been killed by their relatives and friends at their own request. One of them, a blind man, had his friends place a rifle so that he could discharge it with his foot, and then shot himself. Another man, after certain heathen ceremonies, was shot by his sister-in-law. A man and woman were strangled by hanging. All these per¬ sons were sick and asked to be killed. It is their belief that when sick and about to die if they, or their friends for them, take their lives they will thereby escape the devil and go direct to God. Therefore this killing is regarded as a favor. After a person is thus killed his relatives and those that assist make great lamentation over the deceased. It is rarely that a man is strangled at St. Lawrence Island. He is either expected to take his own life with a knife or rifle or have his friends do it for him. In the above cases Mr. Doty had been informed of what was about to take place, but his protests and expostulations were of no avail. The influenza extended also along the Siberian coast. It was reported that at Indian Point 6 adults and 18 or 20 children died, and that among the reindeer men inland from the point there had been 60 deaths. Probably many of these were assisted deaths. Captains S. F. Cottle and B. T. Tilton, of the whaling fleet, report that on the Diomede Islands a woman was hung and a man stabbed by their friends. INTRODUCTION OF REINDEER INTO ALASKA. 1423 The whaling vessels Jeanette, Grampus, Thrasher, Bowhead, Belvedere, Fearless, Alex¬ ander, and Wm. Bayliss had called at Gambell. The Belena, Bonanza, and Narwhal passed without stopping. The Albion, with freight and the cutter Thetis, had also called. Charles E. Buckler, captain of the Wm. Bayliss, who had been drinking hard, accidentally shot himself and was buried at St. Lawrence Island. Mr. Doty conducted the funeral services. Four whales had been taken by the fleet up to June 20. They also had done a large amount of trading. At Gambell the natives secured one whale by hunting and another was found dead in the ice and the bone secured. Two whales floated ashore, but the bone had been removed. It was reported that one whale had been captured by the natives at Indian Point, one near St. Lawrence Bay, one at East Cape, and one at Plover Bay. At the latter place five boat loads of natives off whaling were gone five weeks and given up for lost. They had subsisted on raw walrus meat. The whaler Alexander, in 1896, took down a head of bone for Kelly & Siem from the Government reindeer station at. St, Lawrence Bay, Siberia. At 10.35 p. m. we hoisted anchor and steamed for Point Rodney, Alaska, where we expected to land our reindeer for Antisariook. July 13: Rained all day; dropped anchor off Point Rodney at 9 p. m. Surf too high for landing. July 14: Being too rough to land the deer, at 6.30 we hoisted anchor and started for Port Clarence, dropping anchor at the sand spit at 1.15. The following vessels were at anchor: Bark J. D. Peters, with coal; steamer Balena, schooner J. M. Coleman (coal and supplies), Wm. Bayliss, steamers Grampus, Narwhal, and Thrasher. Finding Per Larsen Anthi (Lapp) and Tautook (Eskimo) at the spit, Lieutenant Jarvis employed them, with two Eskimo assistants, to drive the herd of deer across to Charlie’s, about 40 miles distant. At 4.25 p. m. the anchor was hoisted and we steamed up the bay to Cape Riley, where the reindeer were landed. After dinner I went ashore and remained until all the deer (83) were landed. Returned with Lieu¬ tenant Bertholf and the sailors to the ship at 1.15 a. m. July 15: At 8.10 the anchor was hoisted and we steamed across the bay to the Teller Reindeer Station, where we anchored at 9.45. Lieutenant Bertholf was sent off with the steam launch to visit schooner Mary Bitivell, that had gone ashore near Grantley Harbor. In the meantime supplies for Tautook that had been brought up from San Francisco were “broken out'” and preparations made to land them at Teller- Station. The surf was so rough that this was given up and at 4 p. m. anchor was hoisted and we returned to the sand spit, where we anchored at 5.30 p. m. Several whaling captains came on board to call upon Captain Jarvis. Mr. Charles E. Chard, applying for permission to occupy one of the buildings at Teller Station, he was permitted to use the log schoolhouse until June 30, 1900, upon condition that he take charge and care of all the other buildings belonging to the Government at the station. Four boat loads of natives who wished to return home to Cape Prince of Wales were taken on board and their umiaks hung to the davits. July 16: At 2.50 a. m. we got under way for Cape Prince of Wales, where we anchored at 8.30 a. m. The water was so rough and the surf so bad that only one of the native boats made the attempt to land. They had great difficulty in getting ashore. As it was impossible to land the supplies or communicate with shore, and fearing to miss the revenue-cutter Thetis, that was at St. Lawrence Island, the captain concluded to run over to St. Lawrence Bay, Siberia. At 10.50 a. m. the anchor was hoisted and we got under way. At 11.55 we met the Thetis coming to Cape Prince of Wales with 14 reindeer. We turned around and returned and anchored at 2. 10 p. m. off the village. After anchoring, Lieutenant Hamlet brought off a small mail for the Bear. Learning that Dr. Call was very sick, he returned to the Thetis and brought off Dr. Hawley. The waves were running so high that the Bear had to get under way and take Lieutenant Hamlet and his boat to the windward of the Thetis 1424 EDUCATION REPORT, 1898-99. to enable him to get back to liis vessel. As the motion of the ship was injurious to Dr. Call, at 7 p. m. we started to return to Port Clarence. July 17: The sea was so rough and the current so strong that we were twelve hours steaming 60 miles, reaching anchorage at Port Clarence at 7.13 a. m. The day was rainy and stormy. At 7.40 p. m. the revenue-cutter Thetis arrived from Cape Prince of Wales. July 18: At anchor off Point Spencer. Immediately after breakfast went over to the cutter Thetis to confer concerning reindeer with Captain Buhner. There were 14 reindeer on the Thetis, and fodder exhausted. As there was a herd of reindeer on shore (which he did not know), for the purpose of receiving small lots of deer Lieutenant Hamlet and myself went ashore to hunt up Dunnak and Sekeogluk (reindeer men) and make arrangements for landing. As the Thetis was a long dis¬ tance from the landing place anchor was hoisted and the vessel steamed abreast of the point of landing. Immediately after 12 o’clock the 14 deer were loaded into two boats and Lieutenant Hamlet and I again went ashore. The landing was made without difficulty and the deer driven off to the herd by Dunnak and Sekeogluk. After dinner I went to the Thetis, and in company with Lieutenant Hamlet went in search of a young Siberian from Whalen, known as Chio, Captain Buhner need¬ ing him as interpreter in the purchase of reindeer. It was from two to three hours before we secured him as interpreter. During the afternoon I took ashore and left in Dunnak’s tent for Per Larsen Anthi the following supplies: One sack of flour, 2 pounds ground coffee, 5 pounds of sugar, 6 cans roast beef, 3 cans condensed milk, 5 pounds butter, and 25 pounds of salted pork. July 19: At anchor at Point Spencer. After breakfast received on board, from the whaling bark Mermaid, Frank Temple for transportation to St. Michael, he hav¬ ing assaulted with a knife and cut Clutchpid, of that vessel, July 6. He was placed in the forehold in double irons. Clutchpid also was taken on board and placed in charge of the surgeon. At 11.30 a. m. we got under way for Teller Reindeer Station, where we anchored at 11.10 a. m. A native boat was loaded with supplies belonging to Tautook, which had been paid him for services connected with the relief expedition to Point Barrow in the winter of 1897-98. Went ashore withdhe boat and inspected the Government buildings at Teller Reindeer Station. They are already commencing to run down. At 1.15 p. m. we got underway for Point Spencer, stopping at 1.25 to board the schooner Jessie, of Los Angeles. At 3.15 p. m. anchored at Port Clarence. Lieuten¬ ant Bertholf and the master at arms left the ship to arrest As-sher’-ruk, who murdered Frank Boyd, a miner, on the Noatak River, in the fall of 1897. At 4 p. m. they re¬ turned with the man in double irons. He was also imprisoned in the fore hold. At 6.58 we got under way for Cape Prince of Wales with four boat loads of Eskimos. A native from the Diomede Islands, Noo-var-loo, while drunk shot Arkiard, a Diomede boy, but he escaped before he could be arrested. June 20: Came to anchor at Cape Prince of Wales at 12.35 a. m. Got up and dressed so as to be able to see Mr. Lopp, the missionary at that point. The sea proving too rough to land supplies, we lay at anchor all day. Mr. Lopp came off and spent the day and night on the ship. Stormy and unpleasant day. July 21: At anchor off Cape Prince of Wales. During the night the sea calmed down, so that very early in the morning the landing was commenced of the stores which had been brought to pay Mr. Lopp’s herders for their trip to Point Barrow in 1897-98, in the relief expedition. The supplies having been landed, Mr. Lopp bade us good-bye, and at 8.55 a. m. the anchor was hoisted and we steamed away for Cape Blossom, Kotzebue Sound. July 22- This morning about 8 o’clock we met the schooner General McPherson , loaded with miners en route from Kotzebue Sound to Cape Nome. As the schooner INTRODUCTION OF REINDEER INTO ALASKA. 1425 had been taken off last fall contrary to the orders of the owners, and a warrant being out for her seizure, Lieutenant Jarvis arrested the captain and placed Lieuten¬ ant Ballinger on hoard with instructions to convey the vessel to St. Michael and deliver it up to the court. It proved to he a warm, pleasant day. At 4.20 p. m. the ship anchored off Cape Blossom and very soon after, in company with Lieutenant Bertholf and Dr. Hawley, I was on my vcay to the settlement, some 12 miles dis¬ tant, which we reached about 8 o’clock. As we came abreast of the Quaker mis¬ sion, where from 200 to 300 miners were assembled, they gave three hearty cheers at our arrival, knowing that the steam launch had on board their first mail this season. We soon learned that the Kotzebue mining district had not met expecta¬ tions. There were from 350 to 400 miners in the camp, three-fourths of whom had had the scurvy, and many of them were destitute. There had been a large number or deaths from scurvy, drowning, and freezing. They were sick, without means, and disheartened. Lieutenant Bertholf and the surgeon immediately proceeded to investigate the condition of things, while I spent the time at the mission. Towrard morning the lieutenant came in and announced that he would take off to the Bear 33 of the worst cases of scurvy. At 5 a. m., having been up all night, a start was made to return to the ship, but the tide being out the steam launch was soon aground and the party returned to the village. The lieutenant then hired a small stern- wheel steamer to take the miners off to the Bear. We finally left the shore about 10.15 a. m., and reached the ship soon after noon. The captain, hearing of the sad condition on shore, sent the steamer back for others. July 23: At 1.30 p. m. the steamer Arctic Bird arrived, bringing 33 scurvy-stricken men to the Bear. The men were taken on board and the steamer sent back to the camp for another load. It was a beautiful day — temperature 55 — mosquitoes very bad on shore. I regretted that I could not have remained on shore to attend the Eskimo service of the Quakers and also preach to the miners. July 24: At 3.45 a. m. the steamer Arctic Bird arrived with 48 men, 2 women, and 1 babe, ali destitute. At 5.20 a. m. we were under way for St. Michael. A fine day. During the day we passed a number of small boats with miners, en route from Kotzebue Sound to Anvil City. July 25: About 6 a. m. passed Cape Prince of Wales. The Bear swung around by Cape Spencer to see if the bark Alaska was in Port Clarence Harbor. Not seeing it (afterwards it was learned that it was there waiting for the Bear), the Bear con¬ tinued on to Synrock, Antisarlook’s place, where we anchored at 8.30 p. nr., in the lee. of Sledge Island. The supplies brought up from San Francisco for Antisarlook, due him for his trip to Point Barrow in the overland relief expedition of 1897-98, were landed. Upon the return of the boats Antisarlook, wife, and child came aboard to go to St. Michael. While on shore the officer learned that Asheuk, the Diomede murderer that shot and killed Naribuck, a boy, at Point Spencer on the 15th and then escaped, had left there only a few hours before. July 26: At 12.30 a. in. the Bear was under way. At 6.40 a. m., seeing a native camp on the beach, Lieutenant Bertholf went ashore and found and arrested Asheuk. At 7.40 a. m. we got under way, taking in tow the seized schooner General McPher¬ son, which we had overtaken. At 10.50 a. m. we anchored abreast of Anvil City, the new village which has sprung up in connection with the Cape Nome placer mines. At 11.30 went ashore with Lieutenant Bertholf. Our boat got aground in trying to cross the bar at the mouth of Snake River, and it was with difficulty that we got ashore. Met Mr. Redmyer, assistant superintendent of reindeer, who had come down from Circle City; also Dr. Kittlesen and Messrs. Andersen and Elliott, of the Swedish mission at Golofnin Bay. Learning. that Mr. Kjellmann was at the mines, some 5 miles away, I sent a Lapp with a note for him to come at once to go with me to the reindeer station. Mr. D. H. Smith, United States deputy marshal, and the principal owner of the schooner General McPherson, in company with an officer of ED 99 — YOL II - 90 1420 EDUCATION REPORT, 1898-99. the Bear, went aboard the schooner and arrested Capt. J. B. Neilson, who had stolen the schooner in the fall of 1898. Jeremias Abraham sen, whom I had brought from St. Lawrence Island, was given his discharge from the Government service and allowed to go ashore. Messrs. Kjellmann and Redmyer came off for passage to St. Michael. At 7.40 p. in. we got under way for St. Michael. Nome (Anvil City) is a conglomeration of tents, with half a dozen frame houses or shanties, and two or three iron warehouses in process of erection by the transportation and trading com¬ panies. The ocean front is staked out with claims for from 10 to 20 miles. We saw men panning out gold on the beach in front of the most densely populated part of the place. Some tine teams of horses were being used in hauling. July 27: A beautiful day. At 10.15 a. m. anchored at St. Michael. The place had greatly improved since I left it last September. The cutters Corwin, Rush, and XunivaJ: were in the harbor. Went ashore with the first boat, and at once proceeded to military headquarters to arrange with Capt. E. S. Walker, Eighth Infantry, U. S. A. for the payment of the Lapps by the War Department. July 28: A beautiful day. All day on shore attending to business. During the forenoon Mr. Gray, as agent of the North America Transportation and Trading Com¬ pany, sublet to Mr. William A. Kjellmann the mail route between St. Michael, Golofnin Bay, and Kotzebue Sound. Mr. Hendricks and I went on Mr. Kjellmann’s bond. Returned to the ship at midnight. Mr. William F. Doty left the Bear and took up quarters at Hotel Mealy. July 29: Fine weather continues. All day on shore attending to business. About 11 p. m. Captain Walker took me off to the ship on the army steam launch. The trade of St. Michael has greatly changed since a year ago. Then there was a rush of miners up the Yukon River; now very few are seeking passage up that river, but thousands are coming down, some to leave the country in disgust and others to try the Cape Nome mining district. The up-river business is now mostly freight. Owing to the decrease of the passenger traffic, many of the small river steamers are laid up. The harbor is full of them. July 30: After lunch I went ashore to attend divine service, held in the dining room of the Hotel Healy, and conducted by Rev. Loyal L. Wirt, territorial superin¬ tendent of Congregational missionary work in Alaska. About one hundred persons were present at the service, which was of great interest. The theme of the discourse was, “Christ the wonderful.” After service I returned to the ship. July 31: During the night there was a change of weather. A storm commenced, with a low barometer, which increased during the forenoon to a gale. During the night the Yukon River steamer Jessie, of the Alaska Commercial Company, went ashore with three barges, loaded with military supplies for Colonel Ray. At 5.30 a. m. the Bear commenced dragging its anchor and was thumping on the bottom; in half an hour we were under way, and at 6.45 a. m. anchored in deeper water. The gale increasing, at 10 a. m. we were again under way, seeking shelter behind Egg Island, where we dropped anchor at noon. In the harbor at St. Michael a large number of vessels dragged their anchors and a number of the smaller boats went ashore. Toward evening, the force of the gale being spent, the Bear hove anchor at 8.40 and returned to St. Michael at 10.15 p. m. The depth of water in the harbor was lowered 5 feet by the storm. August 1: Went ashore on the first trip of the steam launch and was very busy with Captain Walker, U. S. A., completing the drawing of checks for payment of Lapps. At 4.30 p. in., with Mr. Kjellmann, returned to the Bear on the army steam launch, and at 4.50 we were under way for Unalaklik. A boat was lowered, and Mr. Kjellmann and I were sent ashore with the mail. On shore we fortunately found five Lapps and a boat from the station. They were routed out of their tent, and preparations were made to proceed at once up the Unalaklik River 8 miles, to the Eaton Reindeer Station. As we left the ship a steady rain commenced, which INTRODUCTION OF REINDEER INTO ALASKA. 1427 lasted until we reached Eaton. A piece of driftwood was laid across the boat and a tarpaulin stretched across, which formed a shelter from the rain. Under this shel¬ ter Mr. Kjellmann and I crawled. Innumerable mosquitoes also sought shelter under our improvised tent. Mr. Kjellmann made an ineffectual attempt to drive them out with tobacco smoke; failing, he resigned himself to his fate and went to sleep. I alternated my time between fighting mosquitoes and sitting in the rain. August 2: At 5 a. m. the night trip closed with our arrival at Eaton Station. Dr. F. H. Gambell had given up our coming and had gone down to St. Michael to meet us, and we had passed on the sea. Dr. Lerrigo was awakened, and soon we had a good warm breakfast. After breakfast the Lapps were summoned and the payment of their salaries from July 1, 1898, to January 31, 1899, by the War Department, was commenced. Thus, with the signing of vouchers and arrangements for the deposit of their surplus salaries in banks to their credit, the whole forenoon was consumed. After payment closed I had the 12 children of the settlement brought into the schoolroom, heard them recite and sing and made each the present of a picture book. After dinner supplies were got out for the reindeer herders in the arctic, and at 1 p. m. we were off on our return to the ship. A stop was made at Unalaklik to call on the missionaries of the Swedish Evangelical Union, where we were presented with beautiful bouquets of wild flowers and a box of fine radishes from their gardens. After our arrival at Eaton, in the morning, the rain ceased and the sun came out. When we started on our return in the afternoon the rain again set in and lasted until our arrival at Unalaklik. While at Eaton Station a fishing party returned with the seine. When they were asked what success they had had, they replied, “Not much, only a hundred salmon.” At 5 p. m. Mr. Kjellmann and I reached the ship with supplies for the overland expedition which was to drive a portion of the reindeer back from Point Barrow to Cape Prince of Wales, and also with barter goods for the reindeer trade of the Thetis. At 5.45 p. m. we were under way for Nome. On the 24th of December, 1898, Klemet Nilsen had died at the Eaton Station. August 3: At 1.55 p. m. we anchored abreast of Nome. The sea was rough and badly breaking on shore. Captain Jarvis and Mr. Kjellmann went ashore and got wet in the breakers. The place was wild with the large returns being received both in the gulches and the black ruby sands on the shore. August 4: During the morning Mr. John W. Kelly came aboard to be taken to Point Hope, where he will make headquarters for taking the census next winter between Point Hope and Cape Prince of Wales, including the Kotzebue country. At 10.20 a. hi. the ship got under way, and at 1.30 p. m. stopped at Synrock to place Antisarlook (Charlie) and his family on board his umniak, which had come out to meet him. As we passed Cape Spencer a dense black cloud hung over Port Clar¬ ence, where the Thetis was at anchor waiting for us. August 5: At 1.20 a. m. we came to anchor off Cape Prince of Wales. Going on deck about 6 a. m. I was surprised to find that Mr. W. T. Lopp was on board. During the forenoon Mr. Lopp, Captain Jarvis, and I had a conference with regard to the reindeer. The bark Alaska and river steamer John Riley were also at anchor in the roadstead. I wrote two or three letters to send by the John Riley to the post- office at Nome. In the afternoon Captain Jarvis and I went ashore with Mr. Lopp. Took a look through the village; returned on shipboard about 5 p. m. Mr. Sum¬ mers, a mining expert, whom the captain had brought up from St. Michael to pros¬ pect some mines that Mr. Lopp and his herders had found, was sent ashore with Mr. Lopp. At 5.45 p. m. we were off for Port Clarence. August 6: Reached Port Clarence early in the morning (3 o’clock), where the Thetis was waiting for us. As it seemed best that the rest of the cruise should be made on the Thetis , during the forenoon I transferred from the Bear to the Thetis. The wind was fresh and the sea rough. August 7 : During the forenoon my trunk and personal effects were brought over 1428 EDUCATION REPORT, 1898-99. from the Bear to the Thetis; also the reindeer barter goods brought from the Eaton Station. Captain Buhner during the morning furnished rations on shore for Per Larsen Anti, who is keeping a herd of reindeer at this place. Upon going ashore found that the herd had been removed to Cape Riley. During the day the Bear went over to Cape Riley to water. AugustS: At 4 a. m. received word from the Bear that Anti was out of rations. As the Thetis was prepared to go to sea, Captain Buhner hove anchor at 4.30 a. m. and steamed down to Cape Riley, where we dropped anchor at 7 a. m. I was at once sent ashore with a boat and crew and left rations for Anti. He himself was away from camp after some straying reindeer. Returning to the ship, we were soon under way for sea. In the evening we passed King Island and saw the cutter Bear at anchor. August 9: About noon passed Indian Point. At 9.55 p. m. we dropped anchor at Port Providence, Plover Bay. A boatload of natives visited the ship. Learned that there was a large herd of reindeer 30 to 35 miles to the westward. August 10: Left our anchorage at 5.05 a. m. During the morning we stopped to communicate with some natives who rowed out to meet us. They also testified that there was a large herd to the westward. Reaching the bay where the herd was sup¬ posed to be, the ship anchored at 4.20 p. m. Lieutenant Hamlet, Chisthe (inter¬ preter), and I went ashore, where we met the reindeer men. Their herd was five days’ inland and they declined to drive it down to the coast. Thus again our hopes were blasted. A few miles farther west another herd was reported. In attempting to launch the boat from the shore it swamped in the surf, and I was wet through and through. Had difficulty in getting through the surf. Returning to the ship at 7.05 p. m., we were under way for the next herd, but the fog setting in thick, at 8.25 p. m. we anchored for the night. August 11: At 8.05 made a start and at 10.55 a. m. anchored off Managen, where a number of deer men’s huts or tents were seen on shore. Soon after a boatload of natives came off to the ship and we heard again the same story. They had deer and would like to trade, but their deer were pastured, many days distant and they could not drive them down to the coast. Being convinced of the uselessness of further search along the north shore of Anadir Gulf, at 12.55 p. m. we hove anchor and steamed away for St. Lawrence Island. A beautiful day. August 12: At 7.40 a. m. dropped anchor on the northeast side of the point at Gambell, St. Lawrence Island. The wind shifting, we hove anchor and steamed around the point and anchored on the southwest side. Went ashore to the Mission Station and brought off a lot of reindeer barter goods that were not needed at this point, but were needed at the Eaton Station. The wind increasing and being a head¬ wind, we lay at anchor until 7.25 p. m., when we put to sea and steamed away for Teller Reindeer Station. August 13: Head wind and sea, making about 3 miles an hour; I was seasick all day. Distributed magazines to the crew. August 14: At 11.15 a. m. dropped anchor abreast of Teller Reindeer Station, Port Clarence. Went ashore with the carpenter and nailed up all the doors but one of the large frame house and left the key with Mr. Chard, who has agreed to look after the buildings in return for the use of the log schoolhouse. Also posted notices on the doors of the several buildings, warning against trespassing. The sailors attempted to procure some moss, but in the immediate vicinity of the station, where it had been closely pastured, there was none large enough to gather. August 15: At 6 a. m. hove anchor and steamed across the bay to Cape Rilev, where we dropped anchor at 7.20 a. m. At once went ashore and commenced preparations to take on board 40 sled deer to be removed to Cape York for Mr. William T. Lopp. On July 14, 83 deer had been landed to be driven across to Charley, at Point Rodney, in charge of Per Larsen Anti, Tautook, and two other Eskimos. INTRODUCTION OF REINDEER INTO ALASKA. 1429 By 6 o’clock p. m. 40 deer had been caught and placed on board ship. One was killed on shore in handling. The deer are large, heavy, and in excellent condition. The two mnniaks that had been hired were paid for, and at 7.15 p. m. anchor was hove and we steamed away for Cape York and Cape Prince of Wales. The cloud effect at sunset was remarkably brilliant and beautiful. August 16: Dropped anchor under the lee of Cape Prince of Wales at 4 a. m. The wind was blowing a gale and a driving cold rain storm in progress. No communica¬ tion with shore or landing of deer possible to-day. August 17: At 8.50 a. m. hove anchor and steamed to Mr. Lopp’s herding grounds near Cape York, where wre dropped anchor at 10.10 a. m. At once went ashore, where I found Mr. Hank Summers, mining expert. Sent to have the herd driven down to the beach. Also had gathered a few sacks of reindeer moss. The herd arriving about 10 a. m., we at once went off to the ship and commenced landing the deer. I remained on shore until the deer were all landed (8 p. m.). Good weather until midnight. August 18: At 9.20 hove anchor and steamed to Cape Prince of Wales, where we anchored at 11.25 a. m. Mr. Lopp and some natives came aboard. Reindeer barter goods for the use of the Bear were landed. Reindeer matters and other business was finished up with Mr. Lopp, and at 3.50 p. m. we were under way. August 19: At 5.45 a. in. dropped anchor off Cape Riley, and I went ashore to make arrangements for shipping reindeer. Hired three native skin boats and all the men I could procure. A number of the women and children were employed in gathering moss for the deer. During the day 38 sled deer, 3 bucks, and 10 female deer were taken on board, making 49 in all. Fine day. At 5.30 p. m. finished loading. Took on board Per Larsen Anti, together with Government dogs and sleds for Eaton Reindeer Station. August 20: At 4.05 a. m. hove anchor and steamed away for Point Rodney. Beau¬ tiful forenoon; afternoon rainy. At 5.25 p. m. anchored off Charley’s (Antisarlook’s) place. August 21: Last evening Lieutenant Hamlet was sent to the shore, but could not make a landing on account of the surf. Waited all day anxiously for the wind to change and the swell to go down, so that we could land the deer, as we were without food for them. In the evening moved inshore. August 22: Finding no landing, this morning we hove anchor and started for Golovin Bay. The day proved a beautiful one, with sunshine and a crisp, invigor¬ ating north wind, but still there was no landing on the beach. Anchored at 8.40 p. m. in the mouth of Golovin Bay under the lee of the west shore. August 23: At 4 a. in. went ashore with Lieutenant Hamlet to hire native boats. It was a long pull of several miles. Secured at the village 4 umniaks. Took break¬ fast and found some late papers at the Swedish Mission. Returned to the ship about 10 o’clock. After giving the natives some coffee and crackers the work of unloading the deer was commenced. Per Larsen Anti was set ashore in charge of the deer. Word had been sent to the Golovin Bay herd and Owikkon (native herder) came down to help Anti. By 3.45 p. m. the deer were unloaded, and at 7.05 we were under way for Anvil City. August 24: At 7.30 a. m. dropped anchor off Nome. Immediately after breakfast went ashore and remained all day. Sent word to Mr. William A. Kjellmann and Mr. D. Johnson Elliott that I wished them to come down from the mines to see me. Met Judge Johnson, of the United States district court of Alaska,, and was present at the opening of the first court at Anvil City. Saw some of the citizens with regard to a block of ground for school purposes. Had several conferences with the Lapps in the settlement of their accounts. Governor Brady having returned from the mines, invited him to go to Unalaklik with us. Hove anchor at 8.55 p. m. 1430 EDUCATION REPORT, 1898-09. August 25: At 4.10 p. m. dropped anchor off Unalaklik. The steam launch took Governor Brady, Messrs. Kjellmann, Karisen, and myself ashore. Had some diffi¬ culty in getting over the bar at the mouth of the Unalaklik River. Providentially I)r. P. H. J. Lerrigo and a party of Lapps were down the river with the reindeer station boat. At 10 p. m. Mrs. Karisen kindly gave us a lunch and soon after Mr. Kjellmann and I, with the Lapps, started for the station in a rowboat. Mr. Lerrigo’s supplies and baggage were sent off to the ship by the steam launch. Bright moon¬ light, crisp and cold. Mr. Kjellmann and I laid some blankets in the bottom of the boat and got some sleep on our way to the station. August 26: The current was so swift in the river that wherever the banks would allow it the Lapps landed and towed the boat. It was nearly 4 o’clock in the morn¬ ing before we reached the station. Throwing myself on a bed, I slept until 6.30, when we had breakfast, and at 7 a. m. were hard at work with the accounts and other business of the station. At 12.30 noon we started on our return trip to Una¬ laklik, Dr. Gambell accompanying us. It rained hard all the way. Reached Unalak¬ lik about 4 p. m. and a flag was set as a signal for the launch. Inspected the new Government warehouse on the south side of the river at the mouth. Instead of sending the launch two boats were sent off, which were between two and three hours reaching shore. As the crews were wet, cold, and hungry, Reverend and Mrs. Karisen gave them coffee and a warm lunch. It was expected that Mrs. Karisen and Miss Johnson would go out to the ship with us en route to St. Michael. Miss Johnson being an invalid, the doctor forbade her going out to the ship (8 or 10 miles) in an open boat in a rain storm. Consequently Dr. Lerrigo, Mr. Kjellmann, and I went off to the ship in the boats, and the governor remained to come off with the ladies in the launch. Reached the ship at 9 p. m. August 27: Early in the morning the launch was sent for the governor and ladies. After receiving them on board the launch started to return to the ship. When in the surf it lost its propeller and had to signal to shore for assistance. Rowboats went at once and towed the launch to shore. In the meantime, the wind rising, the ship hove anchor at 10.05 a. m. and proceeded for shelter to the lee of an island in the bay, where it dropped and) or at 1.15 p. m. August 28: Remained all day at anchorage. August 29: The gale having somewhat abated, at 5 a. m. we were under way for Unalaklik, where we dropped anchor at 8.05 a. m. Governor Brady, Mrs. Karisen, Miss Johnson, and an Eskimo girl going East for an education, came off in a row¬ boat, and a ship’s boat was sent in to tow off the disabled steam launch. The boat and launch returning at 12.45 noon, the ship was soon under way for St. Michael, where we anchored at 8.05 p. m. Went ashore for mail. August 30: Major Ray, U. S. A., having placed the army steam launch at my serv¬ ice for the forenoon, we had an early breakfast and went ashore. Left vouchers and reports at Captain Walker’s office. Adjusted business matters with the North American Transportation and Trading Company. Let Mr. N. V. Hendricks have some reindeer for carrying the mail. Had a conference with Dr. Romig, superin¬ tendent of the Moravian Mission on the Kuskokwim River, and at 11.50 a. m. returned to the ship. At 12 noon we were under way for Nome, Major Ray, U. S. A., accompanying us to that place. . August 31: At 6.20 a. m. dropped anchor at Nome. After an early breakfast, went ashore, accompanied by Lieutenant Buhner. Mr. D. J. Elliott and Dr. John John¬ son Elliott made application for $20,000 worth of reindeer for the Swedish Evangel¬ ical Union Mission Station at Golovin Bay. At 11.20 a. m. we got under way for Gambell, St. Lawrence Island. September 1: Reached Gambell at 3 p. m. Landed Dr. Lerrigo and opened the mission house. Steamed away for Dutch Harbor (Udakta) at 6.45 p. in. September!: Reached Udakta at 10.30 a. m., having seen no land for six days. INTRODUCTION OF REINDEER INTO ALASKA. 1431 Found the United States transport Athenian at the dock -with 100 soldiers and 450 cavalry horses bound from Seattle to Manila. September 8: In the harbor were two British men-of-war, revenue cutters McCulloch, Grant, Corwin, and Thetis, steamer Townsend , and United States transport Victoria with soldiers and cavalry horses. Went to Unalaska and inspected school building. Lunched at the M. E. Mission. September 9: Went aboard the cutter McCulloch and steamed away for Unga. September 10: Beautiful day. At 2 p. m. reached Unga and went ashore and looked over the schoolhouse and teacher’s residence. September 11: At 7 a. in. a term of court was held by Judge Johnson on the McCul¬ loch; about a dozen men were naturalized. At 9 a, m. we steamed away for Kodiak. In the afternoon a southeast storm had developed, and the captain, at 10 p. m., headed out to sea and hove to. September 12: Hove to and weathered out a gale. No table was set for lunch or dinner; took a little food in our hands. Was seasick and very uncomfortable. September 13: The severity of the gale having somewhat abated and the wind having hauled around to the southwest, at 10 a. m. the ship was headed to the north¬ east for Kadiak, with a fair wind and sea. Made good progress, September 14: Early in the morning sighted Kodiak Island. About 2 p. m. dropped anchor opposite Wood Island. Went ashore at Kodiak. Visited the school; Mrs. Hill, teacher. After dinner called at Wood Island. September 15: Spent the forenoon and took dinner at the Baptist Mission, Wood Island. Appointed Miss H. I. Denniston teacher at Afognak. Sailed about 3 p. m. September 17: Reached Yakutat and learned of the earthquakes that had been going on since September 3. The whole population is living in tents upon the hills. The severest shock was on the afternoon of the lltli of September. Called upon and comforted the Swede missionaries. At noon steamed away for Sitka. September 18: When the steamer reached the neighborhood of Sitka the fog was so dense that the captain did not dare venture in, but stood out to sea for the night. September 19: The fog lifting a little, the harbor was made, and we anchored at Sitka about 2 p. m. Mail steamer Cottage City was in. T was the guest of Governor Brady. September 20: Spoke at the native prayer meeting in the evening. September 21: Moved from Governor Brady’s to the mission. Governor and Mrs. Bradv gave a dinner to Captain Coulson, Captain and Mrs. Kilgore, Bishop and Mrs. Rowe, the land commissioner and his wife, and myself. At 8 p. m. a large reception was given to the officers of the cutters McCulloch and Perry and the citizens. September 22: Addressed the teachers in the evening. September 23: In company with Governor Brady, Senator Shoup, Marshal Shoup, Collector McBride, and Superintendent Kelly, went aboard the cutter Perry, Capt. William F. Kilgore commanding, Third Lieut, Eben Barker, Chief Engineer Harry L. Boyd, Second Assistant Taylor W. Ross. Anchored for the night at Killisnoo. Went ashore, September 24: Started at daylight for Juneau. Anchored at 5 p. m. After din¬ ner went ashore and addressed the congregation at the First Presbyterian Church on Alaskan schools and missions. September 25: Mr. Kelly and I visited the public schools at Douglas Island. September 27 : Steamed from Juneau at daylight; reached Wrangell about 10 p. m. ;• went ashore and called on Miss Green, the teacher. Governor Brady, Mr. Kelly, and I also called on Rev. II. P. Corser, the Presbyterian minister. September 28: At midnight started south, calling at Ketchikan and Saxman, and reaching Metlakahtla at 2 p. m. Went ashore and looked over the place. In the evening met the leading men in conference. 1432 EDUCATION REPORT, 1808-99. September 29: In the forenoon a conference was held in the church. At 3 p. m. t lie Perry started on its return to Sitka, leaving me at Saxman. September 30: Rev. Edward Marsden took me in his steam launch Marietta to Gra vina, where I met the teacher, Miss Hamblet. At 12 noon the church bell rang and I had a conference with the leading men. October 1: A beautiful day. At 2 p. m. steamer City of Seattle came along and I went aboard for Seattle. October 2: Reached Seattle at 2 p. m., forty-eight hours from Alaska. After attending to a few items of business and procuring my mail, took 4.30 p. m. train to Tacoma, where other matters of business were arranged. Took the train $878. 27 834. 42 754 08 Denver (District No. 1), Colo. . . . . . . Yvr asliington, D. C . . . . . 1.031 Chicago! Ill . . . . . . . 5, 535 627 4,937,362 399, 928 892 03 Indianapolis. Ind . . . . . 637 84 Louisville, Kv . . . . . 394 403! 237 687 27 New Orleans, La . . . . . . 691 319! 000 461 . 55 Baltim ore, Md. . . . . . . . . . 1,855 1,832 832 1.084.109 1,952. 483 5-Q4 42 Boston, Mass . . „ . . .... 1,065.77 687. 27 Detroit, Mich . . . . . 571,813 530. 474 334.465 836,844 1. 013, 853 259, 131 354. 410 518, 695 Minneapolis, Minn . . 782 678.36 St. Paul, Minn. . . . . . . 572 5SP 73 Kansas City, Mo.. . . . . . . 508 663. 08 St. Louis. Mo. . . . . . . . . . 1,670 394 607. 09 Oxnaha, N ebr . . . . . . . 657. 69 Jersey City, N. J . . . . . . 582 60S. 95 Newark. N. J. . . . 748 693. 44 Buffa1 o, N. Y . . . . . . . . . R234 793. 412 8,127,067 642. 96 New York, N. Y . . . . . . 10, 008 765 812. 05 Rochester, N, Y . . . . . . . . ' 336, 922 790. 342 518. 85 Cincinnati, Ohio... . . . . . . , . 910 88S. 51 Cleveland, Ohio . . . . . . \ Allegheny, Pa . . . . . . 1,234 393 8S3, 077 246, 330 715. 62 620. 79 Philadelphia, Pa . . . . . . . . . 3,471 2. 422, 820 698. 02 Pittsburg, Pa . . . . . . . . '912 '641.789 703. 72 Providence, R. I . . . . . . Milwaukee , Wis . . . . . . 680 862 451,833 5S1. 037 664. 40 674. 06 TEACHERS’ PENSIONS AND ANNUITIES. REPORT OF TEACHERS’ PENSION COMMITTEE IN CHICAGO, ILL., FOR 1898. Members Teachers and Employees ’ Pension and Retirement Fund Association Public Schools of Chicago: At the delegate convention of the members of the association held last Jane to consider the practical workings of the law, the condition of the fund, and to suggest changes, if any, to be recommended, two permanent committees were appointed — one on information and publication, the second on investigation of the pension roil and the compiling of financial statistics. The chairman of the general convention was made a member of both committees. The finance committee has compiled the following statistical report, and in accordance with a resolution of the convention, the facts are furnished to the School Weekly for the information of the members. Contributors to the pension fund are urged to give these statistics careful con¬ sideration. The information committee invites discussion and suggestions sug¬ gested by these facts as to what action should be taken, if any, in the near future as to changes that should be made in the law or the general working of the present plans adopted by the trustees of the fund. The School Weekly generously offers its columns for any communications that may be thought by the committee to be of general interest. Such suggestions may be sent to the undersigned, and they will be given careful consideration by the committee. John Ray, Chairman. Mary Barrow Olson, Secretary. STATEMENT OF COMMITTEE ON STATISTICS. To the Teachers of Chicago: The committee appointed by your delegate convention of last June to compile statistics relating to" the pension roll and pension fund herewith submits its report through the columns of the School W eekly. The statistics here presented are arranged under four heads: Table 1 contains the roll of pensioners complete to January 1, 1900, willy date of entry upon the roll, sum received each month, total amount received to Janu- TEACHERS1 PENSIONS AND ANNUITIES. 1479 ary 1, 1900, yearly assessments, and lastly, total amount contributed by each pen¬ sioner to the pension fund from the 1 per cent assessment on salary at retiring. Table 2 shows the number of pensioners on the roll since September, 189G, by months, and the amount paid out on pensions for each month since then up to January 1, 1900. Table 3 shows the annual collections or receipts from all sources for the benefit of the pension fund from January 1, 1896, to January 1, 1900, and also the yearly disbursements for pensions alone for the same period. Table 4 contains a carefully prepared estimate based on Wiggleworth's tables of expectancy of life at 40, 45, 50, 55, and 60 years, the calculation being based upon minimum ($40), maximum ($60), and average ($50) monthly payments to pensioners at the present time. This table shows the total amount that would be paid to each pensioner and the total amount that would be received from each pensioner on the basis of expectancy. Although great care has been used in compiling these statistics, the committee is aware that some inaccuracies will be found, but it is quite certain that in the main the tables are correct. A carefully prepared review of these tables is in course of preparation by the committee on information. This review will con¬ tain recommendations and suggestions for increasing and safeguarding the pension fund, and will in due time he published in the School Weekly. Auditor Custer and Secretary Legner state that additions of the five or six names to the pension roll at the last meeting of the pension board necessitated the selling of some securities in order to meet obligations now outstanding. Respectfully submitted. William H. Chamberlin, Chairman, ~ Mary Dareow Olson, John T. Ray, Committee on Statistics . [Table 1, containing names of beneficiaries, is here omitted,] Table 2. — Pension disbursements from 1896 to 1900 s by months. Date. N umber of members. Amount. September, 18S6 . . . . . . . 86 $1,133.57 1. 238. 82 1,227.18 1,147.51 1,485.65 1,485.65 1,485.65 1.526.07 1.526.07 1 . 526. 07 2,468.76 2. 609. 83 2.652. 79 2. 650. 35 2. 890. 84 2. 928. 84 2, 964. 49 3, 067. 97 3, 069. 97 3,089.97 8,517. 89 3, 703. 10 3, 714. C6 3,763.63 3. 819. 84 October, 1898 . . . . _ _ . . . . 86 November, 1896 __ . _ . - . _ . . . . . . 86 December, 1896 . . . . . . . . . . . . 85 J ami ary, 1897 . . . _ . . . . . 36 February, 1897 . . . . . . . . 36 March. 1897 . . . . . - . . . . 36 April, 1897 . . . _ . . . 36 Mav, 1897 . . . .. . 36 Jure, 1897. . . _ . . . 36 September, 1897 . . 41 October, 1 897 . _ . - . . . 44 N c vember, 1897 . . . . . - . 44 December 1897 . _ . . . 44 January, 1898 _ . . . . . . . . 50 February, 1898 _ . . . . . 50 March, 1898. . . . . . . . 53 April, 1898. . . . . - . . . . . 53 May, 1898 . . . . . . 53 June, 1898 . . . . . . . . . 53 September, 1898 . . . . . . 85 October, 1898 . . . . . . .. 89 N ovember, 1898 . . . . . . 89 December, 1898 . . . . . . 90 January, 1899 . . . . . . . . 91 February, 1899 . . . . . . . . . 91 3,821.80 3,817.10 March, 1899 . . . 91 April, 1899- . . . . . . . . . 95 3. 983. 05 May, 1899 . . . . . . 95 4.106.31 4. 249. 66 5.518.70 5.547.70 6, 733. 81 5.638.67 June, 1899 . . . . . . . 100 September, 1899 . . . . . . 124 October, 1889 . . . . . . . . . . 124 November, 1899 . . . . 124 December, 1899 . . . . 124 1480 EDUCATION EEPOET, 1898-99. Table 3. — Pension receipts and disbursements, by years. Year. Whence received. Receipts. Disburse¬ ments. 1896 From teaching force . . . - . 838, 5C>9. 28 40,553.52 45,558 39 81,752 08 1897 _ do . . . . . . . . 19.411 89 1893 1,899 . do . . . . 32. 703. 66 46, 289. 14 From all sources . . . . . . . . . . 53’ 984. 32 From other pay rolls, 1896-99 . 16, 733. 37 Total . . . . . . . . 195, >338. 88 92, 177. 11 103, 161. 77 On hand Jan. 1, 1900, approximately . . , . . Table 4. — Showing expectancy of life, after retirement at different ages {llWig- gleworth’s tables”), the sums that will be drawn by the annuitants before death on pensions of $400, $500, and*$600 per year. Also contributions to the fund and excess of annuity over the same on salaries of $800, $1,000, and $2,500 per year . Age at re tiro- Expect¬ ancy of Total amount drawn from fund during life on a pension of— Contributions dur¬ ing 20 years at 1 per cent of salary. Excess of annuity over con¬ tribution to fund on sala¬ ries of — 1118. men c. 8400. $500. $300. $800. $1,000. $2, 500. S800. $1,000. $2, 500. 40 23. 04 $10. 416 $13,020 $15, 634 $160 $200 $500 $10,256 $12, 820 $15, 124 45 23. 92 9, 588 11,960 14, 353 160 200 500 9, 408 11, 760 13,852 50 21. 13 8,461 10, 580 12, 096 160 200 500 8, 304 10, 380 12, 196 55 18.35 7,340 9.175 11,010 160 200 500 7,180 8.975 10, 510 60 15.43 6. 172 7, 715 9, 258 160 200 500 6, 013 7, 515 8, 753 Go 12. 43 4, 972 6, 215 7,458 160 200 500 4. 812 6, 015 6, 958 70 10. 03 4,024 5,030 6, 038 160 200 500 3, 864 4,830 5, 53Q RETIREMENT FUND IN SOUTH CAROLINA. By an act of the general assembly of South Carolina, approved on the 29th of January, 1898, the board of public school commissioners for the city of Charleston established “ The public school teachers’ retirement fund.” This fund is administered by a board of trustees composed of the chairman of the city board of school commissioners, two other commissioners chosen by the said board, the superintendent of the city public schools as ex-officio secretary and treasurer, .and a citizen to be elected by the teachers of the city public schools every four years. The fund consists of 10 per cent for ilie first five years and of 4 per cent ever thereafter of the gross income of the special school tax paid by the taxpayers of the city of Charleston. Every teacher in the public schools of the city of Charleston who is over the age of 65 years, and shall have taught in them for twenty-five years next pre¬ ceding the time of retirement, shall have the right voluntarily to retire from such service, and upon the certificate of the city board of school commissioners that he or she stands in need of maintenance shall become a beneficiary, and shall be entitled to an annuity for the remainder of his or her life. This annuity shall in no case exceed the sum of $250 in any one year. Every teacher in the public schools of the city of Charleston who shall have taught continuously therein for at least twenty years, and has become incapac¬ itated mentally or physically, may retire and become a beneficiary of the fund, provided that the annuity shall cease when such incapacity ceases. There is a local teachers’ benefit association whose object is to relieve sick teachers by the payment of 75 cents a day for ten school days, and 50 cents a day for the remaining ten days of a school month, should the sickness continue for that period. THE TEACHING FORCE IN ENGLAND AND WALES. 1481 THE PENSION LAW OF CINCINNATI, OHIO. From Cincinnati comes the report that the law, passed by the Ohio legislature some years ago, which enables the teachers to establish and maintain a pension fund, had to be seriously amended in order to prevent a depletion of the fund. Instead of I per cent of the salary, a teacher will now be taxed $3 for every month of the school year, or §20 per annum. No difference is made between teachers and principals. A teacher may retire from service and claim his pension after thirty years’ service, and he then draws a pension of §10 for every year he served; hence his pension will amount to §300 after thirty years, §400 after forty years, but no pension over §500 will be paid. In cases of disability before the thirtieth year of service is reached, a pension may be paid, but it can not be larger than $10 for every year of service. One paragraph of the amended law gives satisfaction to the teachers, namely, that hereafter no teacher can he dismissed arbitrarily by the superintendent, but his ca,se must be investigated by a committee of the city school board upon written complaint of the superintendent. THE TEACHING FORCE IN ENGLAND AND WALES. The London Schoolmaster, in its issue of May 5, 1900, analyzes the annual returns of the “ Education department*’ for 1899, and reveals some interesting facts from which the following, concerning the number, age, and qualification of the teaching force, as well as the amounts paid them, are gleaned. It says: “ This question (respecting the quality and quantity of teachers) represents an item of first-class importance; and no one who knows the lack of adequate financial sup¬ port under which the great bulk of the voluntary schools, and practically all the rural schools (both board and voluntary or church schools), suffer, will be sur¬ prised to learn that in very many cases the teaching staff is woefully insufficient and inefficient.” Elementary school teachers are of four classes: (1) Adults who have gone through all the grades of training and are classed as fully certificated. (2) Teachers who have been apprenticed as pupil teachers, hut have not com¬ pleted the course for the teacher’s certificate. These are styled ex-pupil teachers. (3) Young women over 18 years of age— technically known as <£ article 68’s” — who have no professional qualification whatever, except that, in the opinion of the inspector, they are presentable young persons and can give evidence that they have been successfully vaccinated. (4) Juvenile apprentices to the art of teaching, known as pupil teachers. Under any efficient system, of education, neither the “Article 68’s ” nor the pupil teachers would be looked upon as efficient members of the school staff. But it is too common an experience to find English schools — esiiecially voluntary schools and rural board schools — staffed almost entirely with these inefficient supernu¬ meraries. The whole teaching force (including these inefficient juveniles) in Eng¬ land and Wales at the present time (the report is for 1899) consists of 150,524 persons, distributed as Table A shows. Tables B, C, D, and E give further details in relative and absolute numbers, and the facts as related to Scotland are added. The report does not mention Ireland. The table “ Salaries of teachers ” has been made serviceable to American readers by stating the amounts in dollars and cents. 1482 EDUCATION REPORT, 1898-99. The teaching force in England and Wales. A.— NUMBER OF TEACHERS. Kind of teachers (for ex¬ planation see introduc¬ tory text). Men and boys. “Wo¬ men and girls. Total in 1899. rn Q f- ol in 1898. Total in 1897. Total in 1896. Total in 1895. Total in 1894. Total in 1893. Certificated . . . 24. 253 4, 72s 37, 832 25, 508 10, 717 33,074 62,085 30, 233 16,717 41,489 59. 784 26, 736 15, 136 42,389 58, 814 25,206 14, 155 43, Oil 56.712 25,393 12,838 43, 800 52,941 27, 961 11 i 678 41.143 59,689 26. 067 10,196 39, 594 49.340 25. 123 8, 534 Ex-nupil teachers. . “Article 68’s ” . . Pupil teachers and eandi- 8. 415 Total . 37,393 113,131 150,524 144, 135 141, 749 138, 743 133,723 126,546 121,871 B.— SEX OF TEACHERS. Y ear. Men and boys. Per cent. W omen and girls. Per cent. 1899 . . . . . . 37, 393 24.8 113, 131 75.2 1898 . - . 36.444 25.2 107, 687 74.8 1897 . . . . . 36, 2U 25. 5 105, 538 74.5 1896 . . . 35. 939 25. 9 102, 804 74.1 1895 . . 35. 095 26.2 98,628 73.8 1891 . . 33, 860 26.8 92, 6S6 73.2 1393 . . 33; 456 27.1 88,415 72.9 C.— PROPORTION OF ADULTS TO JUVENILES. Year. Adults. Juveniles. Number. Per cent. Number. Per cent. 1899 . 109, 035 101.746 72.4 41,489 42, 389 27.6 1893 . 70.5 29.2 1897 . . . 1896 . . . . . . 9S; 175 94. 948 69.2 68.4 43574 43, 800 30.8 31,6 1895 . . . 92, 580 69.2 41. 143 30. 8 189) . . . 8C< 952 68. 7 39; 594 38,874 31.3 1893 . . . . . 82, 997 68. L 31.9 D.— PROPORTION OF QUALIFIED TO UNQUALIFIED TEACHERS. Y’ear. Certifi¬ cated teach¬ ers. Per cent. Uncer- ti floated adults. Per cent. Appren¬ tices. Per cent. 1S99 . 62, 085 41.2 46, 950 41,872 3L2 41,489 42,389 43, 574 43, 800 41, 143 39, 594 38,874 27.6 1898 . 59,874 58. 814 41.5 29.1 29. 2 1897 . 41.5 39, 361 38.231 27 7 30.8 1896 . . 56. 712 4Q.8 27 5 31.7 1895 . . . 52, 941 39.6 39.-639 29.6 30.8 1394 . 50, 689 49,340 48, 772 40.0 86,263 28.7 31.3 1893 . . . 40. 5 33, 657 30, 509 cyy a 31.9 1892 . 41.6 26.0 37,874 32.4 E.— QUALITY OF TEACHERS EMPLOYED IN VARIOUS CLASSES OF SCHOOLS. Class of schools in 1899. Certifi¬ cated adults. Ex-pupil teachers. Article 68 ’s. Pupil teachers. Schools of Church of England . Per cent. 37 Per cent. 21 Per cent. 17 Per cent. 25 Wesleyan schools . . 30 24 10 36 Roman Catholic schools . 3i 22 19 25 British schools . 36 22 12 30 Board schools . . . . . 47 19 5 29 Scotland . . . . „ . . 56 12 32 London board schools . . . 81 4 0 15 THE TEACHING- FORCE IN ENGLAND AKD WALES. 1483 THE FACTS IN SCOTLAND IN 1S93. In 1898 Scotland had 17,836 teachers — 9,975 certificated adults, or 56 per cent; 2,193 un certificated adults, or 12 per cent, and 5,668 juveniles, or 32 per cent. W ith regard to sex they were divided into 5,435 men or hoys (30 per cent) and 12,401 women or girls (70 per cent). Divided into adults and juveniles we get: Adults, 12,168, or 68 per cent, and juveniles 5,668, or 32 per cent. GENERAL REMARKS. The foregoing analysis of the composition of the teaching force illustrates in the first place the extent to which women are dispossessing men in the work of teaching. To-day in England and W ales, as will he seen by consulting the tables, roughly speaking, three-fourths of the teachers are women and girls. In the year 1851 70 per cent of the teaching force were men and boys and 30 per cent women and girls. In 1870 the proportions of the sexes were just about equal, and now they are 24.8 per cent men and boys and 75.2 per cent women and girls. Another consideration is the rapid increase in the number of unqualified adult teachers, known as “Article 68’s.” In ten years the number of these teachers engaged has risen from 5,210 to 16,717. (See explanatory remarks in the introduction.) F.— AVERAGE SALARIES OF TEACHERS IN ENGLAND AND WALES, Class of schools. Men. W ornen. Principals. Class teachers. Total. Principals. Class teachers. Total. Average salaries. Number provided with house and rent free. Average salaries. Total aver¬ age. Average salaries. Number provided with house and rent free. Average salaries. Total aver¬ age. Schools connected with National So- ciety or Church of England . $647-75 4, 452 $407. 45 $561. 68 $405. 20 3, 453 $289. 00 $370.02 Wesleyan schools _ 913. 64 48 444, 93 669. 54 473. 83 1 307. 41 386. 95 Roman Catholic schools . 633. 85 26 425.10 561.54 371.33 263 286.64 341.83 British and other 140 317. 14 384. 03 schools . 779. 55 238 483. 39 670. 75 437. 29 Board schools . 853.30 1,548 537. 45 645. 43 600. 70 465 416. 72 471. 16 Total in— F 1899 . 723. 85 6.808 512. 31 628. 37 470. 81 4, 328 381.25 423. 33 1898 . . 710. 70 8,000 505. 56 . 621.22 458. 75 4,354 374. 18 415. 27 1897 . . 701 . 50 5. 973 495. 85 613.72 449.06 4, 439 36 '6. 43 407. 43 1898 . 399.00 5,967 486. 87 610. 95 444.39 4,573 a59. 81 403. 14 1895 . . 689.20 6.022 488. 25 611.64 437. 93 4. 563 356. 75 405. 81 1894 . 684. 95 5,994 485. 75 611. 83 430. 18 4:603 361. 54 400. S3 1893 . . . 676.97 6.017 484. 04 603. 79 422. 58 4,653 358.13 396. GO 1892 . 671. 41 5,934 472.43 603. 08 417. 00 4,738 348. 84 338. 31 1891 . . . 663.20 5,954 458.45 598. 31 414. 12 4, 736 336. 18 383. 00 1890 . . 670.62 5,332 449.29 599. 60 414.35 4,501 330.43 380.10 1-184 EDUCATION REPOET, 1898-99. G.— NUMBER OF TEACHERS AT SPECIFIED AMOUNTS. Principals or head teachers: Men. Class of schools. Under $250. From $259 to |500. From §500 to $750. From §750 to $1,000. From $1,000 to $1,250. From $1,250 to §1,500. From $1,500 to $2,000. From $2,000 to $2,500. $2,500 and over. Total num¬ ber. Church schools _ 8 1,896 3, 514 135 1, 294 123 302 102 20 2 7,204 424 Wesleyan schools. 88 33 18 1 2 Roman Catholic schools . . 55 143 61 5 264 British schools — 3 188 309 211 90 33 17 5 2 807 Board schools . 3 770 1, 424 854 €88 352 373 17 O 6 4, 470 Total in 1309. 11 2, 893 5,525 2,543 1,211 519 434 25 6 13, 109 Principals or head teachers: Women. Class of schools. Under ui or; From From From From From From From $1,000 to $1,500. $l,f;G9 Total si 25 to 8250 to $875 to $500 to $025 to $750 to and num- $250. §375. $500. $025. $750. $1,000. over. her. Church schools .... 2 183 3,914 74 3, 063 100 1,292 58 379 102 14 8,949 284 Wesleyan schools Roman Catholic 3 28 13 o schools . . . 11 790 G04 74 11 Q 1,492 British schools _ 14 9-;, 7 298 118 41 23 7 i ' 759 Board schools _ 40 1,006 1,482 1,147 754 760 645 15 5,849 Total in 1893. 9 251 6,041 5, 553 2, 689 1,213 900 668 10 17,333 Regular class teachers: Men. Class of schools. Under $250. From §250 to §500. From $500 to $750. From $750 to §1,000. From $1,000 to $1,250. From $1,250 to $1,500. From $1,500 to $2,000. From $2,OCO to $2,500. Total num¬ ber. fTiiTcrh schools _ _ 12 1, 450 138 180 7 1,629 174 Wesleyan schools . Roman Catholic sc 37 1 bools .. 3 114 17 184 British schools _ 3 210 84 19 6 1 1 384 Board schools . _ _ . 14 8,834 3,058 1,253 7 8, 164 Total in 1899 32 5, 80-1 3,354 1,280 13 1 1 10, 485 Class of schools. Regular class teachers: Women. Under $125. From §125 to $250. F rom $2 50 to $375. From $375 to $500. From $500 to $025. From $625 to $700. From $700 to $1,000. From $1,000 to $1,500. Total num¬ ber. Church schools _ ... 25 675 2,899 270 15 1 3,885 Wesleyan schools 24 '235 49 f> 310 Roman Catholic schools .. O 99 668 20 3 733 Rri t.i sh snh ool s _ 53 439 93 17 o 1 605 Board schools . . . o O 442 5,088 4, 612 2, 773 1,032 10 1 13,959 Total in 1899 . . 30 1,293 9,327 5,050 o 7“H co 1,035 10 2 19,557 FOREIGN STUDENTS IN GERMANY. 1485 FOREIGN STUDENTS IN GERMAN UNIVERSITIES. During the summer semester of 1899 there were 2,284 foreigners matriculated in German universities. This number does not include about 2,000 foreign “hearers” who could not be matriculated, owing to their want of the preparation prescribed by law; nor does the number include the foreign students of polytech- nica, art academies, music conservatories, agricultural, forestry, and mining acad¬ emies. The Annual Report of this Bureau for 1896 gives a summary of foreign students in polytechnics, agricultural, forestry, and mining academies which shows a total of 1 ,276. If the art and music students were added, the total would rise to 2,000. The following figures have reference to foreign university students only. Of the 2,234 students, 56-3 studied philosophy, philology, and history; 480 studied mathematics and natural science; 477 studied medicine; 289, law; 284, agriculture, forestry, and political economy; 150, theology, and 31, dentistry, making a total of 2,414, which indicates that some— 130— study in two faculties. The *• hearers” (nonmatriculated students) have all the j>rivileges of regular students, such as attendance at lectures and exercises, use of library, laboratories, and other agencies if they pay the prescribed fees; but not being matriculated, their names are not kept on the rolls, nor can they acquire degrees or compete in state examinations, the successful passing of which opens up a career in the service of the State, which is coveted by native Germans and is granted almost exclusively to them. Foreign students came from nearly all the civilized countries. From Russia 594, Austria-Hungary 467, Switzerland 289, England 159, Bulgaria 69, the Nether¬ lands 50, France 41, Servia 39, Italy 37, Turkey 33, Roumania 32, Sweden and Nor¬ way 31, Luxemburg 24, Greece 23, Belgium 19, Denmark 3, Montenegro 3, Spain 3; total from Europe, 1,857. From Asia, chiefly from Japan, came 101; from Africa 21, from Australia 5, and from America 300. The report fails to specify from what part of America the last mentioned came. The following numbers will show which universities are preferred by foreign¬ ers: Berlin had 655 foreign students, Leipzig 322, Heidelberg 205, Munich 196, Halle 138, Freiburg 96, Gottingen 93, Strassburg 75, Jena 71, Marburg 66, Wurzburg 59, Bonn 50, Konigsburg 49, Tubingen 48, Breslau 40, Giessen 35, Erlangen 33, Greifs- wald 22, Kiel 22', Rostock 7, and Munster 2. WOMEN STUDENTS IN PRUSSIAN UNIVERSITIES. As will be seen from the following tables, statistics of all the 22 German uni¬ versities are not offered, but only of the 10 Prussian universities. The Leipzig Tagehlatt (No. 349, July 12, 1899) makes the compilation, chiefly because the Prussian Government has been opposed to the admission of women students. It still debars them from matriculation and only allows them to enter as “ hearers.” The difference between matriculated students and hearers is explained in the preced¬ ing article. The following tables speak for themselves. They give the number of women students, their nationality, age, religion, their marital relations, the occu¬ pation of their fathers, their purposes of study, and the branches they select. 1486 EDUCATION REPORT, 1898-99. 1. — Number of women students in Prussian universities. Prussian universities. Winter of 1895-96. Summer of 1896. Winter of 1896-97. Summer of 1897. Winter of 1897-98. Summer of 1SS8. Winter of 1S98-99. Berlin . . . . . . . 66 40 95 116 188 109 238 Bonn . 16 14 19 18 29 Breslau . . . . n 15 35 28 33 21 32 Gottingen . j _ 32 40 40 35 42 22 26 Greifswald . 6 8 5 1 8 7 17 Hade . 2 2 10 6 14 6 15 Kiel _ _ _ _ _ _ __ 22 10 22 21 17 Kon ! e'sbe.r-p1 11 13 17 33 Marburg _ _ _ _ 9 8 27 10 Munster .. . . _ . . Total . . . . 117 105 223 230 347 303 414 The total number of women studying in other German universities is 230. 2. — Nationality of women students in Prussian universities. Countries. Winter of 1S95-96. Summer of 1896. Winter of 1896-97. Summer of 1897. Winter of 1897-98. Summer of 1898. Winter of 1898-89. G erm an v _ _ 52 59 134 161 231 224 276 Pen m a Kir . . 4 2 2 Great, Britain _ _ 4 7 3 4 9 3 8 4 France .. _ _ 2 3 3 3 2 Netherlands _ _ _ 1 Italy _ _ 1 A ustrin.-T-Tune'ai’y _ _ 1 i 1 3 5 6 3 Russia _ _ 1 ° 6 23 16 42 36 59 Sweden an rl Norway _ _ 1 4 1 3 Switzerland _ _ 2 1 4 1 2 "Ron mania and Bulgaria _ 1 1 1 1 3 America (chiefly" United States) _ _ 47 28 53 35 49 31 50 A friea .. ... _ _ 2 Australia, _ _ _ _ l 1 3 Total . . 117 105 223 230 347 803 414 3. — Age of women students in Prussian universities. Age. Winter of 1895-98. Summer of 1896. Winter of 1896-97. Summer Winter of 1897-88. Summer of 1898. Winter of 1888-99. of 1897. Under 20 years . . 18 2 29 14 20 7 24 Between 20 and 80 years . 40 45 97 96 157 172 250 Over 30 years . . 59 58 97 120 170 129 142 Total . 117 105 223 230 347 30S 414 4. — Religion of women students in Prussian universities. Religious denomination. Winter of 1S95-96. Summer of 1898. Winter of 1896-97. Summer of 1897. W inter of 1897-98. Summer of 1898. Winter. of 1898-99. Protestants (Evangelical Lutheran or Reformed) a.. Other Protestants (Chris- 45 84 151 169 245 217 231 tian Brothers, Baptists, Methodists, Presbyterians, 15 20 Armenians, Unitarians) b.. 6 9 13 14 17 Roman Catholics . . 1 6 9 10 10 11 Hebrews.. . 7 11 29 2 71 64 88 Others . 3 1 3 1 Total... . 59 104 201 195 348 307 410 a Denominations recognized by the State. b Denominations not so recognized. WOMEN STUDENTS IN PRUSSIAN UNIVERSITIES. 1487 5. — Marital relations of women students in Prussian universities . Winter of 1595-96. Summer of 1896. Winter of 1896-97. Summer of 1897. Winter of 1897-98. Summer of 1898. Winter of 1898-99. Unmarried . 103 97 186 206 299 269 374 Married . . . . . 13 5 23 20 40 34- 36 Widowed . . . 1 2 3 3 8 5 4 Divorced . . . . . 1 1 1 Total . 117 105 213 230 347 303 414 6. — Occupation of fathers of women students. Summer of 1893. Winter of 1896-97. Summer of 1897. Winter of 1897-98. Summer of 1598. Winter of 1898-99. Learned professions . . 33 77 77 124 122 185 Army officers . 5 12 14 16 15 17 A rtists . . . . . . 2 1 2 2 2 Teachers . 2 3 4 7 4 14 Civil officers . 9 16 18 23 20 25 Farmers . 13 21 18 23 13 24 Manufacturers . . . 5 11 13 15 12 16 Merchants and bankers . 23 56 61 94 90 144 Others (including artisans).. 4 5 7 . 14 11 16 Without occupation. . . 6 13 13 15 10 14 Total . 105 205 223 832 303 407 7. — Branches studied by women in Prussian universities . Studies. Theology Law _ Medicine. Dentistry.. . . . Philosophy (ethics, logic, etc) Philology (archaeology) . Modern philology (literature) Classical philology (litera¬ ture).. .7.. . Pedagogy . History . Geography . Mathematics . . . . Natural sciences (physics, chemistry, botany, zool¬ ogy, mineralogy, astron¬ omy) . . Political economy _ Art and history of art Total a Winter of 1895-96. Summer of 1896. Winter of 1898-97. Summer of 1897. Winter of 1897-98. Summer of 1898. Winter of 1898-99. 1 3 6 6 5 9 2 1 Q 3 5 6 2 2 8 13 11 15 18 2 1 1 3 22 15 35 46 93 69 100 13 15 39 45 60 48 55 46 53 94 94 125 107 146 3 5 6 6 ! 9 6 3 1 12 6 { 22 14 35 39 66 58 71 2 2 3 L 1 3 12 9 6 8 5 11 9 15 10 11 20 22 39 35 45 10 7 11 15 42 20 23 21 18 40 32 44 54 66 165 150 315 326 515 433 480 a The differences between these totals and preceding ones are caused by duplication ; some study several of the branches mentioned. 8.> — Purposes of women students in attending Prussian universities. Purposes stated. Summer Winter of Summer Winter of Summer Winter of of 1896. 1896-87. of 1897. 1897-98. of 1898. 1S98-99. Study (either general or of a particular branch) . 64 161 135 246 219 303 Preparation for teacher’s or principal’s examinations... Admission to professional 31 37 84 79 58 64 examinations . 4 10 5 13 21 Preparation for academic degrees . 6 5 9 14 18 26 Preparation for admission to university . 2 O Total . 105 213 230 347 308 414 1488 EDUCATION REPORT, 1898-99. CAUSES OF MORTALITY AMONG TEACHERS. Concerning the causes of mortality among teachers, some interesting data are published by the Deutsche Lehrerzeitung, in Leipzig, from which the following information is taken and published here with a view to inciting similar investiga¬ tions in this country. The facts given concerning teachers refer to German teach¬ ers only. In all probability the corresponding figures for the United States will vary from those found in Germany, the teachers there being mostly men, while here, at least in the cities, they are almost exclusively women. The profession of a person has as much influence upon the duration of life as his pecuniary circumstances. Certain occupations and professions are considered inimical to life, as, for instance, those of hotel keepers and hotel servants, glass blowers, musicians, and medical practitioners. Others seem to be favored with long life, notably those of clergymen and independent farmers. Dr. Richardson, in his English statistics of mortality, states that among each 1,000 Protestant clergymen in the vigorous age between 25 and 45 years, during 1890-1892, the number dying was a A '70 of farmers the average per 1,000 was 5.64; of medical practitioners, 10.24; of musicians, 12.88; of glass blowers, 14.11; of hotel keepers, 18.81. Dr. Richardson calculated the mortality of 70 occupations or professions, and found that the printers occupy the third highest place in the list of mortality. Taking the average mortality of all the 70 occupations as 100 per cent, the printers average 117 per cent. Almost 00 per cent of the printers and compositors die of consumption at the comparatively early age of 85. Generally speaking, the mortality of elementary school-teachers is not very low, but neither is it very high. Taking the average mortality of well- situated strata of the population (civil officers, for instance) as 100 per cent during the vigorous years from 21 to 45, the two German physicians, Karup and Gollmer, calculate the mortality of university professors to be 84.8 per cent; that of Protestant clergy¬ men, 70.2 per cent; that of teachers of preparatory or high schools, 71.4 per cent; that of elementary teachers, 84,6 per cent; that of medical men, 125.9 per cent. Very different proportions are found if the causes of death are considered. Cer¬ tain diseases are found among teachers oftener than among persons engaged in other occupations, notably consumption, chronic lung catarrh, and acute diseases of the respiratory organs, such as inflammation of the lungs and pneumonia and bronchitis. To a large extent they may be considered professional diseases of teachers and speakers. Rural teachers, especially, die young. While generally the mortality in cities is somewhat greater than in the country, the numerous inconveniences and the accumulated troubles to which rural teachers are subjected — such as poor dwell¬ ings, much school dust, defective warming and ventilation in schoolrooms, over¬ crowded classes, ungraded schools, small salaries, long hours, additional service in church as organists and choir leaders which necessitates outdoor walking in all kinds of weather, and, above all, the greater responsibility — cause a greater mortality among rural teachers in Central Europe. Taking as a standard measure the mortality from each disease of tolerably well- situated civil officers— of administration and justice, for instance — and of similar social strata, and calling this the normal rate for such disease, or 100 per cent, we find the mortality of elementary teachers during the years of vigor (from 46 to 80) to be 110.7 per cent caused by tuberculosis, 108.2 per cent caused by chronic lung catarrh, and 129.4 per cent caused by constitutional diseases, such as disorders of the digestive and kindred organs. These figures show that the normal mortality is far surpassed by that of teachers in every case. The last-named cause is found singularly often among city teachers during the age of 25 to 60 years, as is seen from the following figures: Taking the same normal standard mentioned before, A NEW HISTORY OF EDUCATION. 1489 we find that Protestant clergymen do not reach it, only 67.5 per cent dying from that cause, but 111.3 per cent of rural teachers and 130.2 per cent of city teachers. During old age that difference becomes still more pronounced — rural teachers 97. 6 per cent, city teachers 139 per cent. This high percentage of mortality is, however, chiefly found in South Germany, where 142.8 per cent of city teachers die of kidney and liver troubles or disturbances of the digestive organs. Also, with regard to diseases of the organs of circulation and fatal accidents, the teachers of southern States show a higher percentage, to wit, north, 69.9 per cent and 88.1 per cent, respectively; south, 105.7 per cent and 110.2 per cent. This is not strange, if the fact be considered that the general mortality in south¬ ern is greater than in northern Germany; local circumstances, the mode of living, and especially injurious dietary habits may be the causes. Plow destructive the so-called professional diseases are to teachers may be seen from the list prepared by the two physicians before mentioned, Drs. Karup and Gollmer, after investigations and inquiries made during a number of years. The first established a normal rate of mortality as a standard measure, and then ranged the following groups as follows: 1. Death caused by lung con¬ sumption. 2. Death caused by chronic lung catarrh and em¬ physema. 3. Death caused by other diseases of the respiratory organs. Age, 26- 60 years. Age, 61- 90 years. Age, 26- GO years. Age, 61- 90 years. Age, 26- GO years. Age, 61- 90 years. Protestant clergymen . Secondary-school teachers.- . Elementary city teachers. . Elementary rural teachers . . Per cent. 41.2 66. 3 90.2 101.4 Per cent. 57.6 70.4 81.2 113.9 Per cent. 61.6 82.2 85.0 117. 1 Per cent. 64.1 73.9 93. 1 112.9 Per cent. G1.3 65.4 84.7 102.6 Per cent. 74.2 72.9 87.6 105. 8 However, if all the causes of death are considered without distinction, except as to the period of calculation and age at time of decease, the mortality of teachers can not be said to be very high. The average figures during the age of 26 to GO years,1 compared with the normal mortality during the same year, are as follows: University professors, 56.7 per cent; Protestant clergymen (counted among the teachers because they teach religion in secondary schools) , 73.6 per cent; elementary teachers in cities, 75.8 per cent; teachers in secondary schools, 77.4 per cent; ele¬ mentary teachers in rural districts, 84.5 per cent; Catholic clergymen, 103.6 per cent; practicing physicians, 116.2 per cent. Dr. Sigel, a physician of the health office in Leipzig, examined in October, 1S95, all the teachers of that city, and found 42.8 per cent of them suffering from nerv¬ ousness, chronic catarrh of the throat, lung trouble, and oth^r so-called profes¬ sional diseases. A NEW HISTORY OF EDUCATION. Among the methods of presenting the history of education there are two distinct, if not antagonistic ones; the one deals exclusively, or chiefly, with the theories and plans of reform which in the course of centuries have been advanced by philoso¬ phers, and in turn have agitated the educational world. This mode of presenting and studying the history of education is not unprofitable, but it is not, properly speaking, the history so much as it is the theories of education such books present. The other method i3 the one which exclusively deals with facts gleaned from 1 These limits are taken because the twenty- fifth year of age is usually the year in which Ger¬ man teachers get their definite appointment, and the sixtieth year the one in which they may he retired on a pension. ed 99 — vol ii - 94 1490 EDUCATION REPORT, 1898-99. documentary sources, from governmental decrees, and from school programmes and chronicles, and thus presents, or attempts to present, actual conditions. It is t; Quellenstudium,” study of original sources, which is emphasized by modern scholars generally. It is the method advocated in riarticular by modern historians, and is in accordance with the methods applied in teaching and studying natural history and science. This mode of procedure — the study of historical sources — has taken hold of educational as it has of theological students. Prof. Stephan Waetzoldt (see Annual Report of 1S94-95, page 460) says: The science of education has only recently begun to sever itself from speculative theories and turn toward historic development of the momenta that constitute it. There is still too much system and theoretical speculation and construction, while unbiased observation and fixation of facts are not as frequently found as desirable. Rarely are the forms of the education of a certain era, or of a country, viewed in connection with the entire development of the people. Comparative pedagogy is still in its infancy. The questions: How does a nation, an era, a societj7 arrive at a particular form of education? and Why is it a historically necessary result? present themselves to the student. He who has accustomed himself to understand historically that which exists in the education of a nation, and compares it with the work and the results of other nations upon similar lines, will not be apt to believe in the possibility or utility of direct copies and adaptations; he will try to understand and explain, but will refrain from copying, for in the end every nation finds that which is best adapted to its needs, and it finds it in its own way. This method of comparative study of education has been employed by Dr. Karl Schmidt in his famous work of four volumes, which for thoroughness and philo¬ sophic insight is not surpassed by any other on the history of education. But this work is not a presentation of original sources, however sound maybe its foundation. Recently another German work has made its appearance following independ¬ ently a line of research in documentary sources, and thus commending itself to the student. It i;i a work bearing a Latin name — Monumenta Germanice Pcecla gogica. Nineteen volumes have appeared up to April, 1900. Its object is to intro¬ duce the reader directly to the original historical sources. A statement of its contents will show what it offers. Volumes I and VIII present the Brunswick governmental school regulations and decrees, which are the first important authorr tative orders given for the establishment and regulation of schools by Protestant princes, and are, therefore, of paramount interest in showing how the schools’ during the Reformation, began to be severed from the church and how they became state institutions. Volumes II, V, IX, and XVI present the original li Ratio Studiorum ” prescribed for the schools of the Jesuits. In view of the fact that for more than a hundred years the schools- of that religious order in Europe were the best seats of learning below the universities, this publication is very welcome. It gives an insight into documents not easily available. Volume III contains the. li story of mathematical instruction in Germany during the Middle Ages. Vol nine IV contains the German catechisms of the Bohemian and Moravian Brethren. Volumes VI and VIII contain the regulations and orders of the Saxon schools in Siebenburgen (in Hungary). Volume VII presents a biography based on docu¬ mentary evidences of Luther’s friend, the reformer Philip Melanchthon, whom cotemporary historians called Preceptor Germanise. Volume XII contains the Doctrinale of Alexander de Villa Dei. Volume XIV contains the history of edu¬ cation in Bavaria, and Volume XIX that of the Bavarian Palatinate. Volumes X, XI, XV, XVII, and XVIII give an account of the history of military education during the last centuries. This last wrork reaches up to the year 1896, and is there* fore quite complete. Further volumes will appear in time, since the publication of this valuable undertaking has been secured by a subsidy from the imperial exchequer by a vote of the Reichstag, likewise by substantial aid promised by the Prussian Department of Public Education and learned societies, as well as the National Teachers’ Association. It is to be regretted that the publication pro¬ ceeds rather slowly — about two volumes a year — but in the interest of thorough scholarship this may, perhaps, be best. CHAPTER XXXVI CITY SCHOOL SYSTEMS. Regent Laws Relating to City School Boards. In the Report of this Office for 1895-96 was a chapter (Chapter I, p. 3) describing typical laws relating to city school systems as they were then organized. Tho four years since that paper was written have been preeminently a period of change and experiment. The variations from the normal type then described have been so radical, so numerous, and of such importance that it would be diffi¬ cult now to say just what the normal type is. The cities in which the changes have been made that have excited the most attention and aroused the most dis¬ cussion are San Francisco, Cal.; Washington, D. C.; Atlanta, Ga.; Indianapolis, Ind.; Baltimore, Md.; St. Louis, Mo.; Yew York, 1ST, Y. ; Rochester, Y. Y. ; Toledo, Ohio, and Milwaukee, Wis. In three other large cities — namely, Chicago, Ill.; Boston, Mass., and Detroit,- Mich. — laws along lines similar to those of the cities named have heen urgently advocated, but none of them have yet been passed. The board of education has been preserved in all the new laws, hut in the num¬ ber of members, manner of appointment, and duties and powers marked changes have been made. The principle which formerly prevailed universally, that service on the board was an honor to which no pay should be attached, has not been observed in two of the new laws, and paid boards are now advocated very fre¬ quently elsewhere. The San Francisco hoard as it is now constituted represents probably the widest departure from traditional policy, for there the board of only four men devote their entire time to the duties of the office and receive each $3,000 a year. Yot more than two of its members may be of the same political party. The superintendent, an officer elected by the people, is ex officio a member of the board, but without the right to vote. An elected superintendent is not a new thing in San Francisco, but a paid school board is. That has been a common plan of organizing police and fire boards, but it is a novelty as applied to schools. It is an experiment, to be sure, but the former law did not give satisfaction, and the San Francisco people appear to feel that whatever the outcome, it could be no worse than the condition of affairs under the old regime. In W ashington the new board is to be paid, though the salary was avowedly attached to insure attendance at meetings and to secure more attention to school business. It is not sufficient to pay for all the time of the members, nor is it intended to. In the selection of members of the board the greatest innovation is developed in the Milwaukee law, which provides for the appointment by the mayor of a bi¬ partisan commission, who shall appoint the members of the hoard of school direct- 1491 1-192 EDUCATION REPORT, 1898-99. ors. The question of “responsibility to the people ” is frequently discussed in con¬ nection with the selection of public officers, many holding that officials should be chosen directly by, and be responsible to, the people. Others oppose this because of the supposed demoralizing effects of elections and of the constant pandering to popular caprice that are said to result. The Milwaukee device removes the schools further from “the people” than any which has preceded it. The people elect the mayor, the mayor appoints the commission, the commission appoint the board, the board elect the superintendent, the superintendent, in practice, selects the princi¬ pals, the principals select the teachers, 1 and the teachers teach the schools. Truly the school system has kept pace with the industrial world in the introduction of machinery; what a difference is this from the primitive plan by which the people in district meeting elected a teacher, and all was done! The Indianapolis law shows a peculiar feature in subjecting certain acts of the school board to the veto of a subordinate officer, one of its own appointees, namely, the business director. The idea is plainly copied from the Cleveland system, but the important difference is that in the latter city the director is coordinate with tho legislative body and not dependent upon it for his position. It is not to be expected of human nature that an official will oppose to the point of antagonism the power that made him; yet that would naturally follow the independent use of the veto. In this case the right of veto does not give the director any real power except to necessitate the reconsideration of a measure of which he disapproves, for no greater vote is required to pass a resolution after the disapproval than before; the three votes necessary make a majority simply, there being but five members. It would seem, therefore, that the provision is intended merely to insure careful consideration of questions involving expenditure, but it is a remark¬ able one nevertheless. The New York law was designed to make as little change as possible in the existing local conditions in the several boroughs at the time of their consolidation into the greater city. New boards were brought into being for the smaller boroughs of Queens and Richmond, but the composition of the boards of the old city of New York and of the city of Brooklyn was absolutely unchanged when they became respectively the boroughs of Manhattan and the Bronx and the borough of Brooklyn. The supervision of the schools remains just as before, the title of the superintendents being changed to borough superintendents. The duties of the present city superintendent are mainly advisory, and he has no right to interfere in the actual conduct of any school in the city. The city board of education is charged with the apportionment of certain funds to the several boroughs, the purchase of sites and erection and repair of buildings, the purchase of school sup¬ plies, and, through its board of examiners,2 the examination and certification of teachers. The actual management of the schools remains with the local school boards. This system of divided responsibility has not proved satisfactory, and a commission is already at work to revise the city charter in this as in other respects. It is expected that greater centralization of authority will be the outcome. Indeed, this vTas probably foreseen by the original framers of the charter, but it was felt at the time that wise policy demanded that as much as possible of local control should remain until the people became accustomed to the larger unit of govern¬ ment. Important changes, though not affecting the plan of organization, have already been made in the charter as it originally stood. The ‘ ‘Ahearn law, ” passed in 1899, prescribing the minimum salaries of certain teachers, was published in full in the last Education Rei3ort.3 The “ Davis law,” passed at the last session of 1 Fortieth Annual Report of the School Board of Milwaukee, 1898-99, p. 24. 2 The board of examiners consists of the city superintendent and four examiners nominated by him and appointed by the board of education. 3 Report of the Commissioner of Education for 1897-98, vol. 2, p. 2342. CITY SCHOOL SYSTEMS. 1493 the legislature (1900), still further regulates teachers* salaries and prescribes a minimum amount to be appropr atsd for salaries of the supervising and teaching staff — namely, 4 mills on the dollar of taxable property of the city. The new laws for Atlanta and Washington were prompted more by the needs of a definite law of some kind than by defects of previous laws, for practically there were no previous laws. The Atlanta board of education was a mere creature of the city council, without any status whatever in the eyes of the State law. It might have been abolished at any time without warning by the city council. In Washington the laws have been for years fragmentary and chaotic, so that no one of the officials knew definitely what authority he had or did not have. The most conspicious feature that strikes one as common to all the recent laws is the reduction in the size of the boards. This is in accordance with prevailing sentiment. The San Francisco board is the smallest yet organized, and was reduced to 4 from 12. The Baltimore board was cut down from 22 to 9, St. Louis from 21 to 12, Indianapolis from 11 to 5, Milwaukee from 3G to 21, Atlanta from 14 to 7, etc. The tendency, strongly marked, is to divorce legislative functions from the executive, retaining the former in the board and confiding the latter to paid experts. The tendency is equally apparent to separate business affairs from mat¬ ters which relate to instruction, assigning the one to a business director, and the other to the superintendent of instruction. These distinctions are well developed in the Toledo law, which has been frequently extolled as one of the best yet drawn, but they are just as strongly marked in other laws. The superintendent enjoys greater powers in most of the new laws in the appointment of teachers, in the preparation of the course of study, and in the selection of text-books. The choice of teachers from those on the eligible list is given to him absolutely in Indianapolis; and in Baltimore, St. Louis, Rochester, and Toledo the superintendent makes appointments subject to the confirmation of the board. In Milwaukee the superintendent is a member of tlie committee to make such appointments, and it is stated that in practice the choice really rests with him and the principal of the school in which a vacancy occurs.1 In Boston, though the bill proposed recently for a reorganization of the board failed to become a law, a number of changes have been made in the powers of the superin¬ tendent by rule of the board itself in the line of the new laws applying to other cities. As a rule, the Western statutes are very minute in their provisions, and are in striking contrast in this respect to some of the Eastern enactments. The Milwau¬ kee law contains 21 sections, and that of Indianapolis 34. On the other hand, the charter of the new board of education at TVashington contains but four paragraphs, as follows: • PUBLIC SCHOOLS. The Commissioners of the District of Columbia are hereby authorized to appoint seven persons, bona fide residents and taxpayers of the District of Columbia, and who have been such for five years immediately preceding their appointment, who shall constitute a board of education and whose term of office shall be seven years, except that the terms of the persons first appointed shall terminate as follows: One each year, to be determined by lot among the seven members of the board first appointed. The compensation of members of the hoard shall be $10 each for personal attendance at each meeting, but shall not exceed for am' member $500 per annum. The board shall have complete jurisdiction over all administrative matters connected with the public schools of the District of Columbia, except that all expenditures of public funds for such school purposes shall be made and accounted for as now provided by law under the direction and control of the Com¬ missioners of the District of Columbia. The board shall make all needful rules and regulations which may be proper for the government and control of said 1 Thirty-ninth Annual Report of the School Board of Milwaukee, 1S97-9S, p. 29. 1494 EDUCATION EEPOET, 1898=99. schools, and shall make annual report to the Commissioners of the District of Columbia, who shall transmit the same to Congress, of the condition and opera¬ tions of said schools and the sanitary and structural condition of all buildings in use, as well as those in course of construction, with recommendations as respects needed changes. The board shall have power to appoint one superintendent for all the public schools of the District of Columbia, two assistant superintendents, one of whom, under the direction of the superintendent, shall have charge of schools for colored children: a secretary, and three clerks, and to remove said officers at its pleasure, and shall also have power to employ and remove all teachers, officers, and other employees connected with the public schools not already specified: Provided , That the graduates of the normal schools shall have preference in all cases when appointments of teachers for the grade schools are to be made. The superintend¬ ent shall annually submit to the board for its approval the course of studies and list of text-books and other apparatus to be used in said schools. The board shall annually transmit to the Commissioners of the District of Columbia an estimate in detail of the amount of money required for the public schools for the ensuing year, and said Commissioners shall include the same in their annual estimate of appropriations for the District of Columbia, with such recommendations as they may deem proper. The foregoing provisions under the head of “ Public schools” shall take effect on the 1st day of July, 1900, and all acts and parts of acts in conflict herewith are hereby repealed. — [From “An act of Congress making appropriations to provide for the expenses of the government of the District of Columbia for the fiscal year ending June 30, 1901, and for other purposes,” approved June 6, 1900.] Summary of laivs relating to school boards of certain cities — Part I. CITY SCHOOL SYSTEMS. 1495 £ a © Oh © d ' I ,£3 © M J •rH p - a "S d P d £ % © cS S? a a o°0’S (3 r© 4H PH t> © o sa o =t-l o © Eh © P. 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p P Po p pp p < P CO p O fp p 0 o p Po p 0 «] O C © p >--CM 0 -M . i/3 ■ p'2 2 rpPE © © 0 E .2 Po p © © Eh O 0 1 nd dJ J 1 1 1 rH 1 1 1 to 0 co Q 1 1 1 HH "d 1 1 0 JZ5 1 l •2 >> 0 0 +4 6 ’o © a p p © © +-> 3 3S ?H fcC ri rH c3 H~> Pi c3 rH 0 a cc •rH P O rH 0 rH © 4-4 CO 0 O 6 r— H p p w c3 c3 •rH •rH 4-3 P Pj TJ © r0 Ifl r-H -4H <1 P 1— 1 PQ P C/2 © 0 O 3 Eh 1 a Minimum amount to be appropriated for supervising- and teaching staff to he equivalent to 40 cents on $100; maximum not specified. b Not specified in special law. cCity council erects new buildings. 1498 EDUCATION KEPOKT, 1898-99. Statistics of City Schools. Table 1. — Summary of statistics of cities containing over 8,000 inhabitants, show¬ ing increase from previous year. 1897-08. 1898-99. Increase. Per cent of in¬ crease. Enrollment . . . 3, 803, 049 3, 920, 467 117,418 3. 09 Aggregate number of days’ attendance . 539,141,947 550. 909, 973 11,768.026 2.18 Average daily attendance. . . . Average length of school terra, in days _ _ 2, 849, 502 189. 2 2, 931, 679 187.9 82,177 (a) 40, 963 2. 88 Enrollment in private and parochial schools . . 872, 406 913, 369 4. 70 Male supervising officers . . . 2,316 2,320 4 .18 Female supervising officers . . . 2,113 2,270 157 7.43 Whole number of supervising officers . 4,429 4, 590 161 3. 63 hi limber of male teachers . 6. 005 6.302 297 4.96 hi umber of female teachers . . . 72, 355 76. 348 3,993 5.52 Whole number of teachers . 78, 360 82. 650 4,290 254 5.47 Number of buildings . . . 9.113 9,367 2.79 Number of seats . . . 3, 500. 970 3, 635, 488 134, 516 3.84 Value of school property . . . . $289, 325. 794 $312, 698, 690 $23,372,896 8.08 Expenditure for tuition . . . . . $52, 034, 649 $55, 689, 787 $3, 625, 138 6.96 Total expenditure . . . $88, 773, 647 $93, 413, 046 $4,639,399 5.23 a Decrease 1.3 clays. The increases reported above are considerably below the normal increases in nearly every item. The average attendance for 1898-99 shows the smallest increase, both actually and proportionally, that has occurred since the present method of presenting the city school statistics was inaugurated in 1890 -91. In enrollment, too, the proportioned increase is less than in any previous year within the time mentioned. The growth of cities and of school systems does not always progress with uniform steps, and it may be that the nest year will witness an increase in school attendance that will more than make good the deficiencies of this year. But whether this occur or not, it is plain that from some cause the accustomed growth of city schools has been retarded. The history of growth in the past leads to the hope that the retardation is tem¬ porary only, but whether temporary or permanent it is a matter of importance, and considerable pains have been taken to ascertain the causes. The following table shows, for all the cities which had over 100,000 inhabitants according to the Eleventh Census, the enrollment for 1897-98 and for 1898-99, with increase or decrease, and percentage of the same; also the increase during the ten years from 1887-88 to 1897-98, with the percentage of increase and the average annual rate: Table 2. — Statistics of public sch ool enrollment in cities of over 100,000 inhabitants. Enroll¬ ment 1897-98. Enroll¬ ment 1898-99. Increase or de¬ crease. Per cent of in¬ crease or de¬ crease. Enroll¬ ment 1S87-88. Increase from 18S7-88 to 1S97-98. Per cent of in¬ crease in 10 years. Aver¬ age an¬ nual rate of in¬ crease. San Francisco, Cal... Denver, Colo. (Dis¬ trict No. 1) _ 43, 037 42, 612 D. 425 D. 1.0 38,973 4,034 10.4 Per. ct. 1-0 13. 892 13, 760 D. 132 D. 1.0 7,123 6,769 95.0 6.9 Washington, D.C _ 44, 698 45. 560 I. 862 I. 1.9 34, 850 9,848 28.2 2.5 Chicago, Ill _ 236, 239 242, 807 I. 6,568 I. 2.8 89,578 146. 661 163. 7 10.2 Indianapolis, Ind_ _ 33. 853 33, 270 D. 583 D. 1.7 15, 256 18,597 121.9 8.3 Louisville, Ky._ . 23, 929 27.408 I. 479 I. 1.8 21,330 5,599 26.3 2.4 New Orleans, La . 29, 522 30. 770 I. 1,248 I. 4.2 25, 649 3, 873 . 15. 1 1.4 Baltimore, Md . 78, 542 79, 684 1. 1,142 I. 1.5 53, 697 24,845 46.3 3.9 Boston, Mass. . a 75, 561 a 77,464 I. 1.903 I. 2.5 58, 471 17.090 29.2 2.6 Detroit, Mich . . 37. 131 37. 497 I. 366 I. 1.0 22, 720 14,411 63.4 5.0 Minneapolis, Minn... 33, 673 34, 863 I. 1.190 I. 3.5 17,997 15, 676 87.1 6.5 St. Paul, Minn . 23, 790 24, 344 I. 554 I. 2.3 12, 614 11,176 88.6 6.5 Kansas City, Mo . 23, 204 27, 314 I. b 4. 110 1.5 17.7 16, 950 6,254 36.9 3.2 St. Louis. Mo. . . 75, 922 76, 244 I. 322 I. 0.4 57, 074 18. 848 33.0 2.9 Omaha, N ebr . . . . 18, 271 18, 640 I. 389 I. 2.0 10. 661 7, 610 71.4 5.5 Jersey City, N. J _ 28,561 32, 806 I. 4, 245 I. 15.9 23. 873 4, 688 19.6 1.8 a Number belonging January 31. 7>1,S23 pupils added by annexation of new territory. CITY SCHOOL SYSTEMS. 1499 Table 2. — Statistics of public school enrollment in cities of over 100,000 inhabit¬ ants — Continued. Enroll¬ ment 1897-98. Enroll¬ ment 1898-99. Increase or de¬ crease. Per cent of in¬ crease or de¬ crease. Enroll¬ ment 1887-88. Increase from 1887-88 to 1897-98. Per cent of in¬ crease in 10 years. Aver¬ age an¬ nual rate of in¬ crease. Newark, N. J . 34, 929 36, 711 I. a 1, 782 I. a 5.1 23, 214 11. 715 50.5 Per ct. 4.2 Buffalo, N. Y _ 56, 718 57, 7J5 I. 1,017 I. 1.8 30, 351 26,367 86.9 6.5 New York, N. Y: Manhattan and the Bronx . 270, 711 381,841 I. 11,130 I. 4.1 196, 589 74,122 37.7 3.3 Brooklyn - . 164, 871 173, 631 I. 8, 760 T. 5.3 103, 249 62, 622 61.2 4.9 Rochester, N. Y . 23, 134 22, 944 D. 190 D. 0.8 15, 723 7, 411 47.1 4.0 Cincinnati, Ohio . 44, 635 44, 792 I. 157 I. 0.4 34, 561 10, 074 29.1 2.6 Cleveland, Ohio . 55, 238 56, 360 I. 1,122 I. 2.0 32, 092 23, 146 72.2 5.6 Allegheny, Pa. . 20, 029 20, 121 I. 92 I. 0.5 14, 815 5,214 35.2 3.1 Philadelphia, Pa _ 6143,381 6 145, 302 I. 1,921 1. 1 3 110, 001 33,380 30.3 2.7 Pittsburg, Pa _ _ 44, 974 45, 276 I. 302 I. 0.7 29, 866 15, 108 50.6 4.2 Providence, R. I _ _ 29, 464 30, 479 I. 1,015 I. 3.4 18, 105 11,359 62.7 5.0 Milwaukee, Wis _ 40,210 40, 816 I. 606 I. 1.5 24, 626 15,584 63.3 5.0 a Increase in schools other than kindergartens, 426; per cent of increase, 1.3. 6 Number belonging January 31. The whole of New York City as it is now organized is not given in the above, since it is impossible to give the statistics of the entire period desired for the boroughs of Queens and Richmond. Of the 28 cities in the list there has been in the past year an actual decrease in school enrollment in four, namely, in San Fran¬ cisco, Denver (District No, 1), Indianapolis, and Rochester. In five — Detroit, St. Louis, Cincinnati, Allegheny, and Pittsburg — the schools have remained practi¬ cally stationary in regard to numbers. In all the others excepting New Orleans, Kansas City, Jersey City, Newark, and New York, the per cent of increase is decidedly below the average for the previous 10 years. Of the five cities last named special reasons have conduced to larger attendance in at least 4. Jersey City has greatly extended her school facilities recently; 7 large buildings, long needed, have been opened, making possible the enrollment of a greatly increased number of children. The corporate limits of Kansas City have been extended, bringing 1,823 additional pupils into the school system; even with¬ out these, however, the increase was large. The New York City schools are still in the process of reformation following the legislation of 1893 and 1898. Large sums have been spent for new buildings, and salaries have been greatly increased; naturally the enrollment has taken a sharp upward turn. In Newark the kinder¬ garten system has been greatly extended during the year; 2,720 children were enrolled in the schools of that class in 1897-98, and 4,076 in 1898-99; the increase, therefore, in schools other than kindergartens was but 426 — a very small number. No information is at hand concerning the conditions that produced an increase larger than the average in New Orleans, but that average has been so small — 1.4 per cent — that the excess this year has little general significance. It is plain that the condition of affairs which has affected the growth of the schools has been not local, but general. The printed reports which have been received throw very little light cn the subject. Supt. E. P. Seaver, of Boston, remarks that “the increase in pupils, 1,903, is surprisingly small, being but little more than one-half of that reported last year, 3,812, and considerably less than that reported year before last, 2,634,” 1 but he offers no explanation. Supt. F. Louis Soldan, of St. Louis, states that “ the slower rate of increase is in part accounted for by the fact that the growth in the population of the city during the past two years has been at a slower rate, or has receded in a small degree. Another possible reason is that during times of commercial prosperity, 1 Boston School Document No. 3, 1899, p. 7. 1500 EDUCATION REPORT, 1898-99. when there is an increased demand for labor, many young persons leave school to take up lucrative employment who without this chance would have continued in school for a longer period.”1 2 Supt. C. G. Pearse, of Omaha, refers to the decrease of 219 in the number of persons of school age in the city, and suggests carelessness on the part of the enumerators as a possible cause. In regard to the falling off in attendance he thinks the cause was “ the visitation of smallpox, which for months kept hundreds of children from school through fear of the disease or from unwillingness to sub¬ mit to vaccination.”- Similarly Supt. G. F. T. Cook, of the colored schools of Washington, thinks that the decrease of 181 in his enrollment “was due to the appearance of smallpox and to the rigid enforcement of the rule requiring vacci¬ nation or other protection against the disease as a condition for securing or retain¬ ing’ membership.”3 The white schools of the city were, however, exposed to the same dangers and subject to the same rules, yet they showed am increase in enroll¬ ment, not a, decrease. Supt. A. J. Smith, of St. Paul, assigns reasons which seem to have extended through a number of years, and are not applicable to the last year only. He says: “ It has probably excited some surprise that in a city whose population has increased as rapidly as in St. Paul that there is not a larger increase in the school admissions. When, however, we consider that for several years there has been no increase in the number of sittings; that in many districts the schools are over¬ crowded; that many children can attend but one-half day; that the financial resources have been inadequate for years, we are enabled to account easily for the very heavy enrollment in the parochial schools. Aside from this, however, chil¬ dren are often withdrawn from school for no good reason whatever. The law of cumpulsory attendance keeps children under a certain age out of employment, but it does not keep them in school.”4 In none of the other reports at hand from the cities in the above list is there any comment or explanation touching the matter under consideration. It is plain, therefore, that it is impossible to find a single efficient cause by the process of combining reasons given from many sources. It is necessary to recur to the sta¬ tistics and seek for probabilities. The following hypotheses might suggest themselves as possible explanations: 1. Loss of favor on the part of the public for the common schools. Combined with increased prosperity this would result in the withdrawal of pupils from the public schools for the purpose of going to private institutions. 2. Unusual prevalence of contagious disease. The natural result of this, of course, would be to lessen all school attendance. 9. General withdrawal of pupils to go to work. The return of “good times” has brought increased opportunity for emploj-ment, without doubt. If numbers of children are withheld from school for the purpose of adding to the family earn¬ ings the effect on the enrollment would soon he apparent. 4. A check in the growth of the cities themselves. If the tide of migration were turned from the cities and if the clientage of the schools cease to increase, the schools themselves must perforce remain stationary. No one familiar with the attitude of the people toward the public-school system would admit for a moment the correctness of the first hypothesis. There is no evidence whatever that the schools have suffered in the eyes of the people or that there is less disposition now than at any previous time to patronize them. The statistics of private schools show a slight gain, if is true, as compared with public schools, but the difference is insignificant, amounting to only one-fifth of 1 per cent 1 Forty-fifth. Annual Report of the Board of Education of St. Louis, Mo., 1898-99, p. 42. 2 Annual Report of the Board of Education of Omaha, Nebr., 1898-99, p. 34. 3 Report of the Board of Trustees of Public Schools of the District of Columbia, 1898-99, p. 239. 4 Forty-first Annual Report of the Board of School Inspectors of St. Paul, Minn., 1898-99, p. 18. CITY SCHOOL SYSTEMS. 1501 (i. e. from 18.7 to 18.9 per cent of the whole enrollment), and the rate of growth of the private institutions was, like the public schools, considerably less than in previous years. The first hypothesis may be dismissed at once as unreasonable. As to contagious and infectious diseases, theseprevail to some extent in all parts of the country every year, but so far from increasing, it is more likely that the con¬ stant tendency is toward improvement. Any disease that is communicable i.s preventable, and the means of prevention are constantly becoming better and more generally known. Methods of treatment also show steady improvement, and a reasonable presumption based upon the general progress of medical science is that the average duration of illness from any disease, in case of recovery, becomes less and less. This does not imply that the necessary course of a disease is shortened, but that its virulence is lessened and that in a growing proportion of cases serious sequelae are prevented. The effect of contagion upon school enrollment and attendance in the country as a whole may be assumed to be of less importance from year to year. There has been no general epidemic of any sort during the past twelve months and the supposition that disease is responsible for any general lack of school enrollment is plainly without foundation in fact. The next hypothesis seems to be based on more reasonable grounds, and it is probable that many children and youths are now at work who would be in school in less prosperous times. Whether the number is proportionally considerable is the question. The value of education receives ever increasing recognition, and parents are more and more reluctant to take their children from school before they have finished the course. The steady growth of high schools has proved that to be true. The tendency is increasing to keep the children in school as long as possible, and if any are taken out to go to work the oldest are naturally the first taken. The com¬ pulsory attendance laws operate to the same effect; in large proportion of the cities children are required to attend school till they are 14 years old. Losses on account of employment, therefore, would be most noticeable in the higher grades, and if such losses reach considerable proportions the high school would suffer conspic¬ uously. But this has occurred in very few places. In all the cities named below, excepting seven, high schools have grown at a greater rate than the elementary schools. Actual losses in high-school enrollment are reported in seven cities only; except in St. Louis and Minneapolis those losses were small and in the latter city, certain changes in the high schools themselves presumably caused the falling off. The following table shows the differences in high-school enrollment in 1897-98 and 1898-99: Table 3. — Statistics of high school enrollment in cities of over 100,000 inhabitants . High school enroll¬ ment, 1897-98. High School enroll¬ ment, 1898-99. Increase or de¬ crease. Per cent of in¬ crease or de¬ crease. San Francisco, Cal _ _ _ _ _ _ _ _ _ _ 2,010 1, 2G2 2, 956 8, 359 2,000 1,405 1,037 1,992 1,291 3,318 8,812 2,224 D. 18 D. 0 9 Denver, Colo. (District No. 1) _ I. 29 360 I. J. 2 3 Washington, D. C . . . . . . I. 12. 2 Chicago) III - - - - - Indianapolis, Ind . . I. T. 453 I. I. 5.4 11.2 Louisville, Ey _ _ _ 1 , 483 1,022 I. 78 I. 5. (\ New Orleans, La . . _ . . . D. 15 D. 1.4 Baltimore, Md. a . . . . - . . . Boston, Mass . . . . - . b 5, 025 65,400 I. 375 I. 7.5 Detroit, Mich . . . . . . . . . . . Minneapolis, Minn _ _ _ _ - . . 6l’ 878 2, 480 1, 655 62.128 ? ?99 I. D. 250 251 1. D. 13.3 10. 1 St. Paul, Minn . . . . . . .. 1,835 c3, 434 I. 180 I. 10.8 Kansas City, Mo . 2, 9-16 I. c488 1. c 16. 6 St. Louis, Mo _ _ _ _ _ _ _ 2,244 2, 107 1,346 D. 137 D 6. 1 Omaha, Nebr . . _ _ . . . . . 1,380 960 D. 34 D. 2.5 Jersey City, N. J _ _ 892 D. 68 D. I. 7.0 Newark, N. J . . ... .. . . 1,411 1,450 2, 748 I. 39 2.7 Buffalo, N. Y. . . . . . 2, 493 I. 255 I. 10.2 a Data for comparison not available. c New manual training school recently established. 6 Average number belonging. 1502 EDUCATION K.EPOKT, 1898-99. Table 3. — Statistics of high school enrollment in cities of over 100,000 inhabit¬ ants — Continued. High school enroll¬ ment, 1897-98. High school enroll¬ ment, 1898-99. Increase or de¬ crease. Per cent of in¬ crease or de¬ crease. New York, IN. Y.: Manhattan and the Bronx _ _ _ 3,591 7, 068 879 a 4, 898 7,783 967 al.3 307 I. a 89.0 I. 10. 1 Brooklyn .. _ _ _ _ _ _ _ I. 714 Rochester, N. Y _ _ _ _ _ _ I. 83 I. 10.0 Cincinnati, Ohio _ _ _ _ _ _ _ 1,474 3, 344 518 1,453 3, 378 553 D. oo . D. 15 Cleveland, Ohio . _ _ I, 134 1. * l Allegheny, Pa . _ _ _ _ _ 1. 34 6.6 Phil a d pi phi a, Pa, _ _ _ _ 4, 194 1,863 4,833 1,904 1,934 1,741 I. 629 I. 15. 0 Pittsburg, p& . _ _ _ _ I. 43 I. '23 jpr oy i .1 ftTi p.p 1 H,. T _ . _ _ _ 1,706 I. 228 I. 13 4 TVTii^ankfift, "Whs __ __ _ _ 1,633 I. 108 I. 6.6 a High schools recently established. In places in which the growth of high schools has been disproportionately large, like Washington, Detroit, Kansas City, and Philadelphia, it is reasonable to infer that the schools have not suffered seriously from extensive withdrawals for the purpose of employment. In regard to other places like San Francisco, St. Louis, and Omaha, the opposite was probably true, though other circumstances may have been influential to bring about the same result. In regard to the growth of cities in the last year, the only evidence we have is the annual school census and the city directories. But the school census is not taken every year in a great many cities, and the directories are not official and at the best merely furnish the basis for estimates of doubtful value. The following table shows the result of school censuses which appear to have been made by actual count and which do not show discrepancies on their face: Table 4. — Statistics relating to growth of cities of over 100, GOO inhabitants. School- census age. Children of school- census age in 1897-98. Children of school- census age in 1898-99. Increase or de¬ crease. Per cent of increase or de¬ crease. Average annual rate of increase of popu¬ lation from 1880 to 1890. p n n "PVfl.no, isco, Pal _ _ _ 5-17 74, 122 76,236 I. 2,114 I. 3.9 Per cent. 2.5 11.3 2.6 8.1 3.5 2. 7 LI 2.7 2.1 5.9 13.4 12.4 9.1 3.6 1C. 5 3.0 2.9 5.1 2.3 3. 6 4.1 1.5 5.0 3.0 2.1 4.3 2.3 5.9 hp.nvfti’, Colo - _ _ _ w ash i net on, T). C _ _ Chicago, Ill _ _ _ _ Indianapolis, Tnd _ _ _ _ 6-21 6-20 36, 805 55,919 37,831 56, 238 I. 1,026 I. 317 I. 3.8 I. 0.6 T.nnisyil !e, TCy _ _ N^w Crlen, ns, La, _ _ _ _ P.al ti m ore, TVT d _ _ _ Boston, Mass _ _ _ - _ _ _ 5-15 5-20 a 83, 097 75, 569 688, 505 77,118 I. 3,408 1. 1,549 I. c4.1 I. 2.1 Detroit, Mich _ _ Minneapolis, Minn . . . St Pan i , Minn _ _ Kansas City, Mo _ _ 6-20 48, 286 48,806 I. 520 I. 1.1 St Louis, Mo . . . . Omaha, N ebr . . . Jersey City, N. J _ _ _ 5-21 5-18 5-18 32, 892 61, 652 60, 453 32, 673 60, 554 60, 786 D. 219 D. 1,098 1. 333 D. 0. 7 D. 1.6 I. 0.6 Newark, N. J . . Buffalo, N.Y _ _ New York, N. Y.: Manhattan and Bronx _ _ Brooklyn _ _ _ 5-18 276, 663 284,244 I. 7,582 I. 2.7 Rochester, N. Y _ _ _ _ Cincinnati, Ohio . . . . . 6-21 6-21 104, 723 97,720 109, 243 99, 890 1. 4,519 I. 2,170 I. 4.3 I. 2.2 Cleveland, Ohio . . __ . . Allegheny, Pa _ _ _ Philadelphia, Pa.. _ _ _ _ 5-20 268, 110 267, 412 D. 69S D. 0.3 Pittsburg, Pa _ _ _ _ _ Providence, R. I . . . . 5-15 4-20 28, 768 92,174 30, 487 93, 633 I. 1.719 I. 1, 464 I. 6.0 I. 1.6 Milwaukee, Wis _ _ _ a Census of May, 1898. 6 Census of September, 1399. cln 16 months. CITY SCHOOL SYSTEMS. 1503 In explanation of the blanks in this table, it may be said that some of the cities iave no school census, others report the same figures for both years, and in still others the differences in numbers are so great as to show palpable error. If the school census be correct, the proportion of increase or decrease in the num¬ ber of children may be justly taken to represent approximately the proportion of change in total population. Three of these cities therefore appear to have lost ground — namely, Omaha, Jersey City, and Philadelphia.1 St. Louis may be placed in the same category on the evidence already presented. Louisville, Kansas City, Newark, and Milwaukee remain practically unchanged from the previous year, though with slight gains. The growth of Indianapolis, Detroit, Brooklyn, and Cleveland was far below the normal for those cities, respectively. Only San Fran¬ cisco, Boston, Cincinnati, and Providence — 4 cities out of 15 — show the accustomed increase, according to the figures reported. The conclusion is idain. The cities themselves have not grown, and conse¬ quently the schools have not. A number of interesting questions arise in this connection, economic as well as educational. To discuss them would lead far beyond the limits possible here. In matters depending upon the action of school authorities there have been increases considerably greater than in attendance and enrollment. The authori¬ ties have done their part better than the patrons, in other words, and provision was made for pupils who did not come. For 82,177 additional pupils in attendance, 134,516 more seats were provided, and 4,280 more teachers were employed. The amount spent for supervision and teaching increased nearly 7 per cent, and the average amount 'paid to each person of the teaching force, $638.35, was greater than in any previous year; it exceeded the average of 1897-98 by $9. 47. 2 This increase in the wages of teachers has run np the average cost of instruction to 10.11 cents a day per pupil. In Cheyenne, Wyo., the cost is over 15 cents a day, and in Washington, D, C., and in the cities of California the average is nearly as high. Oklahoma City and the South Carolina cities, with an average of 4.26 cents, are the lowest in the list. Female teachers continue to supplant men ; their increase in numbers this year amounted to 5.52 percent, while the male teachers increased 4.98 per cent. Of 82,650 teachers in city schools, only 6,302 are men, and the high schools have the greater part of them. Women are also rapidly gaining ground in the supervising positions, and now hold nearly as many of them as men do. Of 161 new places of this kind during the last year, 157 were given to women. There are not many women superintendents yet, but they are in the decided majority as supervisors of special branches and of primary schools. In buildings the tendency is toward larger, more durable, and more expensive structures. The average size has varied but little in the last eight years. Though a great many very large buildings have been erected, the number of small ones necessary has been sufficient to keep the average of capacity below 400. It has always been a serious problem how to provide for the pupils that have become too numerous for the existing building in a certain locality, yet not numerous enough to justify a new house of the standard size. It has ordinarily been necessary to submit to overcrowding for a time, or else to “ build for the future ” and have a new building only partly filled for two or three years. Milwaukee and St. Louis have dealt with the problem in a satisfactory manner by the use of temporary wooden structures that are said to serve their purpose admirably. They are described in another chapter of this Report. The greater cost of modern construction and the advancing values of city real 1 In Philadelphia the census of 1899 ivas taken during the summer months, and Superintendent Brooks thinks the decrease may have been due to that fact. 2 See page 1475 for discussion of average salary of teachers. 1504 EDUCATION REPORT, 1898-99. estate is shown by the heavy increase in the value of school property, the greatest increase in the entire list. The average value per capita of pupils in average attendance is now $100.65, the highest figure yet reached. Table 5 . — Summary, by Slates , etc., of enrollment , attendance , supervising officers, and teachers in cities containing over 8,000 inhabitants. Cities of — Number of city school systems. Enrollment in public day schools. Aggregate number of days’ attendance of all pupils. Average daily attend¬ ance. N umber of supervising officers. Number teachei of \s. Enrollment in private and parochial schools (largely estimated). Male. Female. Total. c5 ’cS fc— 1 Uu Female. Total. 1 r* 3 4 5 a 7 S 9 1© S 2 United States . m 3, 920, 407, 550,909,973 2, 931, 679 2, 320 2,270 4, 590 6. 302 76, 348 82, 650 913, 369 North Atlantic Division . 219 1,877,305 266. 549, 111 1,403,875 1,042 1,119 2, 161 2, 732 37, 031 39, 763 433,696 South Atlantic Division . 40 273, 245 35, 208, 601 192, 029 138 157 295 574 5.027 5, 601 46,112 South Central Division . . 55 210, 8481 26, 506, 689 150, 907 143 61 204 489 3, 663 4, 152 46, 795 North Central Division .. 214 1,345.932 193, 380. 357 1 , 026, 364 830 786 1,616 2. 107 26, 418 28, 525 360,310 Western Division . . 33 213, 137 29, 265, 215 158, 504 167 147 314 400 4,209 4, 609 26, 456 North Atlantic Division: Maine . 10 24,110 3,308,197 18, 858 20 21 41 56 614 670 6, 515 New Hampshire _ 8 19, 757 2, 478, 492 13,768 25 15 40 38 432 470 8, 034 Vermont _ — 3 5, 699 719, 388 4,217 5 5 10 4 138 142 2, 134 Massachusetts _ _ 59 352, 758 54, 070, 490 281 . 893 183 142 325 669 7, 535 8. 204 60, 238 Rhode Island . - 10 55, 580 6.713.265 36,514 20 29 49 108 1, 178 1 , 286 11,191 Connecticut . 22 87,375 12,978,157 67, 381 62 59 121 160 1 . 968 2, 128 21,824 New York . 55 739, 746 104, 614, 646 544, 463 399 590 989 893 14.280 15, 173 156, 813 New Jersey . 23 161, 650 21,586.303 1 12, 860 134 83 217 126 3, 031 lOf 35, 153 "Pennsylvania _ . 59 430, 632 60, 020, 173 323,921 194 175 369 678 7, 855 8,533 131,739 South Atlantic Division: Delaware 1 11,005 1, 575, 990 8,082 9 3 5 5 237 2-12 Maryland _ . 5 86, 667 11,313,546 58, 053 177 1.747 1.924 District of Columbia. 2 45, 560 5. 5-48, 910 31.220 25 45 70 133 958 1,091 Virginia . . 10 34, 178 4, 716. 363 25. 712 41 5 46 88 553 641 6, 932 West Virginia.. . 4 13,074 1, 554, 911 8, 567 11 6 17 35 245 280 1,975 North Carolina, . _ ry South Carolina . . 4 i4, 160 2,017,484 11.422 11 8 19 18 168 186 2,440 Georgia - - 9 43, 859 5,687,191 32, 024 22 21 43 71 705 776 3,225 Florida, _ _ _ 4 10, 085 998, 724 6, 875 8 4 12 20 167 187 4,890 South Central Division: Kentucky. . 12 51 . 391 7,037,249 37,977 43 33 76 89 954 1,043 14, 977 Tennessee . . 6 31, 996 4,149,472 22, 945 35 3 38 60 495 555 5, 450 Alabama.. . 6 17,232 1,913,963 12,412 16 2 18 41 336 377 5, 120 Mississippi . - . 0 7,728 1,023,681 5, 831 14 158 172 1,880 Louisiana _ _ 3 3 ‘3, 4S2 4i 043, 852 23, 856 4 7 11 31 711 742 7, C18 Texas . . . 18 55, 334 6, 679, 585 38, 408 24 4 28 216 820 1,036 10, 850 Arkansas . . 4 12,114 1,503, 310 8,600 7 1 8 35 165 200 800 Oklahoma . . . 1 1,571 155, 577 878 3 1 4 3 24 27 100 Indian Territory _ 0 0 0 0 0 0 0 0 0 0 0 North Central Division: Ohio . 44 254,024 37, 633, 920 200, 961 179 140 319 441 4, 985 5,426 79, 034 Indiana . . 32 116,860 15, 619, 051 85, 678 63 60 123 324 2, 186 2, 510 21 087 Illinois . 42 348, 351 53. 521, 228 273, 082 217 198 415 491 7,115 7,606 114,191 Michigan _ _ _ 29 136, 332 19. 034, 209 100,012 66 105 171 167 2, 607 2,774 33. 505 Wisconsin . . 23 106, 595 15, 190,747 80, 827 86 41 127 197 2, 059 2. 256 34, 594 Minnesota . . 10 81,871 12, 124, 742 64, 642 42 83 125 64 1,759 1,823 21, 573 Iowa . 23 73, 534 10, 172, 770 56, 174 60 57 117 93 1.584 1,677 10, 630 Missouri - - 15 139, 877 18,607,174 99, 524 86 63 149 177 2, 545 9 799 fV . t bJH 34, 530 North Dakota, 2 3,286 457,322 2. 460 9 4 6 2 67 69 South Dakota _ 1 2, 054 282 '. 240 1,568 1 1 9 3 45 48 200 Nebraska . . 10 40,958 5, 246. 556 29, 340 13 30 43 45 778 823 5, 615 Kansas . . 13 42, 190 5,490,398 32,096 15 4 19 103 688 791 4,471 Western Division: Montana . 3 10,189 1,390,933 i , O Ol 9 8 17 8 216 224 1, 489 Wyoming. . . . 1 1,148 141,436 831 1 0 1 1 26 27 200 Colorado . . . 10 39, 954 5, 049, 838 27, 948 25 16 41 71 721 792 2,891 New Mexico . 1 1.400 171,676 1,028 .. . 3 27 30 900 Arizona . 0 0 0 0 0 0 0 0 0 0 0 Utah _ _ 3 18,086 2, 508, 654 14, 430 19 5 24 63 317 380 1,174 Nevada . . . 0 0 0 0 0 0 0 0 0 0 0 Idaho . . 0 0 0 0 0 0 0 0 0 0 0 Washington . . 4 24,149 3,125,142 17,489 24 n 35 36 465 501 2,004 Oregon.. . . . 3 14,618 2,013,857 11,275 16 5 21 27 298 325 1,700 California . . 13 103, 593 14, 863, 679 77, 866 72 101 173 191 2, 139 2,330 16, 098 CITY SCHOOL SYSTEMS 1505 Table 6. — Summary, by States , etc., of school property and expenditures in cities containing over 8,000 inhabitants. Cities of— Num¬ ber of school build¬ ings. N umber of seats or sitting’s for study. Value of all public prop¬ erty used for school purposes. Expendi¬ ture for supervision and teaching. Expendi¬ ture for all pur¬ poses (loans and bonds ex¬ cepted). 1 eg 3 4 5 a United States -_ . 9,367 3, 635, 486 $312, 698, 690 $55,689,787 $93, 413, 046 North Atlantic Division . . 4.496 1, 719, 183 162,833,646 27,571,736 49, 575, 675 South xCtlantic Division . 637 253, 015 13, 342, 025 3, 278, 909 4, 550, 947 South Central Division . . — 594 187,277 10,720,065 2, 341 , 240 3.159.791 North Central Division . 3,088 1,281,562 105, 449, 258 18,837,066 30, 513, 048 Western Division . 552 194, 4-19 20, 353, 696 3, 669, 836 5,613,585 North Atlantic Division: Maine . 189 28, 458 1.996,850 314, 655 476,041 New Hampshire . 119 18, 238 1,946,233 257, 089 370. 036 Vermont-. . . . . 27 5, 760 478, 700 .70, 950 134,219 Massachusetts . 1,340 342, 694 41,642,603 6.087,999 10,710,315 Rhode Island . — . 254 49, 773 4, 789, 469 790, 974 1,366,530 Connecticut _ _ _ 319 85, 871 8,141.869 1,287,934 2, 299, 565 New Aork . . . -- 994 649, 872 63,771,177 11,543,660 21,162, 854 New Jersey . . . . . 273 139, 417 8, 817, 040 1,964,204 3, 714, 537 Pennsylvania . . 981 399, 100 31,249,705 5,254,271 9,341,578 South Atlantic Division: Delaware - . . . 29 11.086 675, 505 121,311 191,617 Maryland . . . . . 155 1 , 136, 798 1 , 4-4-r, District of Columbia . . . . 125 42, 347 5,000,000 891,016 1, 148, 850 Virginia . . 75 32. 308 1,113,500 320, 664 608,324 W est Virginia . . . . 39 12, 672 788, 840 138, 073 198,307 N orth Carolina . . . . . South Carolina - . . 20 12,988 261,000 85, 866 102, 109 Georgia . . 122 38, 050 1,474, 350 437, 084 542, 603 Florida . . . 43 10, 679 152, 330 104, 816 136, 492 South Central Division: Kentucky _ _ _ _ _ 121 52, 526 2.272, 629 696, 583 980, 881 Tennessee - - - - 56 25, 742 1,687,713 322, 484 469, 780 Alabama _ _ - - - 114 14, 900 690, 000 145, 803 179. 872 Mississippi-. _ _ _ _ 21 7, 175 297, 100 04. 086 82, 774 Louisiana _ _ _ 1 1 26, 170 1.666,000 349, 010 472, 920 Texas _ _ _ _ 165 48, 271 3,095,866 627,358 788, 041 Arkansas - - - 86 11.193 935, 757 129, 282 168, 715 Oklahoma - - . — - - 4 1,300 75,000 6, G32 18, 808 Indian Territory. . . 0 0 0 0 0 North Central Division: Ohio . . . 548 260, 793 20,423,513 3, 562, 192 5, 552, 513 Indiana . . . . . 306 105,383 8, 284, 952 1,440,010 2, 305, 865 Illinois . . . 637 333, 580 30, 476, 403 6, 293, 133 10, 153, 347 Michigan . . . 346 120. 668 10, 256. 345 1,560,540 2, 580, 715 Wisconsin . . . 301 99,964 6. 730, 374 1, 298, 579 2, 186, 878 Minnesota _ _ 181 80, 020 8,028,718 1,168,650 1,716, 749 Iowa . . . . . 227 67, 880 5. 879, 775 891,473 1,473, 724 Missouri _ _ 273 131,404 9, 410, 422 1,669,869 2,977,931 North Dakota _ _ _ 8 32, 000 250, 000 43, 831 97, 455 South Dakota . . . 9 2, 000 260, 000 27,931 34,219 Nebraska _ _ - . 118 35, 481 3, 196, 320 490, 383 789, 014 Kansas _ _ _ 134 41,189 2,249,436 390,475 644, 638 Western Division: Montana _ _ 37 10, 574 1,142,170 180. 428 301,680 Wyoming _ _ _ _ 5 1,000 134, 753 21,545 27, 613 Colorado . . . . 93 33,253 4, 163, 728 662, 398 1,110, 288 New Mexico _ _ _ 15 150, 000 20, 000 Arizona _ _ _ _ 0 0 0 0 0 U tah _ _ _ _ _ 49 17, 733 1,497,205 213, 093 384, 673 N e vada . . . . 0 0 0 0 0 Idaho . . . . . 0 0 0 0 0 Washington _ _ _ 58 21,020 2, 368, 453 274, 582 649,437 Oregon _ _ 40 15. 607 1,263,000 228, 785 350,935 California . - . . 255 96, 982 9, 634, 387 2, OSO, 005 2,758,284 ED 99 — VOL XI 95 Table 7. — Comparative statistics of cities containing over S,000 inhabitants , summarized by States , etc ■ 1506 EDUCATION REPORT, 1898-99. 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Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. i School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 9 1© J1 ALABAMA. 1 Anniston .. . . 2 Birmingham. . 40, 000 7-21 9,275 *600 1, 859 2,057 3,916 157 456, 399 2, 907 3 Huntsville . 11,000 7-21 2, 290 220 314 337 651 160 80, 009 500 4 Mobile* . . 65, 000 7-21 24,043 2, 600 3,912 4,180 8,092 144 784, 656 5,449 5 Montgomery . . 26, 000 7-21 5,111 400 1,106 1,290 2,396 163 288, 659 1,775 0 Selma . . . 10, 000 7-21 3,100 6C0 468 572 1,040 165 139, 425 845 ARKANSAS. rv l Fort Smith . . 22, 000 6-21 4, 451 *500 1,195 1.351 2, 546 178 326, 630 1, 835 8 Hot Springs . 15, 000 6-21 3,267 100 1,231 1,240 2, 471 178 271 , 710 1,722 9 Little Rock . . 40, 000 6-21 9,538 0 2, 358 2.698 5, 056 176 665, 930 3,715 10 Pinebluff . 18, 000 6-21 3, 457 200 987 1,054 2, 041 180 239, 040 1,328 CALIFORNIA. 11 Alameda . 15, 748 5-17 3,549 206 1 , 725 1 , 7 99 3, 524 196 434, 016 2,214 13 Berkeley . 13, 400 5-17 2, 830 184 1.475 1. 456 2,931 193 387, 930 2, 010 13 Fresno . . - 5-17 1,950 57 1, 603 a 215, 838 a 1.142 14 Los Angeles . . 110, 000 5-17 26, 958 1,608 9, 915 id, 399 20, 314 188 2, 624; 115 13, 995 15 Oakland . . 65, 000 5-17 15,993 1,974 5,983 5, 900 11,888 198 1,656,624 8, 370 16 Pasadena . 12, 000 5-17 2,823 201 1.127 1,197 2, 324 175 314, 061 1,794 17 Sacramento . . . 35,000 5-17 5. 445 *326 2,371 2,507 4,878 186 683, 457 3,675 18 San Bernardino _ 9,000 5-17 1,804 927 912 1,839 169 229, 099 1 , 365 19 San Diego . . . 2i;000 5-17 3,628 209 1,622 1,633 3, 255 168 417,659 2, 541 20 San Francisco . 340, 000 5-17 76, 236 9,910 42,612 195 6, 757, 845 34,671 21 San J ose . . 22! 000 5-17 5,291 524 2,135 2,022 4, 157 189 ' 544; 516 2,917 22 Santa Cruz . 9,000 5-17 2, 156 180 766 865 1,631 188 213, 669 1,188 23 Stockton . 20, 000 5-17 3, 465 433 1,286 1,346 2, 632 194 384, 850 1,984 COLORADO. 24 Colorado Springs.... 25,000 6-21 4, 577 200 1,928 1,990 3,918 188 525, 068 2,761 25 Cripplecreek _ 26, 000 6-21 1, 850 40 815 804 1,619 180 256, 500 1,425 Denver: 26 District Ho. 1 _ 80, 000 6-21 15,005 6, 655 7, 105 13, 760 181 1,622,846 8,966 27 District No. 2 _ 38, 000 6-21 300 3,354 3,596 6, 950 181 886, 306 4, 919 28 District bio. 7 _ 8,000 6-21 1,119 0 46* 489 950 190 162, 540 855 29 District No. 17 6-21 6, 727 2,331 2, 499 4 830 180 633, 766 3 455 30 Leadville . „ . 14, 000 6-21 2, 890 600 912 939 1,851 182 245,448 1,345 Pueblo: 31 District No. 1 _ l 4 a Ann / 6-21 4, 493 1,185 1,269 2, 454 1G0 270, 894 1,094 32 District No. 20 j- -lU, UUU \ 6-21 2, 973 150 1,159 1,165 2,324 175 287,350 1,642 33 Trinidad . 8,000 1,541 200 656 642 1,298 180 a 159, 120 a 884 CONNECTICUT. 34 Ansonia . . . 13, 000 4-16 2,830 100 1,210 1,258 2, 488 184 369, 084 1,897 35 Bridgeport ...... _ 66, 757 4-16 15, 572 2,338 4, 775 4,883 9,658 179 1,382, 528 7,724 36 Bristol... . 9, 000 4-16 1,919 23 945 907 1, 852 192 268, 864 1, 400 37 Danbury* . 20, 000 4-16 4, 735 1,020 2,863 200 472 800 2,364 38 Greenwich . . 12; 000 4-16 2, 527 261 2, 198 200 b 330, 000 b 1 , 650 39 Hartford . . 78,253 4-16 14, 531 * 3, 492 11, 738 192 1,574,400 8,200 Manchester: 40 Town schools* .. 9,000 4-16 1,017 *0 916 180 b 132, 120 734 41 District Ho. 9 _ 8, 000 8-16 L237 618 734 1,352 189 180, 933 957 42 Meriden . . 26, 000 4-16 6,440 * 1.722 4, 133 200 629, 000 3, 145 43 Middletown . . 10, 500 4-16 '700 1,335 181 194, 756 1. 076 44 Naugatuck . 12, 000 4-16 38 2, 203 192 337, 920 1, H30 * Statistics of 1897-98. b Approximately. a Estimated. 1512 EDUCATION REPORT, 1398-99. Table 10. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 189S-99 — Continued. City. i Total popalation (estimated). 1 School pop¬ alation. Pupils in private and parochial schools (largely estimated). Different papils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. Average daily attendance in pub i lie day schools. School censas age. Children of school censas age. 1 Male. © 'cS g © Total. 1 2 3 4 5 6 7 s 9 10 1 1 CONNECTICUT— C’t’d. 45 New Britain _ 27, 000 4-16 5.386 1,430 1,831 1.989 3,820 189 610.470 3. 230 4(3 Hew Haven. . . 110. 000 4-16 22 220 2, 865 8,513 8, 363 18, 876 200 2, 739, 800 13. 699 47 New London . . 17,500 4-16 3, 201 451 2.447 191 391, 168 2.048 48 Norwalk. . . 23, 000 4-16 4.517 737 o, 0/0 189 472, 122 2, 498 49 Norwich 25, 000 4-16 5, 246 1 , 169 3. f>ti7 198 513 700 2, 590 50 Stamford . 19,000 4-16 4,414 670 3, 690 195 480, 148 2 458 51 Torrington . . 13, 500 4-16 2, 550 800 * 1 , 825 195 243, 750 1,250 KO Vernon * _ 4-16 1.851 440 . 1 , 546 181 208. 331 1. 151 53 Wallingford * . 8, 000 4-16 1.525 10 777 740 1,517 191 224, 599 1, 179 54 Waterbary . . 45, (XX) 5 14 7, 281 2.774 3,263 3,151 6,414 192 1.036, 224 5, 397 OO Windham . . 10. 000 4-16 2, 013 780 1.483 190 185, 440 976 DELAWARE. 55 Wilmington _ _ 72,000 6-21 11,005 195 1 , 575, 990 8,082 DIST. OF COLUMBIA. Washington: 57 First 8 divisions . 1 Ol OO iO 16,939 32. 766 179 3,891,588 21,680 58 Ninth toeleventh } 281,000 6 72, 000 divisions . I | 5,558 7,236 12, 794 173 1,657,322 9,540 FLORIDA. 59 Jacksonville . 35, (XX) 6-21 4 , 675 2, 138 2, 276 4,414 160 429, 660 2, 895 (30 Key West _ _ 18,000 6-21 5, 200 942 1,041 1,983 140 178,020 1,322 (31 Pensacola. - - 18, 000 6-21 4, 800 5(H) 874 1,029 1,903 152 216,' 144 L 422 (32 Tampa . 26, 000 6-21 5,100 1 , 000 889 896 1, 785 140 174, 900 1,236 GEORGIA. 03 Americas . 10, 000 6-18 2, 068 25 a 1. 250 ISO 183, 996 1,022 04 Athens _ 10, 000 6-18 3,111 200 718 826 1.542 174 180,935 1,042 05 Atlanta . . . 114,000 6-18 18, 299 500 6, 561 7, 498 14, 059 186 1,841,214 9,899 08 Aagasta . . 55, (XX) 6-18 12, 7-15 1,000 3,420 3,416 6, 836 165 907, 500 5,500 07 Brunswick _ _ 12, 000 6-18 2.100 300 630 580 1,210 175 a 133, 000 * 760 08 Colambas - - 20, 000 6-18 4,389 300 1,201 1,264 2, 465 176 313, 595 1,815 09 Macon _ 28,000 6-18 14,008 500 3,072 3, 546 6,618 168 844. 536 5,027 70 Rome . . 9, 000 (3-18 200 726 785 1,511 185 185, 000 1,000 rr i Savannah _ 65, 000 6-18 17, 208 3, 920 4, 44S 8, 368 185 1,097,415 5, 959 ILLINOIS. 72 Alton * _ _ _ 14, 000 6-21 3, 500 500 897 915 1,812 187 264,231 1,413 Anrora: 73 Dist. No. 4 (west) l ox nnn i 6-21 1,640 * 0 701 777 1, 478 189 209, 206 1,090 74 Dist. No. 5 (east)* > /CO, UuU ! 6-21 5, 383 80S 1,446 1,503 2,949 195 445, 598 2, 291 75 Austin* . 10, 236 6-21 2.598 150 901 982 1,883 190 324, 960 1,712 70 Belleville . 19,000 6-21 5, 783 1,103 1,451 1,326 2, 777 197 4-70, 668 2, 366 7' 7 Bloomington _ .. 25,000 6-21 7, 500 500 1,990 2, 100 4, 090 * 170 a 557, 770 a 3, 281 78 Cairo. . 15, 500 6-21 4, 098 252 1,026 1,123 2,149 183 295, 351 1,614 79 Canton _ _ 8.000 6-20 2, 091 * 0 813 875 1,688 173 230, 767 1.334 80 Champaign * . . 9,258 6-21 2,475 300 812 795 1,607 183 211,182 1,154 81 Chicago . . 1,851,588 6-21 571, 375 91,341 120,818 121,989 242,807 194 38, 168, 563 190, 842 82 Danville . . 16, 000 6-21 3, 920 1,100 1,390 1,479 2, 869 187 398, 556 2,131 83 Decatnr . . 25, 500 6-21 6, 516 2,127 2,255 4,382 188 635, 252 3.379 84 Dixon . . . 9,000 6-21 2, 500 350 637 693 1,330 180 188, 989 1,050 * Statistics of 1897-98. a Estimated. CITY SCHOOL SYSTEMS. 1513 Table 10. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1898-99 — Continued. 85 86 88 89 90 91 93 93 94 95 96 97 98 99 100 101 103 103 104 105 106 107 108 109 110 111 113 113 114 115 116 117 118 119 130 121 133 133 124 125 126 127 128 129 130 131 132 133 134 135 City. ILLINOIS— coilt’d. East St. Louis: District No. 1 - District No. 2, T. 2 N., R. 9 W - District No. 2, T. 2 N., R. 10 W.*.. Elgin. . Evanston: District No. 1 - Dist.No. 2 (south) Dist. No. 3 (north ) Freeport . . Galesburg . . . Jacksonville . Joliet . Kankakee . Kewanee . Lasalie . Lincoln . . . -. Mattoon . Moline . Monmouth. . Oak Park . Ottawa . Pekin . Peoria . . . Quincy. . . Rockford . Rock Island . Springfield . Sterling: District No. 3 _ District No. 8 _ Streator . INDIANA. Anderson . Bloomington ... Brazil . Columbus . Crawfordsville _ Elkhart.. . . Evansville . Fort Wayne Frankfort . Goshen . Hammond . Huntington .... Indianapolis Jeffersonville .. Kokomo . . Lafayette . Laporte . Logansport . Madison . . Marion . . Michigan City * Muncie . © w © .2 r— < s a o ft o pi School pop ulation. © bn cS c n 3 in £ © a r— * o o © w. co a © © 'o o © © ® bo O o ej 3 . © '-N 03 L 0) ft (S 'S'S S $ © *tip© S bn > Ph Ph c§ ftH m r*1 r—H .5 o o © ft® (ft Different pupils enrolled in pub¬ lic day schools. j© cS a © ift 2 25, 000 21,627 10, 500 6.118 1,610 18,000 22. 500 16. 500 34, 664 14,000 10, 000 12,500 18. 000 10, 000 12,000 37,000 35, 000 22,000 33, 375 8, 000 15,000 25, 000 9, 000 7.500 8,000 9. 500 16, 000 “ 70, 000 50, 000 9, 000 10, 000 14, 000 9,800 175,000 16,000 12,000 20,000 10,000 16, 500 23,000 6-21 6-21 6-21 6-21 1 7,637 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 )' 6-21 1 6-21 5-20 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 5- 21 6- 21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 1, 650 483 3, 671 2, 900 9,970 3, 429 2,150 2, 780 4. 705 2,466 3,500 1,000 10 723 * 200 125 25 1,000 * 500 355 1 . 505 * 800 275 1,469 98 110 135 271 *0 *100 500 *17, 709 10,600 8,108 5,074 10, 307 1, 105 707 5, 578 5,276 1,663 2,117 1,868 3,627 15,748 12, 811 2,029 3, 375 2,558 37,831 3,000 2, 844 5, 765 2, 745 4,708 4,916 4,900 5, 245 *1,886 2, 500 183 538 1,350 100 623 275 *18 200 175 70 200 1,471 3, 600 50 100 850 500 200 150 1,000 500 700 325 873 470 154 1,063 1,612 1 , 133 2,896 872 750 974 1,633 850 927 919 4, 517 2, 575 2,794 1,701 2,821 393 177 1,305 1,722 696 809 801 703 1,357 4,140 2, 649 890 740 878 888 16, 567 882 1,133 1,727 692 1,352 1,823 *1,888 1,636 97 90 871 479 166 1,141 1.813 1,260 2,872 833 850 1,020 1,646 910 956 874 4,621 2, 540 2,851 1,781 2,775 383 186 1,399 1,734 744 961 828 810 1,312 4,290 2,667 946 825 868 948 16, 703 1,068 1,201 1,788 703 1,409 * Statistics of 1897-98. 1,919 *"1*965 a Estimated c3 O P 3. 105 193 200 4,117 1,744 449 320 2,204 3, 425 2, 393 5,788 1,705 1,600 1,994 3,279 1,760 1,883 1,793 9, 138 5,115 5, 645 3. 482 5, 596 7/6' 363 2,704 3, 456 1,440 1,770 1,629 1,513 2,669 8,430 5,316 1.836 1,565 1,746 1,8-36 33, 270 1.960 2,384 3,515 1,395 2, 761 3, 742 1,677 3,853 Pd © •-’ 4-> — < P'S Ct -4-3 O sw ^ O © © %* d fc C rrt © ^ ge O Ml o sJ dP ® tl)° O P-! © ft tost &JD 53 w <1 10 .O d ft © © • a M cs 'o <3 o CdJ © © 93 >> . d ‘3.2 © in © > 11 197: 394, 887 ! 210 22, 559 195 a 30, 810 185 635, 775 190 190 188 194 174 176 186 175 177 178 177 188 186; 193 265, 496 143. 315 48, 933 354, 975 468, 582 320, 928 819, 232 233,411 247, 800 257, 787 483, 604 248, 912 269, 553 275,111 196 195 189 176 192 183 185' 184 180 180 171 177 177 180 193 185 180 176 190 178 187 173 176 186 183 176 176 *176 1,394,263 696, 735 838, 687 504, 460 851, 596 116,012 56, 610 373, 788 503, 430 193, 688 217,683 222, 135 210, 630 417,240 291,516 818, 499 255,060 232, 000 221,669 268,424 755, 194 245,200 341.123 439, 704 193, 098 405, 504 1, 3, 493, 009 a 256, 128 507, 864 2,004 107 a 158 3, 393 1,397 754 260 1,799 2, 693 1,834 4, 404 1,333 1,400 1,448 2, 730 1,324 1,519 1,430 7,114 3, 573 4,437 2, 866 4, 435 630 306 2,031 2, 797 1,076 1,273 1,255 *1,190 2, 318 6,674 4,407 1,417 1,375 1,170 1,508 20,081 1,417 1,938 2,364 1,055 2,304 2,801 1 , 392 2, 843 1514 EDUCATION REPOET, 1898-99. Table 10. — Statistics of population and school enrollment and attendance in cities of over SfOO inhabitants , 1898-99 — Continued. City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 1 2 * 1 5 6 7 8 10 11 Indiana— continued. 13G New Albany . . 25, 000 6-21 5.666 700 1,719 1,815 3,534 160 455,348 2.845 137 Peru _ _ - 10, (XX) 6-21 2,300 * 500 875 955 1,830 180 a 237, 240 a 1,318 138 Richmond _ _ _ 20, 000 0-21 5,012 500 1, 631 1,572 3,203 185 462, 870 2, 502 139 Shelby ville *_ . . 8, 000 6-21 2, 009 100 725 738 1,463 175 197, 359 1,131 140 South Bend _ 141 Terre Kaute _ 39, 000 6-21 9,682 900 3,289 3, 470 6,759 183 945, 378 5.166 142 Valparaiso* . 8, 000 6-21 1,529 225 761 543 1,304 177 202, 729 1,149 143 Vincennes _ 12, 000 6-21 3, 420 700 908 834 1, 742 190 320, 150 1 , 685 144 Wabash _ 10, 000 6-21 2, 463 *0 894 1,032 1,926 *190 a 296, 590 1,561 145 Washington - 12,000 6-21 2, 548 700 851 815 1, 666 17(5 217, 908 1,238 IOWA. 148 Boone . . 11,000 5-21 2, 995 200 1,420 1. 575 2, 995 177 324, 076 1.901 147 Burlington" . . 27,000 5-21 8, 150 *1,000 2,224 2.274 4,498 186 671, 832 3.612 148 Cedar Rapids _ 28, 000 5-21 * 600 2, 822 2, 858 5, 680 180 784, 440 4.358 149 Clinton _ _ 18,000 5-21 5, 848 400 1, 712 1,906 3,618 182 516, 880 2, 840 150 Council Bluffs . 25,000 5-21 6, 199 786 2, 505 2,564 5, 069 184 670, 2:29 3, 642 151 Crest on . - . 9, 000 5-21 2,483 175 904 946 1,850 176 244,019 1,385 152 Davenport _ _ 36, 000 5-21 10, 816 1,000 3,086 3,077 6, 163 192 948,341 4, 957 Des Moines: 153 Capital Park. _ 4,009 5-21 670 40 220 310 530 1 1 0 75, 250 430 154 East side.. . . 17,000 5-21 5, 453 300 2,053 2, 159 4,212 175 544, 329 3.117 North side - 5-21 1,841 770 796 1, 566 174 192,815 1,134 150 West side 5-31 8, 351 4,814 * 176 638, 952 3; 629 157 Dubuque . . - 42, 666 5-21 11,897 2,500 2, 629 2,581 5' 210 186 732, 840 3,940 158 Fort Dodge . . 12, (KM) 5-21 2, 430 200 844 887 1, 731 180 238, 680 1,328 159 Fort Madison . 10, 000 5-21 3,004 750 689 723 1,412 174 200, 535 1,152 160 Iowa City . 12, 000 5-21 2, 150 275 725 795 1, 520 186 199, 281 1 , 103 161 Keokuk* _ 5-21 4, 846 2, 683 180 482, 940 2,192 163 Marshalltown . . . 13.000 5-21 3,201 200 1,127 1,134 2, 261 -i r-~ 175 337! 804 1,930 163 Muscatine . . 13, 500 5-21 4,082 200 1,292 1,278 2, 570 180 338, 355 1 . 880 164 Oskaloosa . _ 5-21 2, 959 2,421 180 291,060 1,617 165 Ottumwa . 26, 666 5-21 4, 800 150 1,948 2 225 4,173 177 596,045 3; 358 166 Sioux City . . 40. 000 5-21 11,396 800 3, 074 3,112 6. 186 168 ' 823,347 4,918 Waterloo: 167 East Side * . 5-21 2. 002 1,429 180 197, 100 1 , 095 163 W est Side . - . 5-21 1,197 *24 943 ISO 118,620 ' 659 KANSAS. 169 Arkansas City- _ 7. 500 25 817 884 1 , 701 160 208, 480 1,303 170 Atchison . 16, 000 5-21 5. 123 500 1,011 1,165 2,176 175 274, 698 1 , 606 171 Emporia _ _ 8, 500 5-21 3. 000 300 2, 057 176 275. 299 1,564 172 Fort Scott . 11,200 5-21 3, 865 100 1,184 1,329 2,513 160 297, 402 1,859 173 Hutchinson . . 10, 000 5-21 2, 650 1,025 1,160 2, 185 180 315,000 1,750 174 Kansas City - 50, 000 5-21 14,275 * 915 3, 905 4, 365 8,270 165 990,165 6,001 175 Lawrence . - - . . . 11.130 5-21 3. 609 1, 155 1,498 2, 653 164 358,504 2. 186 176 Leavenworth 19,547 5-21 7,075 300 3, 459 176 452, 485 2, 571 177 Ottawa . 8,000 6-21 2, 590 *300 798 947 1,745 170 232, 390 L367 178 Parsons . . _ . 9, 700 5-21 100 828 921 1,749 160 214, 320 1,339 179 Pittsburg . 13, 462 5-21 3, 805 200 1,133 1, 301 2,434 176 288, 879 1,666 180 Topeka . 40, 000 5-21 10, 770 1,000 3, 187 3,541 6,728 180 945, 360 5,252 181 Wichita . 25, 000 5-21 7,025 400 2,174 2,346 4,520 175 637, 416 3,632 KENTUCKY. 182 Bowling Green . . 10, ooc 6-20 2,324 615 661 1,276 1S2 188, 552 1,036 183 Covington _ 65,000 6-20 16, 675 3,627 2, 128 2, 208 4,336 194 639; 424 3, 296 * Statistics of 1897-98. a Estimated. CITY SCHOOL SYSTEMS 1515 Table 10. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 180S-09 — Continued. City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate nu mber of days1 attend¬ ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. O bO w 2 w a a) a «— i 0 0 0 c n Children of school census age. Male. Female. Total. 1 Q <-v 3 4 5 6 7 S 0 10 11 KENTUCIC Y — COnt’d. Frankfort: 184 White schools . . . f 6-21 1,562 150 493 537 1,030 177 118,484 669 185 Colored schools * - W, (JoU 1 6-20 909 50 241 281 522 195 64, 155 326 180 Henderson* - 12, 000 6-20 3,011 300 884 898 1,782 200 201,040 1,003 187 Hopkinsville (white schools) . . 8, 000 6-20 991 100 354 474 828 197 114,754 582 188 Lexinp’ton 31 318 6-21 9. 053 1,400 4, 843 192 634 560 3 305 189 Louisville . . 228, 000 6-20 56, 236 7, 000 13,421 13, 987 27, 408 180 3, 723, 480 20, 686 190 Maysville.. . 191 Newport _ _ 192 Owensboro - * 15, 000 6-20 3, 231 550 994 1,040 2, 034 178 271, 643 1,526 193 Paducah . . 21,000 6-20 4,994 150 1,338 1,535 2, 873 185 008 , ( 0 i 1,934 LOUISIANA. 194 Baton Rouge _ 195 New Orleans .. . * 7, 066 14, 784 15, 986 30. 770 169 3. 691, 805 21 .845 196 Shreveport _ 15,000 6-18 2,699 704 682 1,386 180 191,880 1,066 MAINE. 197 Auburn . . 14,000 4-21 4,301 200 1, 400 1,200 2, 600 180 346, 500 1.925 198 Augusta * 12 000 4-21 3, Hi 280 1 . .538 175 207, 725 1 187 199 Bangor _ 25’ 000 5-21 6,111 800 1,464 1,681 3,145 174 559 800 3 110 200 Bath _ _ 10, 000 4-21 2,525 0 883 968 1,851 170 269, 590 1.527 201 Biddeford 18 000 4-21 5, 158 1.500 1,518 170 179 180 1 132 202 Calais 4-21 2, 678 52 642 950 1 , 592 170 204 000 1 200 203 Lewiston _ . 22’ 688 5-21 7, 645 1, 778 2, 870 176 348, 079 1 972 204 Portland* . . . 40, 000 4-21 11,265 l'SOO 3, 497 2, 786 6,283 183 855, 525 4,675 205 Rockland* . . 8,000 4-21 2,172 25 669 781 1,450 155 183,365 1.1S3 206 Waterville . . 4-21 3,140 400 611 652 1.263 163 154, 433 947 MARYLAND. 207 Annapolis* _ 1.170 200 148, 600 743 208 Baltimore . . 600, 000 6-21 *16,000 39, 753 39, 93i 79, 684 196 10, 492. 076 53 531 209 Cumberland * 2,430 180 ' 273, 960 1 522 210 Frederick . . 9,000 6-21 2,500 709 820 1,529 192 193. 980 1,015 211 Hagerstown . . . MASSACHUSETTS. 212 Adams . . . 9 213 5-14 1,961 *75 2,261 185 303, 915 1 742 213 Amesburv . . 9, 986 5-15 L668 541 681 701 1,382 195 179,361 989 214 Arlington . 8,000 5-14 207 701 776 1,477 191 e 225. 762 el 183 215 Attleboro . 9,000 5-15 1,703 400 1,097 1,048 2; 145 195 290, 573 1,490 216 Beverley* . 11,802 5-15 2.031 30 _ 2. 145 200 242. 900 1.723 217 Boston . . . 525 987 5-15 83,097 12,681 44, 927 42, 977 87, 904 200 15, 374, 600 76, 873 218 Brockton . 35 000 5-15 6,281 768 6,917 185 1,021,755 5, 523 219 Brookline- . 17,000 5-15 2,803 163 1,798 1,716 3, 512 198 553,014 2, 793 220 Cambridge . . 89, 276 8-14 8,391 2,637 15,026 200 2,395.600 11,978 221 Chelsea . . . 33, 000 5-15 5, 966 '826 2,826 2, 756 5, 582 200 885, 200 4,426 222 Chicopee . 19,000 5-15 2,877 *731 1,382 1,328 2, 710 198 372, 952 1,888 323 Clinton . 13, 000 5-15 2,327 352 1,080 1,092 2,172 193 348, 172 1,804 224 Danvers . 8, 500 8-15 1,398 *17 1 689 190 242, 630 1,277 225 Dedham . . 8, 000 7-14 '885 15 732 815 1, 547 188 218,584 1.168 226 Everett . . . 21,897 5-15 4, 175 0 2,511 2, 634 5, 145 186 759, 010 4,070 227 Fall River . . . 97, 517 5-15 20, 100 4,601 8,441 7,989 16, 430 195 2. 230, 605 11,439 228 Fitchburg . . 30, 000 5-15 5, 527 1,500 4, 357 *183 b 638, 121 3. 487 229 Framingham . 11,000 5-15 1,883 0 1,103 1,150 2,258 a 172 322, 828 1.816 * Statistics of 1897-98. a The High School was in session 182 clays. b Estimated. 1516 EDUCATION REPORT, 1893-99 Table 10. — >S tali sties of population and school enrollment and attendance in cities of over 8,000 inhabitants, 189S-9D— Conti lined. City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools j were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. ' Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 A 5 a 7 8 10 11 MASSACHUSETTS— continued. 230 Gardner . . . 10, 000 5-15 1.861 0 944 986 1,930 176 283, 201 1,609 ooi Gloucester . 29. 000 8-14 2, 583 325 2, 305 2, 377 4,682 190 760, 570 4, 003 232 Greenfield . 8, 000 5-15 1,284 21 847 873 1, 720 200 252, 400 1,262 233 Haverhill . . . 36, 001) 5-15 5,903 *1,660 5, 529 187 808, 401 4,323 231 Holyoke . . . . 44,982 5-15 9, 232 3, 551 5,400 200 a 864, 000 a 4, 320 235 Hydepark * . . 14,000 5-15 2,190 675 793 789 1,582 188 280, 496 1,492 236 Lawrence _ _ 58,000 5-15 10 085 2 300 8, 649 195 1,255,020 6, 436 237 Leominster * _ 5-15 1,505 0 1,971 192 282, 826 1,473 283 Lowell . . 90. 000 5-15 12, 989 5,378 7, 047 6, 740 13; 787 184 1,851,776 10, 064 239 Lynn . . . 65,000 5-15 10,543 *1,000 5. 203 5. 353 10,556 189 1, 615, 761 8,549 240 Malden _ _ 32, 000 8-14 3, 231 984 3,071 3, 163 6,234 191 937,277 4,894 241 Marblehead * . 5-15 976 1) 1 , 357 200 214,200 1.071 242 Marlboro _ 15,000 5-15 3,287 613 1,387 1 , 475 2,862 180 441,360 2. 452 243 Medford _ 16, 167 8-14 1.882 25 1,903 1 , 927 3, 830 197 537, 416 2,728 244 Melrose . . 5-15 2, 188 0 1,503 1,514 3, 044 195 448, 080 2,344 245 Milford 9 500 5 15 1 281 250 1,515 172 251, 113 1.320 240 Natick . . . 10, 000 8-14 985 5 952 1.050 2, 002 a 178 325,918 1,641 247 New Bedford _ 60, 000 5 15 11,109 2,519 4, 672 4,712 9. 384 190 1,343,490 6,966 248 Newbury port . . 14, 552 5-15 613 1 , 892 200 292,800 1,464 219 Newton _ _ 28, 000 5-15 5, 259 762 2, 873 2, 965 5, 838 190 871 , 150 4, 585 250 North Adams _ 22, 000 5-15 4,134 1 . 365 1,883 2. 086 3, 969 187 547,536 2,928 251 Northampton _ 18, 000 5-15 2,902 300 1,328 1,367 2,695 c 195 395,954 2,201 252 Peabody . . . . . _ 10, 700 5-15 1,980 421 865 1 , 031 1,896 192 294,528 1,534 253 Pittsfield . 22, 151 5-15 4,1 18 177 2, 295 2, 336 4,631 189 660, 638 3,519 254 Plymouth . . 7, 957 5-15 1,374 7 876 851 1,727 192 254, 860 1,324 255 Quincy . . 24.058 5-15 4, 745 225 2, 703 2, 597 5, 300 177 736, 270 4,148 256 Revere... . . 10, Of 0 5-15 1,970 0 1 . 047 1 , 234 2,281 178 302, 778 1,701 257 Salem _ _ _ 36, 000 5-15 6. 805 2,140 2, 620 2, 227 4, 847 205 784, 125 3,825 253 Somerville . „ . 57, 500 8-14 5, 943 1,454 5, 684 5, 893 11,577 182 1,576,070 8, 638 259 South bridge . 8, 250 5-15 788 607 694 1,301 185 169, 833 918 260 Spencer . . . 8,000 5-15 1.744 350 672 732 1,404 ol80 242, 269 1,218 261 Springfield . . 55, 000 5-15 9, 202 1.408 5,634 5,225 10, 859 190 1,660,980 8, 742 262 Taunton . . 28,000 8-14 2,994 569 2, 424 2. 234 4,658 c 190 683, 430 3, 917 263 W akefield . . 9, 000 5-15 1,620 *20 1,999 182 281.190 1,545 264 Waltham . . 23,000 8-14 2.110 1 . 240 1,493 1 , 575 3. 068 181 469, 341 2, 599 265 Watertown . 8, 000 5-15 1,380 400 686 669 1,355 188 184, 509 981 266 Westfield . . 11,000 5-15 1, 987 321 1,156 1 . 138 2,294 193 324, 626 1,682 267 West Springfield _ 8, 000 7-14 1, 089 *0 858 898 1,756 d 180 228, 092 1,258 268 Weymouth .... _ 11,650 5-15 1,913 0 1,170 1,245 2, 415 190 366, 700 1,930 269 Woburn . . . ... 14, 176 5-15 3, 198 321 1,583 1,354 2,917 188 455,524 2, 423 270 W orcester . 105, 000 5-15 19,256 2,886 10, 897 10, 487 21,384 *182 2, 928, 400 16, 200 MICHIGAN. 271 Adrian . 9. 541 5-20 2, 519 355 907 849 1,756 191 248, 296 1,325 272 Alpena. . . . 12, 5(H) 5-20 4,489 1,500 987 989 1,976 194 291,576 1,503 273 Ann Arbor . 12,500 5-21 3,063 250 1,279 1,110 2,389 190 375, 098 1,974 274 Battlecreek * _ . 20, 000 5-20 1,425 1,600 3, 025 193 465, 516 2,412 275 Bay City . . 33, 000 5-20 9, 053 2,500 2. 509 2, 727 5, 236 197 748, 561 3,800 276 Cheboygan . . 8, 500 5-20 2,230 400 772 672 1,444 195 188, 521 967 277 Detroit . . . 325, 000 5-20 77,118 15,078 19, 462 18,035 37,497 191 5,534, 798 28,978 278 Escanaba . . 8; 5.40 5-20 2,500 *800 706 734 1,444 191 191,191 1,001 279 Flint _ _ 14,000 5-20 2,944 230 1.057 1,043 2,100 188 374, 301 1,991 280 Grand Rapids . 100, 000 5-20 26,380 3,024 11,340 11,507 22, 847 194 2,369,516 12,214 281 Holland . . 9,000 5-20 2,458 * 0 986 981 1,967 193 254,374 1,318 282 Ii’on Mountain _ 10,000 5-20 2, 732 0 1,172 1,086 2,258 180 324, 663 1,836 * Statistics of 1897-98. a Estimated. b The high school was in session 195 days. c The high school was in session 200 days. d The high school was in session 191 days. CITY SCHOOL SYSTEMS 1517 Table 10. — Statistics of population and school enrollment arid attendance in cities of over 8,000 inhabitants , 1898-90 — Continued . City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. 1 Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 G 7 8 9 IO 11 MICHIGAN— cont'd. 283 Iron wood . . 12, 00(1 5-20 2, 714 500 1,200 1,091 2,291 200 378, 000 1,890 284 Ishpeming * _ _ 3,027 200 443, 200 2,216 285 Jackson . . 28,000 5-20 5, 719 800 1,828 1,914 3, 742 200 597; 926 2, 990 285 Kalamazoo _ _ _ 24,000 5-20 5, 740 * 800 1,911 1 . 974 3, 885 183 590, 870 3,220 287 Lansing . 20, 000 5-20 4,223 * 350 1,488 1.648 3, 136 191 a 449, 232 a 2, 352 288 T aldington . . 9,000 250 928 885 1,813 176 253, 154 1 406 289 Manistee . 15, 000 5-20 4, 723 700 1,705 1,628 3, 333 193 507, 980 2.632 290 Marquette . 10, 000 5-20 2,826 400 1,020 950 1,970 187 253, 572 1,356 291 Menominee . 14, 000 5-21 4, 100 300 1.470 1.525 2, 995 188 437, 476 2, 327 292 Muskegon . 25,000 5-20 6, 644 800 2, 519 2, 474 4, 993 180 637, 740 3,543 293 Owosso _ _ . 12, 000 5-21 2. 350 1 . 050 1,000 2, 050 179 283, 535 1 , 584 294 Port Huron . . . 20, (DO 5-20 5; 702 900 *1,800 *1,689 * 3, 489 176 a 474, 496 * 2, 696 Saginaw: 295 East Side . . 32,000 5-20 8,288 2, 886 2, 846 5, 732 189 785, 295 4,155 296 "West Side * _ 5-20 400 1.801 1,849 3, 650 200 684,000 3. 420 297 Sault Ste. Marie . 8, 500 5-21 2, 123 250 1,702 190 268. 470 1,413 298 Traverse City . 10, 000 5-20 2 ; 153 200 870 962 1, 832 175 236, 633 1,352 299 West Bay City* . 14, 000 5-20 4, 170 250 1,368 1,385 2, 753 193 386, 212 2, 141 MINNESOTA. 300 Brainerd . 10, 000 6-21 1, 803 20 900 903 1,803 179 288, 008 1,606 301 Duluth . 60, 000 9, 695 180 1,361,435 7, 564 302 Faribault . . . . 8,500 5-21 2, 000 400 678 642 1,320 180 178, 673 994 303 Mankato * _ 1,824 180 251 , 460 1 , 397 304 Minneapolis _ 200, 000 5-21 *3,000 17, i.98 17, 665 34, 863 190 5, 157, 740 27,146 305 Red Wing . . 8, 000 0—21 2, 000 100 892 837 1, 729 180 259, 333 1,441 306 St. Cloud . 9, 127 5-21 3.023 1,152 629 586 1,215 174 ISO, 462 1,007 307 St. Paul. . 180,000 12, 000 11,841 12. 500 24, 344 190 3, 615, 904 19, 010 308 Stillwater . . 15, 000 6-19 840 925 1 , 765 180 a 254, 160 a 1, 412 309 Winona . 25, 000 5-21 4, 714 1,401 1 , 666 1, 647 3,313 190 577, 567 3, 085 MISSISSIPPI. 310 Greenville . 10, Off) 5-21 2, 764 200 575 643 1,218 178 129,042 768 311 Jackson. . 312 Meridian . 17, 000 5-21 700 713 891 1,604 170 224,859 1,342 313 Natchez _ _ _ 314 Vicksburg . MISSOURI. 315 Carthage . 10,000 6-20 50 982 1,164 2,146 180 280, 260 1 j £ Total. 1 2 3 4 5 6 7 8 9 10 11 OKLAHOMA. 483 Oklahoma City - 12, 000 6-21 2, 100 100 772 799 1,571 loo, Oit 878 OREGON. 481 Astoria . . 8, 000 6-21 1, 80S 100 406 523 929 170 136, 000 800 485 Portland * . . 90, 000 4-20 20, 298 1,300 6.087 5,806 11,893 191 al,757, 864 9, 204 486 Salem . . . . PENNSYLVANIA. 487 Allegheny . . 115, 000 6-21 21, 000 2,400 10.029 10, 092 20. 121 200 3, 173, 000 15, 865 488 Allentown - . 35, 000 6-21 8,000 455 2, 516 2,419 4, 935 194 898,201 4, 618 489 Altoona . . 38 000 6-21 1,800 3.256 3,237 6.493 180 883, 080 4,906 490 Beaverfalls . 12,000 6-21 2, 000 200 941 1,019 1,960 180 270, 000 1,500 491 Braddock . - . 15,000 6-21 2, 850 775 1,048 990 2,038 180 262, 936 1,468 492 Bradford . . . 19. 800 300 2, 840 180 442, 800 2, 460 493 Butler . . . 12,000 6-2i 2,600 400 1,083 1,225 2,308 180 319, 883 1,781 491 Carbondale _ _ _ 154 1,237 1,370 2, 607 195 391 , 950 2,010 495 Carlisle . . 10, 000 6-16 1,725 *20 698 719 1,417 190 228, 000 1.200 496 Chambersburg . 9,000 6-21 1, 800 100 802 839 1,641 180 229, 300 1,275 497 Chester . . . . 35, 000 500 2,658 2,74o 5, 398 199 735, 703 3, 697 498 Columbia . 14, 000 6-21 3, 500 450 '989 1,027 2,016 180 284, 760 1,582 499 Connellsville _ 200 627 657 1,284 ISO 176, 590 981 500 Danville . . . 8, 000 6-21 2, 000 200 602 649 1. 251 180 173, 437 964 501 Dubois. _ _ 400 777 911 1,688 160 189. 440 1 . 184 502 Dunmore . 14, 000 6-21 2, 600 25 1.100 1,200 2,300 195 402; 350 1,985 503 Easton . . 18,000 6-21 3, 992 50 1,474 1,44-4 2, 918 197 450, 760 2,280 501 Erie . . . . 56, 000 6-21 16, 500 3. 000 3, 653 3,701 7,354 194 1.059,471 5,461 505 Greensburg . . 8,000 6-16 1,472 205 711 761 1,472 180 211,500 1,175 506 Harrisburg' . 50, 000 6-21 700 4, 485 4.675 9,160 190 1 . 237, 298 6, 586 507 Hazleton. . . 16, 000 6-21 3, 600 300 1.307 1,432 2,739 180 '388,800 2,160 508 Homestead . . 15 1, 150 1.049 2,199 180 271, 620 1 . 509 509 Johnstown . 2, 000 2, 572 2,831 5,403 180 785, 700 4, 365 510 Lancaster . . 40, 000 500 2.881 2.961 5. 842 200 912, 400 4, 562 511 Lebanon. . . . 18, 000 * 350 1.463 1,414 2,877 180 377, 640 2, 098 512 Lockliaven . . 8, 000 6-21 1,700 250 693 788 1,481 iso 196, 200 1,090 513 McKeesport _ 35, 000 6-21 6,351 1,200 2.820 2,990 5,810 180 773, 820 4, 299 514 Mahanoy City. . 13, 500 6-16 2, 800 300 1,050 1,200 2, 250 180 312, 882 1,738 515 Meadvilie. . 10,500 * 150 901 1,002 1.903 180 292, 860 1,627 513 Mount Carmel . 14,000 6-20 700 1,003 1.066 2,069 179 248, 989 L 391 517 1ST anticoke _ 15. 000 6-16 3,400 1.100 1,016 1 . 101 2.117 180 250, 609 1 , 401 518 blew Brighton . 20 675 758 1 , 433 180 197, 280 1.096 519 Newcastle . 500 2.432 2,444 4, 876 180 615. 420 3,419 520 Norristown _ 25. 000 6-21 3,800 420 1.586 1,646 3,232 199 458, 098 2; 302 521 Oil City . 600 1,175 1,296 2, 471 180 324, 960 1,822 522 Philadelphia _ 1,250, 000 6-21 250, 630 78,240 89. 143 90,013 179.156 6180 22, 701, 329 128,285 523 Phoenixville . . 9,000 6-21 1,800 400 583 574 1,157 190 163, 400 860 524 Pittsburg . . 325, 000 45. 000 21, 500 23, 500 45, 000 200 7, 100,000 35, 500 525 Pittson . . 13,000 6-21 3,053 750, 755 954 1,709 180 216, 000 1,200 526 Plymouth _ 24, 500 6-21 2, 600 300 886 1,062 1,948 180 245, 367 1,366 527 Pottstown . . 15.000 6-21 2.700 35 1,327 1,358 2, 685 200 411,200 2, 056 528 Pottsville . 500 1,516 1,472 2, 988 200 451,400 2, 257 529 Reading . . . 85, 000 8-21 18, 764 2,000 6, 351 6; 035 12,388 191 1,896,057 9; 927 530 Scranton . . 6, 200 6, 954 7. 950 14, 004 200 2, 242, 600 11 . 213 531 Shamokin . 20, 000 6-21 6,000 1,350 1,809 1,845 3, 654 180 474, 660 2, 637 532 Sharon _ _ 10, 000 300 707 831 1,638 180 243,180 1,351 533 Shenandoah _ 20,000 6-21 ! 4, 038 400 1,532 1,691 3,223 200 459, 600 2, 298 534 South Bethlehem ... 13, 000 6-211 2,800 900 905 921 1,826 200 * 309, 400 *1.547 * Statistics of 1897-98. a Estimated. b The higher schools were in session 188 days, and kindergartens 197 half days. ED 99 — YOL II - 96 1522 EDUCATION REPORT, 1898-99. Table 10. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1898-99 — Continued. City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated ). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ atten d- ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 1 *> 3 4 5 G 7 8 9 10 11 PENNSYLVANIA — continued. 535 Steelton . 12, 000 250 957 9J3 1.890 180 299, 582 1,647 536 S anbury . . 10, 000 6-21 2, 300 1,063 1,084 2. 147 180 313,920 1,744 537 Tam aqua . . 8, 000 6-21 1,800 742 761 1.503 200 246, 200 1,086 538 Titusville . 10, 000 6-16 2, 000 300 749 780 1,529 185 220; 150 1,190 539 Uniontown . 9,500 6-21 1,750 125 826 835 1, 661 180 219, 240 1, 218 51-0 Warren . 8, 500 6-21 794 842 1,636 180 252, 900 1,405 541 Westchester . 10, 000 6-16 2. 106 360 772 ‘827 1.599 200 245, 600 1,228 542 Wilkesbarre _ _ 55, 000 1 , 500 3,704 3,926 7. 630 186 1.302,930 7,005 543 Wilkin sburg _ 18,000 6-21 3, 500 400 956 1.073 2,029 180 228 ! 444 1,549 544 Williamsport... . 35,000 6-16 6, 500 700 2, 556 2,771 5, 327 180 761, 040 4,228 545 York . . 28, 000 6-16 5.400 600 2, 227 2, 175 4, 402 180 588, 137 3.267 RHODE ISLAND. 546 Central Falls _ .... 1,428 1,293 2, 721 194 294, 369 1 , 593 547 Cranston . . 12,000 5-15 1,918 36 1,864 190 a 277, 210 * 1, 459 54-3 Cumberland - 9, 900 5-15 1,926 418 720 709 1.429 194 178, 345 917 549 East Providence * _ 2, 394 105 1 , 016 1.166 2, 182 190 320, 150 1, 685 550 Johnston* . . 1 1,203 5-16 2, 643 42 1,273 1, 198 2, 471 200 358, 000 1,790 551 Newport . . . 21,537 5-15 4,358 1 , 186 1, 618 1,633 3,251 192 474, 048 2, 469 552 Pawtucket _ 35, 000 7-15 7,237 2, 137 3, 068 2, 953 6,021 194 720, 516 3, 714 553 Providence . 167, 332 5-15 30, 497 4, 526 15, 500 14, 979 30, 479 177 3, 413. 804 59,283 554 W esterl y _ 8,000 5-15 1,500 15 750 768 1,578 190 242, 880 1,278 555 Woonsocket . _ 27,000 5-15 6,088 2,000 1,868 1,716 3, 584 185 433, 943 2,376 SOUTH CAROLINA. 556 Charleston . 65, COO 6-21 8. 426 *825 3.294 4, 780 8,074 180 1.334,340 7.413 557 Columbia . . 24, 000 6-21 4. 000 550 1,083 1.300 2, 383 173 281,985 1.630 558 Greenville _ 12, 000 * 500 791 915 1, 706 160 187,520 1,572 559 Spartanburg . 13, 000 6-18 2,600 565 991 1,006 1,997 177 213, 639 1,270 SOUTH DAKOTA. 560 Sioux Falls . 14,000 6-20 2, 598 200 975 1,079 2, 054 ISO 282,240 1,568 TENNESSEE. 561 Chattanooga _ 6-21 8,308 500 2,163 2,444 4, 607 173 518,388 3. 000 562 Clarksville . 12,000 6-21 3. 634 200 713 799 1,512 200 172, 066 861 563 Jackson . . 18, 000 6-21 4, 800 500 953 1,047 2, 000 180 288, 000 1, 600 564 Knoxville . . 46, 484 6-21 14. 272 * 500 2.447 2,548 4. 995 189 705, 915 3, 730 565 Memphis _ 60. 000 6-21 3,000 3, 190 3, 856 7.046 175 771.294 4, 405 566 Nashville . 108, 864 6-21 25, 554 750 5,497 6,339 11, 836 1S6 1, 693, 809 9,349 TEXAS. 567 Austin . . . 30, 246 8-16 3, 9S9 1,767 1, 906 3, 673 180 478. 800 2, 660 568 Corsicana* . 10. 800 7-18 2,202 100 727 726 1, 453 156 165. 432 1, 060 5P9 Dallas . 55, 000 8-17 5,725 2, 849 3, 379 6, 228 176 772. 692 4,397 570 Denison . . . 15, 500 8-16 2, 841 278 1,074 1.147 2, 221 180 262, 373 1,457 571 El Paso . . . 20, 000 8-17 2, 180 400 865 866 1.731 171 193. 230 1, 130 572 Fort Worth . - 40.000 7-21 300 1,986 2,306 4, 292 180 567, 224 3, 152 573 Gainesville . 12, 000 7-19 1, 751 100 774 377 1,751 176 225, 992 1,280 574 Galveston . . 64, 773 7-19 9,362, *100 2, 787 3,058 5,845 172 715, 843 4, 162 575 Houston . . . 60, 000 8-17 7, 050 552 3,023 3,475 6,498 175 800, 300 4, 573 576 Laredo. . . 14, 000 8-17 2 922 700 798 644 1,442 * 165 a 148, 995 903 577 Marshall. . . . 12, 000 8-17 2,143 750 593 576 1,169 160 89, 513 559 578 Palestine . . 10,000 8-17 1,533 680 73C 1,406 150 138, 032 920 579 Paris* . . 15.573 6-18 3, 059, 125 920 1, W 2, 076 160 212, 942 1,330 * Statistics of 1897-98. a Estimated. CITY SCHOOL SYSTEMS 1523 Table 10. — Statistics of population caul school enrollment and attendance in cities of over 8,000 inhabitants, 1898-99 — Con tinned. City. Total population (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. A ggregate number of days' attend- ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 Texas— continued. 580 San Antonio . * 4, 000 3,412 3, 676 7,088 177 889, 987 5, 028 581 Sherman* . 15, 060 8-17 2,236 ' 500 834 L026 1,800 171 231 ; 611 1, 339 582 Temple . 9,000 7-18 1,600 150 615 812 1,427 179 171, 709 959 583 Tyler _ _ 11.000 8-17 1,729 025 835 J , 460 166 176,790 1,065 581 Waco . 33, 552 7-21 5,500 500 3,774 180 438; 120 2, 434 UTAH. 585 Ogden . 20, 000 6-18 5,220 292 2,149 2, 063 4,212 176 613, 352 3,502 586 Provo City . . 8, 000 6-18 2,081 502 814 769 1, 583 165 184,554 1.131 587 Salt Lake City . 65, 000 6-18 13,200 380 5, 985 6, 306 12, 291 175 1,710,748 9, 797 VERMONT. 588 Barre _ _ 8,500 5-21 1,936 25 715 731 1,446 176 a 170, 544 *969 589 Burlington* . 18, 500 5-21 5,111 1.524 1.433 1,209 2, 642 b 182 342, 870 1,877 590 Rutland . . 13, 500 5, 21 2,486 585 701 910 1,611 194 a 265, 974 *1,371 VIRGINIA. 591 Alexandria . - 17,000 5-21 4, 800 500 928 964 1,892 198 272, 052 1,374 592 Danville . 19,000 5-21 5, 223 520 1,169 1,327 2,496 175 303, 625 1, 735 593 Lynchburg . . . . 19,000 5-21 6,772 250 1,300 1,674 2,974 193 441, 198 2, 286 591 Manchester* »_ . 12, 000 3, 669 635 760 l, 395 a 162, 900 905 595 Newport News . 20, 000 8-20 2, 000 500 1,086 180 166, 140 923 596 Norfolk . , . . 60, 000 5-21 15, 000 1,688 1, 655 3; 343 198 530; 046 2, 677 597 Petersburg . _ 25, 000 5-21 500 1,471 1,806 3,277 180 446; 400 2, 480 598 Portsmouth _ _ 15, 000 5-21 4, 318 500 912 1,115 2,027 187 293; 525 1,575 599 Richmond . 100, 000 5-21 23, 933 2, 500 5, 333 6, 605 11,938 180 1,738,620 9, 659 600 Roanoke . 25,000 5-21 5, 500 700 1,741 2,009 3, 750 173 361,857 2,098 WASHINGTON. 601 Seattle . 80, 000 5-21 11, 625 758 5,104 4, 493 9,597 171 1,241,460 7,260 602 Spokane . . 40,000 5-21 6,091 450 2,793 3,011 5,804 176 687,104 3, 904 603 Tocoma . . 50, 000 5-21 8, 360 *600 3,266 3, 322 6,588 187 978, 994 5,235 601 Walla Walla . _ 10,000 5-21 2, 359 196 1,034 1,123 2,160 196 217, 584 1,090 WEST VIRGINIA. 605 Huntington . 17, 000 6-21 3,150 125 987 1,153 2,140 160 296, S60 1,856 606 Martinsburg . 10, 000 6-21 2, 375 150 627 640 1,267 189 175,581 929 607 Parkersburg . 17,051 6-21 4,017 200 1,449 1,609 3,058 180 387,160 2, 123 608 Wheeling . . 38,000 6-21 10, 615 1,500 3,282 3,327 6, 609 190 695, 210 3, 659 WISCONSIN. 609 Appleton . 15, 000 4-20 5, 134 1,416 1, 309 1,284 2, 603 175 351,832 1,954 610 Ashland . 13, 000 4-20 3,488 800 955 i;o2i 1 1 986 183 298; 825 1,557 611 Beloit . . 10, 000 4-20 2,915 30 979 1,074 2, 053 186 268, 465 1,561 612 Chippewa . 10, 000 4A20 3, 015 980 696 698 1,394 180 200, 891 1 , 158 613 Eaii Claire _ _ 20, 000 4-20 6,645 342 2. 106 2,071 4,177 180 590, 050 3,532 611 Fond du Lac . 14, 000 4-20 5, 052 393 1, 232 1,267 2. 4S9 179 340, 901 2.241 615 Green Bay. . . 24, 000 4-20 6, 165 476 1,926 1,908 3.834 184 488, 593 2,656 616 Janesville . . 14, 000 4-20 4,283 *234 1,212 1,325 2,537 177 349, 578 1, 850 617 Kenosha _ _ 11,164 4-20 3, 907 755 720 758 1,478 182 216, 704 1,109 618 La Crosse _ _ 33, 000 4-20 10, 133 1,100 2,714 2,819 5, 533 192 836,810 4, 362 619 Madison . . 18, 000 4-20 5, 388 1,000 1.483 1. 410 2,893 185 437. 737 2,370 620 Manitowoc . . 11,500 4-20 3, 723 165 1,089 1,027 3,115 200 329, 148 L667 * Statistics of 1897-98. a Estimated. OHigh school was in session one hundred and ninety-nine days. 1524 EDUCATION REPORT, 1898-99. Table 10. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1898-90 — Continued. City. 1 621 622 623 624 625 626 627 628 629 630 631 632 WISCONSIN— cont’d. Marinette . Merrill . Milwaukee . Oshkosh . . . Racine . Sheboygan .. . Stevens Point . Superior . . Watertown.. . Waukesha . Wausau . WYOMING. Cheyenne . . 'd © g •l-H CD © P .2 £ o3 ft O c3 +3 O Eh 16,000 10, 000 361, 007 32, 120 28, 000 23, 000 10, 500 30,000 10, 000 8, 000 12, 000 10, 000 School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. Average daily attendance in pub¬ lic day schools. School census age. Children of school census age. Male. Female. Total. 3 -1 5 G 7 8 9 19 11 4-20 5, 513 416 1,844 1,766 3,610 178 476, 930 2,750 4-20 3, 154 603 * 1, 822 177 237, 357 1,341 4-20 93, 638 20, 727 20, 089 40, 816 194 5, 974, 424 30, 796 4-20 8,612 i, 292 2,264 2, 331 4,595 196 657, 280 3,329 4-20 8, 591 958 2, 420 2, 546 4.966 200 839, 186 4,223 *1,200 1,8,52 1,973 3, 825 193 585. 532 3,007 4-20 3,946 710 870 '805 1,675 188 250, 249 1,341 4-20 6,688 492 2, 832 2, 872 5,704 180 702, 180 3,901 4-20 3, 786 920 565 632 1,197 196 187, 395 961 4-20 *229 772 748 1 , 520 189 218,932 1,158 4-20 4,254 *435 1,366 1,396 2, 762 173 351, 748 1,997 200 577 571 1,148 172 141,436 831 * Statistics of 1897-98. Table 11. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1898-99. City. Supervis¬ ing officers. Regular teach¬ ers. ■1. © d Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. Grades in which man¬ ual training is given, if any. Number of ki: gar tens. 1 3 4 5 & 7 8 9 19 n 12 13 ALABAMA. 1 Anniston . . 2 Birmingham. . 7 1 8 O 75 78 None. 0 0 7 3, 068 $200, 000 3 Huntsville _ 2 0 9 2 13 15 None. 3 * 650 10, 000 4 Mobile * (city and county) . . 1 0 1 156 183 None. 0 0 91 7,000 225, 000 5 Montgomery . 1 0 l 4 50 54 7 2, 100 125, 000 6 Selma . 9 1 o o 0 19 19 None. 3 '900 30,000 ARKANSAS. 7 Fort Smith _ l 0 1 10 44 54 None. 0 0 8 2,600 500,000 8 Hot Springs . . l 0 1 5 27 32 None. 0 0 6 2,260 50, 000 9 Little Rock . . o o 1 4 11 70 81 None. 0 0 15 4,688 320, 757 10 Pinebluft* . . 9 0 9 fJ 9 24 33 None. 0 0 7 1,645 65,000 CALIFORNIA. 11 Alameda. . . 8 2 10 4 62 66 None. 0 1 8 3, 031 186,300 12 Berkeley . 1 1 9 t-j 10 56 66 None. 0 11 3,000 100,000 * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1525 Table 11. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over S, 000 inhabitants, 1898-99-- Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. ! Total. Male. Female. i— H O Eh 1 2 3 4 5 6 7 8 ‘J io 11 13 13 CALIFORNIA— c’t’d. 13 Fresno * . 2 0 2 i 9 33 42 7 to 10 inc. 0 0 5 1,500 O O O O 5>» H 14 Los Angeles . . 14 11 25 43 412 455 6 to 9 39 53 18, 220 1, 183. 426 15 Oakland . 13 4 17 18 205 223 8 and 9 1 2 19 11,000 1,000,000 16 Pasadena . 1 3 I 8 49 57 None. 0 0 7 2,725 150,000 17 Sacramento _ 4 1 5 6 114 120 None. l\ u 1 15 4,100 310. 000 18 San Bernardino ... 1 0 1 8 32 40 None. 0 0 12 1,601 63, 900 19 San Diego . 5 4 9 4 70 74 3 to 8 6 0 16 3,063 142,000 20 San Francisco . 18 71 89 53 928 981 11 78 40 574 5 620 °00 21 San Jose . * . . 1 2 3 10 96 106 None. 4 1 11 3,’ 862 244, 450 22 Santa Cruz .... _ 1 0 1 6 35 41 None. 1 8 1,700 150, 000 23 Stockton . . O 9 5 12 47 59 9 to 12 .... i 12 2,606 313, 611 COLORADO. 24 Colorado Springs 4 6 10 5 68 73 10 3 500 405 500 25 Cripplecreek . 9 2 A 3 23 26 None. 0 u 4 h 500 50,000 Denver: 26 District No. 1-. 4 4 8 24 260 284 1 to 12 20 22 10, 686 1,756,423 27 District No. 2.. 4 0 4 12 110 122 5 0 16 6, 012 700, 000 28 District No. 7.. 1 0 1 0 20 20 1 1 4 811 125. 000 29 District No. 17. 6 2 8 10 71 81 7 3 772 500 000 30 Leadville . 1 0 1 6 34 40 5 1,519 100, 000 Pueblo: ' . 31 District No. 1 . . 1 0 1 5 61 66 8 1 977 250 000 32 District No. 20 * 1 1 2 3 50 53 6 to 10 1 1 12 2i 156 195. 700 33 Trinidad . . 1 1 9 3 24 27 5 1,340 81,100 CONNECTICUT. _ 34 Ansonia . 1 9 3 0 o2 52 None. 6 2 608 *110 000 35 Bridgeport . 5 8 13 4 187 191 0 o 20 9 450 A- t. U ^ UVU £20 2Qn 36 Bristol . . . . i 3 4 4 43 47 5 to 8 3 0 12 1,995 104, 800 37 Danlmrv * _ 9 fV 1 2 4 66 70 N one. 1 19 3,311 201,647 38 Greenwich . . .... 4 44 48 2 o *20 *2 001 Ton 39 Hartford . . 6 3 9 42 273 315 8 and 9 13 9 fV 22 10, 255 *1,705,600 Manchester: 40 Town schools*. 4 0 4 1 99 23 None. 8 * 891 35 000 41 District No. 9 .. 1 B 9 1 13 14 1 to 8 1 0 1 1,200 100,000 42 Meriden _ _ 1 0 1 9 99 108 1 19 4 488 91 8 7 43 Middletown . 1 2 3 1 29 30 0 0 4 1 ’ 340 /VAUj UUV7 147 600 44 Naugatuck _ o D 2 5 4 52 1 56 7 to 9 and 9 hJ 11 2, 310 225, 000 high school. 45 New Britain . 4 9 rV 6 4 94 98 8 and 9 8 2 11 3. 500 400, 000 46 New Haven . 12 7 19 32 396 428 4 to 7 12 5 47 15. 917 1, 505, 000 47 New London _ 9 2 4 2 60 62 6 to 8 2 0 6 2,562 ' 350' 000 48 Norwalk _ 4 0 4 9 67 7T5 5 2 13 3 496 iso non 49 Norwich* . 2 0 9. 9 96 105 2 23 4’ 161 341 600 50 Stamford _ 1 0 l ! 14 83 97 4 to 8 and 9 1 20 3,700 292, 000 high school. 51 Torrington _ 2 o a 5 4 45 49 10 1 750 210 000 52 Vernon * . . 1 0 i o O 39 42 .... 11 1 612 126 900 53 Wallingford* . 2 l 3 1 35 36 None. 2 5 1,375 37, 450 54 W aterbury . . . 5 15 20 5 135 140 6 1 19 6 503 649 237 55 Windham! . . 2 1 3 3 38 41 3 *12 *1,416 1 1 ■“ C.Qf, DELAWARE. 56 Wilmington _ 2 3 5 5 237 242 o 0 29 11,086 "nr; DIST. OF COLUMBIA. Washington: 57 First 8 divi- 16 27 43 87 696 783 3 through 10 12 981 13,500,000 sions. a high school. *42, 347 58 Ninth to 11th 9 18 27 46 ■ 262 308 7, 8, and 6 7 27] [1,500,000 divisions, b high schools * Statistics of 1897-98. a Principally white schools. b Colored schools. 1526 EDUCATION REPORT, 1898-99. Table 11. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants , 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. a> .9 - St & cS 1“ <— < ffl rn CD A o o 2 r— < ^ s. 13 $320, COO 375, 0G0 50, 000 56, 310 122, 000 250, 000 61,000 * 98, 550 100, 000 117, 000 180, GOO * 607. 000 431 , 000 100, 000 111.500 152, 000 175. COO 2,393,355 70, 000 141,376 291. 500 117.000 235, 000 207, 000 167, 500 210, 000 * 100, 000 320. 000 125,000 494, 471 67, 500 110, 600 175, 000 120, 000 125,000 216, 500 *314,425 290, 000 125,000 437, 900 404, 000 296, 500 100, 000 *550,000 360, 000 160, 000 100, 000 95, 100 400, 000 200,000 300, 000 750, 000 1528 EDUCATION REPORT, 1898-99. Table 11. — Statistics of supervising officers , teachers , property, etc., in public schools of cities of over 8,000 inhabitants, 1898-99— Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. Number of kinder¬ gartens. i Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. 1 Male. i Female. Total. 1 2 3 4 5 G 7 8 1 V | IQ 11 12 13 KANSAS. 1 109 Arkansas City . 1 0 1 0 32 32 6 1,900 $100,000 170 Atchison . . 1 0 1 2 40 42 8 2,347 155 000 171 Emporia . . 2 0 2 7 37 44 Nntie 9 2,250 115 000 172 Port Scott - . . j o ] 7 40 47 N on e 11 2, 400 *112 000 173 Hutchinson . 1 o 1 5 35 40 None. 7 2,300 115,000 174 Kansas City . 2 1 3 29 120 149 None. 0 0 23 450,000 175 Lawrence . 1 1 2 9 42 51 8 2,511 175, 000 170 Leavenworth . 0 1 1 4 61 65 None. 10 2, 841 112, 436 177 Ottawa . 1 0 1 5 25 30 N one 4 1 . 750 45, 000 178 Parsons . 1 0 1 3 30 33 None. 5 1, 700 125,000 179 Pittsburg . 1 0 1 5 35 40 1 5 2, 340 95, 000 180 Topeka A . . 1 0 1 19 112 131 None. 0 6 21 6, 500 450, 000 181 Wichita . 2 1 3 8 79 87 17 4, 850 200, 000 KENTUCKY. 183 Bowling Green _ 1 0 1 4 22 26 None. 0 0 3 1,278 35, 000 183 Covington _ 5 1 6 5 88 93 None. 5 2 7 4, 044 215, 659 Frankfort: 184 White schools .. i 0 1 1 22 23 High school 1 0 1 1.250 44, 800 and 7 and 8. 185 Colored schools* i 0 1 1 11 12 1 1 1 GOO 12, 000 186 Henderson . i 0 ] 5 41 40 None. i 1,800 81,000 187 Hopkinsville _ i o 1 6 19 19 None. 9 760 28,000 188 Lexington . . 9 6 15 3 75 78 Primary. 5 8 3, 400 120, 785 189 Louisville _ 21 20 41 40 513 553 High school 0 io 63 30, 181 1,130,085 190 Maysville . . 191 Newport . .... ... 193 Owensboro - 1 2 3 11 30 41 None. 6 2, 100 1 10, 000 193 Paducah . 1 2 3 10 42 52 N one. 0 0 9 2, 675 150, 000 LOUISIANA. 194 Baton Rouge . 195 New Orleans . 1 7 8 23 660 683 None. 13 0 *66 *23, 383 1,500,000 196 Shreveport . . . 2 0 2 7 23 30 None. 8 1,750 100,000 MAINE. 197 Auburn . 3 2 5 8 65 73 i 33 2,820 200, 000 198 Augusta * . . 2 1 3 A. 39 43 26 3, 104 100, 750 199 Bangor . . 0 4 4 9 99 108 None. 4 0 24 4,200 500; 000 200 Bath 1 ] 2 4 38 42 N one. 15 1 , 700 100. 000 201 Biddef ord - . 2 1 3 4 39 43 None. 1 i 22 1,707 160, 000 202 Calais . 1 2 3 5 37 42 None. 0 0 13 1,758 48, 000 203 Lewiston . . 3 3 6 3 71 74 6 to 10 1 2 22 4,000 236 200 204 Portland * _ _ 6 4 10 13 150 163 7, 8, and 9 6 1 18 6, 169 500, 000 205 Rockland * ] 1 2 4 33 37 8 1,500 80, 100 206 Water ville . . 1 2 3 9 43 45 None. — 2 8 1. 500 71,500 MARYLAND. 207 Annapolis* . 7 13 20 2 208 Baltimore. . 6 55 61 153 1,641 1,794 6 to 11 0 16 135 74,031 3,000, 000 209 Cumberland *. 6 09 38 10 210 Frederick . 1 0 1 7 24 31 None. 5 1,550 36,000 211 Hagerstown MASSACHUSETTS. 212 Adams _ _ 2 2 4 4 43 47 9 2,226 150, 000 213 Amesbury .... 0 b 0 2 34 36 None. 17 1,200 75,000 214 Arlington. . 1 o 1 2 34 36 7 to 10 5 2,056 209, 505 215 Attleboro ] 3 4 4 48 52 None 3 17 1,950 216 Rf>VP:ply 2 6 2 3 52 55 1 12 217 Boston . . 18 10 28 214 1,590 1,804 4 to 9 69 18 216 80, 060 15, 000, 000 218 Brockton . 3 9 5 15 164 179 High school — 3 27 6,980 | 436, 450 * Statistics of 1897 -98. CITY SCHOOL SYSTEMS 1529 Table 11. — Statistics of supervising officers, teachers , property , etc., in public schools of cities of over 8,000 inhabitants, 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ na1 training is given, if any. Number of kinder¬ gartens. | Number of even¬ ing schools. Buildings used for | school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 1 2 3 4 5 a 7 8 O io 11 12 13 MASSACHUSETTS — continued. 219 Brookline - 4 2 6 8 112 120 All gram- 11 2 16 3, 935 $1, 037, 360 mar grades but one. 220 Cambridge . 4 10 14 24 340 364 High school. 11 i 38 14. 700 1 , 469, 875 221 Gheisea, 3 0 3 6 116 122 i 12 5, 757 595, 5) 10 222 Chicopee - - i 0 1 4 58 62 None. 0 4 13 2, 649 200, 000 223 Clinton . . 2 1 3 3 50 53 0 1 14 2, 462 199, 806 221 Da ri vers 0 o 0 3 33 38 None *11 *L 800 103 000 225 Dedham . . . 3 Q O 6 3 37 40 5 to 9 and 1 _ 8 1.500 175,000 high school. 226 Everett . . 2 O 3 5 7 8 OQ 120 919 128 QAR 5 to 8 0 3 5 18 15 50 5, 400 1 V 91? 395, 947 1 990 0-0 fj&i 228 Fitchburg . . - 4 2 6 11 Otfc/V 107 118 9 to 12 0 3 23 JLOj Wi i 4,870 594, 686 229 F Tfl.Tu ine’fia m 2 1 3 3 58 61 1 17 2, 588 155, 800 230 Gardner . . . 1 0 1 4 43 47 High school. 6 1 10 2,020 89, 550 231 Gloucester _ 4 3 7 3 107 110 None. 0 0 21 4, 800 375, 000 i 232 Greenfield _ Q 3 0 2 35 37 2 to high 2 1 15 1,570 140, 000 school inc. 233 Haverhill . . 5 7 12 0 139 139 5 to 12 1 4 40 *533, 000 231 Holyoke _ _ 11 7 18 160 High school 5 6 19 and 6 to 9 235 Kydepark* _ 4 2 6 8 43 51 9 9 2,000 170, 300 236 Lawrence . . 9 5 14 5 198 203 High school. 0 4 30 8, 492 754, 000 237 Leominster* _ 1 2 3 4 42 46 9 238 Lowell _ 3 3 6 17 226 243 High school. 12 13 52 13, 510 1,591,500 239 Lynn . . 2 3 5 17 222 239 High school. 0 8 44 10, 900 1,525,000 240 Malden . 3 2 5 13 155 168 High and 9 3 2 18 5, 500 825, 733 241 Marblehead*. . . 1 0 1 2 32 34 242 Marlboro - . . 1 2 3 2 72 74 None. 6 1 12 2, 930 267, 105 243 Medford . - _ 2 o 2 11 82 93 5 to 9 4 1 18 525, 400 244 Melrose* - 4 o 4 8 67 75 14 *2 140 *190 000 245 Milford . . 1 0 1 1 41 42 None. 0 0 16 1,600 75, 000 240 Natick - . . 2 2 4 4 44 48 5 to 7 0 1 11 2,290 *75, 000 247 New Bedford . 6 5 11 5 190 195 7 to 9 3 5 25 8, 856 904,192 248 Newburyport . 1 0 1 4 41 45 None. 0 1 13 1,966 99, 284 249 Newton . . 1 0 1 17 161 178 8 and 9 12 O fJ 26 6, 415 916. 700 250 North Adams . 3 6 9 5 78 83 8 and 9 3 14 12 3, 276 400, 000 251 Northampton _ 2 4 6 5 78 83 5 to 7 3 5 20 3, 150 279,800 252 Peabody . . 1 3 4 3 48 51 O /V 2 8 2, 000 120,000 253 Pittsfield . . 4 1 5 9 101 110 0 4 24 4.640 500, 000 254 Plymouth . . 1 0 1 4 43 47 None. 0 0 27 1,600 110, 000 255 Quincy . . 1 2 3 11 106 117 None. 0 3 12 5, 047 468, 400 250 Revere . 3 9 iV 5 3 48 51 None. 3 0 8 2, 236 200, 000 257 Salem . . . 3 1 4 13 122 135 Grammar. 8 5 23 5, 531 468, 000 258 Somerville-.. . 4 4 8 20 225 245 High school. 5 5 26 10. 400 1,028,441 259 Southbridge . . 1 1 2 2 31 33 5 and 6 0 4 10 1,295 93, 300 260 Spencer . . 1 0 1 3 39 42 None. 0 4 15 1,700 130, 500 261 Springfield . 10 12 22 9 266 275 4 to 9 7 7 35 10,115 1,500, 000 262 Taunton . 1 0 1 13 109 122 None. 0 6 32 5, 487 413, 000 263 Wakefield . 1 0 1 1 44 45 5 to 9 0 0 10 264 Waltham . 3 2 5 9 71 80 6, 9, and 0 O O 14 3, 133 353,399 high school. 265 Watertown . 3 4 7 3 31 34 5 to 7 1 8 1,450 176, 000 268 Westfield _ 2 1 3 5 53 58 1 1 17 2.200 250, 000 267 West Springfield . - 2 2 4 2 41 43 3 0 12 1, 300 135,000 268 Weymouth _ 2 0 2 10 45 55 None. 0 0 20 2, 560 196. 500 269 W o burn - 2 1 3 5 61 66 0 1 14 3. 172 242, 574 270 Vforcester . 15 6 21 55 469 524 9 grade and 12 15 66 20, 930 2, 296, 346 high school. MICHIGAN. 271 Adrian . 1 2 3 3 34 37 None. 6 1,723 147, 000 272 Ainena- . . 1 1 2 2 34 36 None. 9 1,632 SO! 125 273 Ann Arbor . . 1 2 3 8 56 64 N one. 0 6 7 2,015 272, 000 274 Battlecreek* 2 2 4 3 68 71 9 2, 946 225, 000 275 Bay City- . . 2 6 8 6 105 111 8 to 11 0 u 11 4, 884 285, 000 276 Cheboygan . . 1 0 1 2 23 25 0 0 0 6 1,200 50, 000 * Statistics of 1897-98. u Ta 277 278 279 280 281 282 283 280 285 28(5 287 288 289 290 291 Z92 293 291 295 296 237 298 299 300 301 303 303 301 305 300 307 308 309 310 311 312 313 311 315 310, 317 318 319 320 321 322 323 321 325 32(5 327 328 329 30 EDUCATION REPORT, 1898-99. ble 11.— Statistics of supervising officers , teachers , property , etc., in public schools of cities of over 8,000 inhabitants, 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in ail public schools. Value of public property used for school pur¬ poses. d 6 a © ft ci o Eh 0 VH © a © pR i — * -4-3 o & 1 2, 3 ■i 5 0 7 8 10 11 12 13 MICHIGAN — cont’d. Detroit . 21 16 67 31 731 765 None. 10 17 66 34, 456 S3. 175, 250 Escanaba . . 1 0 i 3 23 28 None. 0 7 1,200 75,000 Flint _ _ _ 1 1 9 fV i 56 63 6 to 12 I 9 2. 500 250, 000 Grand Rax>ids . 9 29 38 23 313 368 9 0 34 18, 000 2, 020, 000 Holland . 1 1 2 1 35 38 None. 9 5 1,721 85, 000 Iron Mountain . . . . 1 0 i 3 40 43 N one. 0 6 5 2,027 117, 500 fronwood . 1 9 ! 3 2 45 47 None 4 8 2,400 150, 000 Ishpeming* _ 2 0 2 i 45 49 TTiPh school 120, 000 Jackson . i 9 3 9 78 87 None. 16 3,674 175, 000 Kalamazoo . ___ i 0 1 3 86 89 5 to 10 3 10 3; 700 500, 000 Lansing . i 2 3 1 75 79 N one. 14 3,080 161,000 Ludington . i 0 1 9 39 11 None 6 1,750 100, 000 Manistee- . . . 3 1 4 3 73 76 None. 1 9 3, 200 120, 750 Marquette . . _ 1 2 O O 3 31 37 None. 8 *1, 783 200, 000 Menominee _ . _ . 9 rV 0 2 1 52 56 7 and 8 and 5 0 9 2, 300 015, 000 high school. Muskegon . . o o 1 1 5 97 102 All grades. 8 _ 22 3, 500 400, 000 Owosso . . . 1 1 9 6 36 42 4 1,996 125. 000 Port Huron _ 1 0 1 3 70 73 0 6 14 3,540 223,000 Saginaw: East side. . . 1 0 1 11 122 133 None. 0 0 14 5, 443 421,909 West side* _ 9 9 l 5 70 85 12 4, 000 232, 811 Sault Ste. Marie... 1 9 3 i 30 31 None. 0 0 rf i 1.425 95, 000 Traverse City . 1 0 1 2 39 41 None. 4 5 1,768 150, 000 West Bay City* .... 1 0 1 5 55 60 8 2,589 150, 000 MINNESOTA. Brainard. . . 1 0 1 9 rV 34 36 None. 0 0 6 1,670 156, 000 Duluth . . 11 231 215 21 0 31 1,800.593 Faribault . 2 1 3 1 29 30 None. 0 0 7 1,400 90,000 Mankato _ 1 0 1 3 38 41 5 120, 000 Minneapolis . . 7 18 55 8 719 727 High schools 0 0 59 35, 000 2, 500, 000 Red King . . 1 1 9 1 39 40 None. 0 0 5 1,800 80, 000 St. Cloud* .. .. 1 2 3 2 27 29 1 to 8 0 0 6 1,100 85, 000 St. Paul _ _ 12 26 38 29 505 534 High school. 27 46 20. 000 2,575,125 Stillwater . . . 1 0 1 9 fJ 19 51 High school. 0 6 7 2, 550 172,000 Winona . 1 2 3 5 85 90 r* i o 9 4, 0-00 MISSISSIPPI. Greenville . 1 2 o o 2 23 25 None. 0 0 5 1,025 30,000 Jackson . Meridian . . . 3 3 6 5 88 43 None. K u 1, 450 55, 000 Natchez . Vicksburg . 1 MISSOURI. Carthage . . 9 1 3 9 34 43 7, 8 and 8 2,140 110, 000 high school. Chillicothe . 1 0 i 6 20 26 None. 6 1. 374 70, 000 Hannibal . . . 3 1 i 2 59 61 Hone 10 2, 712 110, 780 Independence . 1 1 9 fJ 2 26 23 None. 0 0 4 1,600 110, 000 Jefferson City* _ 1 1 9 hj 5 17 5 25, 000 Joplin . . 1 1 2 12 56 68 Ncne 10 4,000 130, 000 Kansas City... . 1 0 1 68 439 507 High school. 8 43 24, 470 2, 231, 000 Moberly . 1 1 2 9 26 35 High school. 0 6 5 1,836 85, 000 Nevada . . 1 0 1 4 31 35 None. 8 1,800 75, ((00 St. Charles* . 2 750 40, 000 St. Joseph _ 1 0 1 13 159 172 None 0 0 23 8, 250 625,000 St. Louis. . 69 51 123 29 1,518 1 . 547 High school, 108 8 125 71, 892 5,373, 642 7 and 8 of some schools Sedalia . 1 1 2 7 61 68 None. 10 3 420 175 000 Springfield _ 1 1 9 7 65 72 None. 6 6 11 4, 760 200, 000 Webb City . 1 I 0 1 9 tJ 22 24 None. -- - | 3 1,200 50,000 * Statistics of 1897-9S. CITY SCHOOL SYSTEMS 1531 Table 11. — Statistics of supervising officers, teachers, property , etc., in public schools of cities of over 8,000 inhabitants, 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. N umber of kinder¬ gartens. Number of even¬ ing schools. 1 Buildings used for | school purposes. Seats or sittings for study in all public schools. | Value of public property used for school pur¬ poses. Male. ' Female. Total. Male. Female. Total. 1 3 3 4 3 6 7 8 9 SO 11 1-5 IS MONTANA. 330 Butte 7 2 9 1 139 140 17 6,670 $467, 170 331 Greatfalls . . 1 2 3 5 36 41 None. 0 0 10 1, 655 ' 225, 000 332 Helena 1 4 o 2 41 43 None. 10 2, 249 450, 000 NEBRASKA. 333 Beatrice . 1 o 1 9 33 42 Ncue 9 1,700 150 000 334 Fremont 1 8 9 1 40 41 None 8 1.925 129, 500 335 Grand Island 1 2 3 4 34 38 None 5 1, 805 000 336 Hastings . 1 2 3 2 32 34 N on R. 6 1,450 110, 000 337 Kearney 1 0 1 2 25 27 None. 0 0 7 1, 200 200, COO 338 Lincoln . . . 2 0 2 17 132 149 None. 14 _ 18 5,800 433, 920 339 Nebra slra City 2 o 2 3 28 31 None 0 0 7 340 Omaha _ . _ 2 16 18 3 373 376 9 to 12. 27 6 40 16, 201 i, 668, 200 341 Plattsmouth _ 1 0 1 1 25 26 None. 0 0 9 1,200 80,000 343 South Omaliat 1 2 3 3 56 59 9 2,700 212,000 NEW HAMPSHIRE. 343 Concord . 1 0 1 5 61 66 7 to 9 and 5 0 16 2,550 325,000 high school. 344 Boyer . . . 1 o 1 6 36 42 Ts[ r»u p 13 1,589 137 300 345 Keene 1 2 3 O 34 37 None. 1 13 159’ 500 346 Laconia 1 0 1 2 35 37 None 10 1,325 80, 000 347 Manchester * 14 108 122 24 745. 000 348 Nashua . . 4 6 10 *> /V 87 89 1 to 6 2 21 3, 500 308, 433 349 Portsmouth _ . 6 4 10 5 37 42 4 to 5 4 6 9 1,600 100, 000 350 Rochester r _ 1 1 2 1 34 35 13 91, 000 NEW JERSEY. 351 A t.l pm r,i c. City '* 2 2 A 3 64 67 9 to 12 6 3, 000 200 000 352 Bayonne _ . . 7 2 9 6 117 117 l 7 3, 840 310, 000 353 Bridgeton* _ 9 47 49 6 2, 4G0 120, 000 354 Camden* . 4 0 4 6 235 2-41 High school. 0 0 21 9, 791 *517,869 355 Elizabeth . 7 8 15 20 124 144 1 11 *5,489 * 312, 000 356 Hackensack . 1 0 1 6 37 43 Gramm ar. 4 5 1,648 94, 000 357 Harrison * . . 0 0 0 2 15 17 0 2 2 800 40, 000 358 Hoboken . 8 4 12 1 181 182 6 to 9 7 1 12 7, 945 ~ 371 , 500 359 Jersey City . 18 28 46 2 534 536 None. 2 7 30 23, 627 1,575,044 360 Longbranch . 1 3 4 4 45 49 None. 0 0 10 2, 673 219, 300 361 Millville . . 1 0 1 4 44 48 None. 0 0 8 2, 592 * 90, 000 362 Morristown . 1 0 1 1 22 33 3 1,488 125, 000 363 Newark . 34 13 47 21 fvi. 680 701 5 to 8 and 37 11 57 OO QQ7 oo, 66/ 2, 262, 875 high school. 364 New Brunswick... 1 1 o tJ 3 58 61 None. __ 1 n i *2,895 *163,000 365 Orange. . 7 5 12 4 49 53 All grades. 5 _ 5 2, 695 260, 000 366 Passaic . . . 2 2 4 4 77 81 3 to 8 6 1 8 3. 600 2.25, 000 367 Paterson . 21 5 26 20 296 316 7, 8, and high 18 5 23 13,' '189 * 692, 500 school. 368 Perth Amboy . 1 0 1 3 42 45 None. 0 0 6 *1,781 110, 000 369 Phillipsburg. . 1 0 1 5 35 40 2 to 6 0 0 6 1,722 100, 000 370 Plainfield . 2 4 6 0 59 59 None. 5 0 8 2, 750 *233,000 37] Rahway . . 1 0 1 4 28 32 N one. 4 1,746 115, 000 372 Town of Union .... 5 1 6 4 45 49 3 to 10 2 3 3 2; 444 145, 000 373 Trenton * . 7 187 194 24 7,905 505, 952 NEW MEXICO. 374 Albuquerque * _ 3 27 30 15 150. 000 NEW YORK. 375 Albany . 15 7 22 11 277 288 High school 20 3 21 13, 003 1,187.000 376 Amsterdam . 2 0 2 9 51 60 None. 0 0 10 2, 993 125, 000 377 Auburn . 2 5 7 4 107 111 None. 15 4,237 400, 000 378 Batavia . 1 0 1 0 55 55 8 6 6 7 1,600 200, 000 379 Binghamton . 2 2 4 13 184 197 9 to 12 13 — 17 7, 659 421,945 * Statistics of 1897-98. 1532 EDUCATION REPORT, 1898-99. Table 11. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1S98-90 — Continued. City. Supervis¬ ing officers. j Res 1 pillar teach¬ ers. Grades in which man¬ ual training is given, if any. Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. 1 Total. 1 2 3 4 5 7 8 9 10 11 13 13 -XKW YORK — cont'd. , 380 Rii ffa.l o 60 27 87 14 1.133 1, 147 8 and 9 H 13 83 54 616 ■R3 462 899 381 Cohoes * _ _ 7 74 81 11 2, 560 [J)tJ j I v/(V , O 1/ 179 000 382 Corning. . . o bj 0 2 0 26 20 Primary. 0 0 2 1 399 125 | 000 383 Cortland _ _ 1 i 2 3 0 22 22 None. 0 _ 4 1,150 60, 000 381 Dunkirk . . l 1 2 3 52 55 None. 0 0 10 2, 153 180,000 385 Elmira . . 7 5 12 0 144 144 None. 0 0 13 6,789 600,000 336 Geneva . . 1 1 2 o O 47 50 None. 4 0 5 1,304- 121,500 337 Glens Falls, . . . 1 9 hj 3 0 37 37 5 to 8 o & 0 4 1,384 110, 000 388 Glovers ville . . 1 0 1 1 63 64 None. 5 0 9 3,400 151,843 339 Hornellsville . 2 5 7 0 48 48 None. 1 0 5 2,150 125,000 390 Hudson . 1 1 9 bj 0 30 30 N one. 0 0 3 1.528 80, 000 391 Ithaca . 3 1 4 5 46 51 5 to 8 0 0 7 2, 130 170, 000 393 Jamestown _ 1 1 2 4 111 115 All grades. 9 0 12 4.012 324, 326 393 Johnstown . 1 0 1 o fj 37 39 None. 0 0 5 2.300 *131,126 Kingston: 391 Kingston 1 2 3 7 36 43 None. 6 2,201 208,500 school dis- trict. 395 District No. 2. . 396 District No. 3 1 11 12 None. 0 0 1 500 27 150 397 District No. 4. . 1 0 .... 1 0 8 8 1 375 18,760 398 Lansingburg . . 1 0 1 1 66 67 None. 5 0 5 2.225 138, 800 399 Littlefalls _ 1 0 1 4 28 32 Notio. 4 1, 385 105 000 400 Lockport * . . 4 70 74 10 317, 000 401 Middletown _ _ 1 9 3 4 46 50 None. 0 .... 0 6 1,987 153, 000 402 Mount Vernon _ 5 1 0 1 75 76 None. 2 1 8 3,718 415. 000 403 Newburg . . i 0 1 8 96 104 8 to 11 b 0 6 3,612 349, 176 404 New Rochelle _ 2 8 10 3 70 73 None. 5 1 7 2,500 276. 382 405 New York . . 230 473 703 07 4 8, 631 9, 305 El’m’nt’ry 101 61 425 407, 423 16, 421, 706 and high school. 403 Niagara Falls . 4 O bJ 6 3 77 80 None. 5~ 1 9 3, 079 197. 293 407 North Tonawanda 3 1 4 4 47 51 None. 4 0 1, 750 200, 000 408 Ogdensburg * _ 4 50 54 s 137, 000 409 Glean . o 1 3 1 45 46 6 0 6 2, 400 185, 000 410 Oswego * . i 0 1 3 84 87 15 4, 000 205, 800 Pe-ekskill: 411 District No. 7 l 1 2 0 17 1? None. 1 0 3 760 46, 501 1 (Drum Hill). 412 District No. 8 i 0 1 1 14 15 N one. 0 0 1 700 60, 000 (Oak Side). 413 Plattsburg. . . l o bJ 3 1 40 41 None. 0 0 9 1,700 72,300 414 Port Chester . 2 1 3 0 30 30 Primary- 3 0 6 1,400 80,000 415 Port Jervis _ _ 1 2 3 2 40 42 5 1,875 100, 000 410 Poughkeepsie 2 2 4 3 76 79 N one. 14 3,300 100, 000 417 Rensselaer _ _ 2 0 2 1 30 31 None. 1 0 2 1,346 69, 800 418 Rochester . . . 1 5 6 24 735 759 4 to 7 20 2 46 21,507 1,345,000 419 Rome* - . 3 3 0 1 43 44 7 2, 500 250, 000 420 Saratoga Springs.. 1 0 1 5 55 60 None. 5 1 6 3. 025 250, 000 421 Schenectady* . 1 0 1 1 65 66 o 0 r? i 2,900 175, 000 422 Sing Sing . . 1 0 1 0 28 28 None. 2 3 1.031 76, 600 423 Syracuse. . 5 3 8 18 411 429 7 and 8 15 4 o5 18, 605 1 , 254, 500 424 Tonawanda . i 2 3 1 36 37 None. 5 ! 1,500 110,000 425 Troy . . . . . 5 9 bJ 7 14 185 199 None. 3 21 8,521 * 563, 671 426 Utica . . . . 3 4 7 12 202 214 5 to 8. 12 1 23 8,018 629, 600 427 Watertown* . 2 1 3 4 97 101 2 10 | 4, 000 2/0, 000 428 Water vliet . 1 2 3 0 33 33 9 i 1 , 700 mo; oio 429 Yonkers . . O 5 7 5 141 146 1 to 6 and 7 3 15 5.812 * 727, 939 highsch'l. j NORTH CAROLINA. 430 Asheville . 1 1 9 bj 3 29 32 None. 4 I 1,500 70, 000 431 Charlotte*. . 40 j 432 Durham * _ 2 ] o 3 21 24 6 to 10 2 j 50, 000 433 Newbern ...... | 434 Raleigh . . . i 435 Wilmington . 430 Winston . . i * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1533 Table 11. — Statistics of supervising officers, teachers, property , etc., in public schools of cities of over 8,000 inhabitants, 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. © G 3 2 o £ r-< rn a G Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 2 » 4 5 (> 7 8 i) io 11 12 13 NORTH DAKOTA. 437 Farero* 1 2 3 i 31 32 0 0 5 1,465 $125 000 438 Grand Forks _ 1 2 3 i 36 37 3 J , 735 125.000 OHIO. 439 8 kron * . . 6 r? ( 13 9 120 129 12 750, 000 440 Alliance . . . 3 0 3 1 7 i 30 37 None. 0 0 6 1,650 138,500 441 Ashtabula - . 1 0 i 5 34 39 None. 0 0 7 1, 650 110, 000 442 Bellaire . . ] 0 i 5 33 38 0 0 8 1,708 75, 000 443 Cambridge _ 1 0 i 3 32 35 None. 0 0 4 1,708 120, 0C0 444 Canton . - _ 4 1 5 15 115 130 2 15 6,284 545, 000 445 Cliiliico the . _ _ . 6 9 8 8 53 61 None. *5 100, 0G0 446 Cincinnati _ 59 11 70 79 761 840 None. 5 64 45,000 3. 000, 000 447 Circleville _ 1 0 1 3 36 39 6 0 4 1,600 136.000 448 Cleveland . 11 55 66 66 al,077 al,143 In all grades 13 32 64 4, 619, 676 449 Columbus* . . 11 18 29 25 394 419 4 37 17. 600 2,347,277 450 Da v ton _ _ 15 10 25 28 325 353 12 4 30 13, 509 1.351,660 451 Defiance . - 1 0 1 1 30 31 None. 4 1 , 375 80' 000 452 Delaware - _ _ 1 1 2 4 35 39 N one. 8 1 , 900 150, 000 453 East Liverpool _ 1 0 1 4 50 54 None. 0 0 11 3,000 200, 000 454 Elvria _ . 3 2 5 2 35 37 1 to 6. 6 1, 525 85, 000 455 Findlay * _ 1 0 i 9 67 76 13 236, 000 456 F'ostoria _ 1 1 2 6 34 40 None. 1 6 1, 600 * 90, 000 457 Fremont _ _ 1 0 1 5 32 37 None. 3 6 3 1,500 80, 000 458 Hamilton _ o 0 2 13 74 87 None. 9 4.600 255, 000 459 Fronton . _ _ i 0 1 6 45 51 None. 6 2,431 120, 000 460 Lancaster. i 2 3 4 33 37 None. 4 1,500 100, 000 461 Lima* _ o 7 10 2 80 82 9 295, GOO 462 Lorain . . . 3 0 3 3 44 47 4 2,330 . .104,000 463 Mansfield . 2 2 4 3 76 79 None. 4 1 9 8, 724 300, 000 464 Marietta*.. . . ] 0 1 7 42 49 8 2,300 95, 000 465 Marion * . . . 1 0 1 0 45 45 8 144, 400 466 Martins Ferry _ 1 0 1 5 28 33 None. 0 0 3 1,470 100, 000 467 Massillon . . 3 1 4 5 87 42 None. 0 0 7 2,232 165, 000 468 Middletown * _ ] u 1 6 36 42 4 1.500 175, 000 469 Newark . . 1 0 1 3 68 71 None. 12 3, 948 195. 000 470 Piqua _ _ 2 1 3 2 44 46 None. 0 0 7 2, 615 225, 000 471 Portsm outh * _ i 0 1 3 57 60 10 205,000 472 Salem _ _ 9 1 3 2 28 30 4 1,600 125,000 473 Sandusky . . 3 1 4 2 72 74 None. 1 8 3,200 474 Springfield ... . 3 2 5 24 119 143 None. 16 6, 895 450, 000 475 Steubenville . 1 0 1 4 47 51 None. 1 6 2; 288 151,000 476 Tiffin . . . 3 34 37 None. 6 1,800 200, 000 477 Toledo . . . . . 12 14 26 22 373 395 5 to 12 0 1 38 20; 499 1, 203, 000 478 Warren . 1 0 1 4 36 40 None. 10 1,800 168, 000 479 Yfellston . . 2 0 9 tj 9 23 32 None. 0 7 1,587 50i 000 480 Xenia... _ 1 0 1 4 40 44 None. 0 i 6 2, 004 127, 000 481 Youngstown. . 1 1 9 rV 16 123 139 High school. 3 23 7.000 750, 0C0 482 Zanesville .... 1 0 1 5 88 93 17 3,900 * 250, 090 OKLAHOMA. 483 Oklahoma Citv _ o 1 4 3 24 27 None. 4 1,300 75,000 OREGON. 484 Astoria . . 1 0 1 4 24 28 None. 5 1,220 60, 000 485 Portland * . . 14 5 19 17 245 262 28 12; 700 1,075,000 486 Salem . . PENNSYLVANIA. 487 Alleghenv _ 23 3 26 13 354 367 In grammar 10 13 27 16, 000 2, 122, 918 grades. 488 Allentown . . 1 9 3 25 88 113 None. 0 9 (V 14 5,600 659, 533 489 Altoona _ _ 1 2 3 19 133 152 Ll one 12 7, 350 500, 000 490 Beaverfalls . . 1 0 1 1 42 43 None. 1 5 2,000 135, 000 491 Braddock . . . 3 38 41 None. 5 1,902 187,000 * Statistics of 1897-88. a Does not include kindergarten. 1534 EDUCATION REPORT, 1898-99. Table 11. — Statistics of supervising officers, teachers , property , etc., in public schools of cities of over 8,000 inhabitants, 1898-99 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which man¬ ual training is given, if any. Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. -1-3 O Eh 1 2 3 4 5 G 7 8 3 10 11 12 13 PENNSYLVANIA— continued. 492 Bradford . 1 0 1 8 54 62 None. 0 0 8 2, 900 §250, 000 493 Butler _ 2 3 5 2 43 45 None. 4 2,200 160, 000 494 Carbondale _ _ 1 0 1 7 46 53 10 2,666 178, 000 495 Carlisle 1 0 1 13 22 34 8 1,700 125 000 490 Chambersburg .... 1 0 1 7 28 35 Noiie. 0 0 iy i 1.860 75, 000 497 Chester . 1 0 1 8 118 126 None. 0 0 21 5,267 300. 000 498 Columbia _ _ 1 0 1 41 3 44 None. 1 _ 6 2, 280 76,300 499 Connellsville _ 1 0 1 3 22 25 3 1.250 45. 000 500 Danville . . 1 0 1 4 23 27 5 1,380 100,000 501 Dubois . . 1 0 1 5 28 33 5 1.600 80, 000 503 Dunmore _ 1 0 1 6 38 41 None. 1 4 9 2, 280 150,000 503 Easton . . 1 0 1 17 56 73 None. 0 0 12 3, 360 427, 800 504 Erie . . 3 15 18 6 182 188 None. 0 4 17 7, 466 869. 300 505 Orfiftn sbn vp‘ 3 1 3 3 04. 27 None. 4 1,418 325. 000 500 Harrisburg _ 4 1 5 28 158 186 None. 0 0 25 9, 689 748, 984 507 Hazleton. . 1 0 1 9 43 52 4 8 2, 816 200, 000 503 Homestead . . 2 41 43 4 to high 4 1,800 school, inc. 509 Johnstown . *1 *2 16 99 115 18 5, 650 400.000 510 Lancaster . 1 0 i 12 107 119 None. 0 5 18 6,000 453, 200 511 Lebanon . *1 *0 * 1 6 55 61 11 2,600 *250,000 513 Lockhaven _ 1 0 1 6 24 30 None. 0 0 4 1,600 118,207 513 McKeesport . 11 0 11 19 101 120 None. 2 11 5,265 424, 000 514 Mahanoy City _ 1 0 1 5 37 42 None. 6 5 6 2,250 112. 000 515 Mead vibe 1 3 4 1 48 49 1 to 7 4 2, 300 175,000 516 Mount Carmel _ 1 1 0 7 31 38 None. 0 4 6 2, 216 100, 000 517 IN anticoke * 1 *0 *1 10 34 44 6 7 1,930 108, 407 518 Hew Brighton I 0 1 0 34 34 4 lj 600 130 ; 000 519 Newcastle 12 84 96 11 4' 700 530 Norristown . . 1 0 ■1 8 67 75 3 to 7 , 9 3, 500 245,000 and high school. 531 Oil Citv . . . 4 47 51 9 1,800 533 Philadelphia 60 94 154 133 3,184 3, 317 3, 5, and 142 96 325 12,087.516 2 high schools. 523 Phoenixville . 1 0 1 1 27 28 None. 0 0 4 1,400 60,000 524 Pittsburg . 32 24 56 0 856 856 Gram m a r 20 0 77 35, 000 3, o00, 000 grades. 535 Pittston . 0 oj 1 0 O 0 33 33 None. 0 8 6 1,800 85,000 536 Plymouth. . 1 0 1 6 25 31 None. 0 7 6 2,100 60,000 537 Pottstown . . 1 0 1 13 48 61 None. 0 0 21 3,200 178, 842 538 Pottsvdie 7 53 60 10 3,000 529 Reading . . . 2 5 7 8 260 288 None. 0 5 41 13, 600 846, 500 530 Scranton . 28 275 303 37 14, 328 100, 000 531 Sham ok in.. _ _ 1 1 2 15 61 76 In e 1 e - 8 3, 500 300, 000 mentary schools. 533 Sharon. „ . 1 0 1 3 33 35 0 6 1,750 65, 000 533 Shenandoah _ 1 2 3 9 49 53 12 10 3, 340 130, 000 534 South Bethlehem 1 0 3 10 36 46 6 1 ; 948 192, 000 535 Steel ton _ _ . 1 0 1 16 23 39 None. 7 2,090 151,000 536 Sunbury . 1 0 1 10 30 40 None. 1 0 ty t 2, 466 85, 000 537 Tamaqua . 1 0 1 2 22 24 4 1,200 125,000 538 Titusville . 1 0 1 O /V 40 42 None. 0 6 5 1,750 97,867 539 Union town 1 1 2 0 26 26 None. 3 1,400 110,000 540 Warren 1 2 3 6 34 40 6 1,800 215, 181 541 West Chester 2 1 3 5 31 36 High school. 3 1,403 150, 000 543 Wilkesbarre 2 1 3 30 142 172 None. 20 10; 234 575, 000 543 W ilkins bn r p 1 0 1 O 42 44 0 O 2, 200 250. 000 544 Williamsport . 1 1 2 18 94 112 None. 0 6 15 5,846 350,000 5^5 York .. ". . 1 0 1 19 80 99 None. 14 4,750 436, 550 RHODE ISLAND. 546 Central Falls . 1 3 4 O bJ 48 50 None. 0 0 9 2, 145 169,000 547 Cranston . 1 2 3 8 50 58 None. 4 0 16 2,000 175,000 548 Cumberland . 1 1 2 5 32 37 None. 0 4 14 1,374 63,000 * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1535 Table 11. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1S9S-99 — Continued. City. Supervis¬ ing officers. Reg ular teach¬ ers. , Grades in r which man¬ ual training is given, if any. 3 pH th 4-1 3 O 15 7 40 s s — bJj a ~A JNumoer or even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male . Female. 1 Total. Male. Female. "cS 4-» o Eh 1 2 3 4 5 6 7 S IO 11 12 13 RHODE ISLAND— continued. 549 1 2 3 3 50 53 17 550 2 3 5 4 61 65 3 19 2, 477 §150, 000 551 Newport . 1 0 1 10 77 87 All grades 4 2 13 3,-119 '434; 435 and high school. 55.2 Pawtucket . - T 4 11 6 124 130 None. 4 7 29 5, 384 556, 8S2 553 Providence . - 3 13 15 60 605 665 Normal IB 25 97 28, 350 2, 705, 809 and high schools. 554 Westerly . 2 0 2 6 39 45 None. 0 _ 16 1,360 125,000 555 W oonsocket _ I o rJ 3 4 93 96 7 to 9 i 6 24 3, 440 369, 463 SOUTH CAROLINA. 556 Charleston . . 6 6 13 6 90 96 None. 0 0 6 7,213 150. 000 557 Columbia . . 1 0 1 6 32 38 None. 0 0 5 1, 875 44, 000 558 Greenville . . 1 0 1 4 23 27 None. _ . - _ _ 4 1,500 32, 000 559 Spartanburg . 3 *> fV 5 9 23 25 None. 0 0 5 3, 400 35, 000 SOUTH DAKOTA. 560 Sioux Palls . . 1 1 2 Q o 45 48 Some in all 0 (i 9 2, 000 260,000 grades. TENNESSEE. 561 Pli attan ooga _ _ . 5 o i 5 81 86 None. 6 * 500, 000 562 rilarksville i 0 1 3 21 24 None. 9 950 * 39' 960 563 .Taelr son _ i 0 1 3 29 33 None. 3 3, 000 53,000 564 Knoxville. . . 7 0 2 15 69 84 None. 0 0 13 3, 600 180, 000 565 Memphis . i 0 i 13 118 131 None. 0 1 14 6, 585 450, 000 566 Nashville . 20 1 21 21 177 198 None. 0 0 18 9, 237 464, 753 TEXAS. 567 A nstin .... _ 2 1 o o 15 66 81 9 to 11 12 3, 379 122, 370 568 Corsicana * _ _ i 0 1 7 24 31 5 1 , 200 80,000 569 Dallas . _ _ 2 1 3 22 90 112 15 ■5,486 293, 395 570 Denison. . . 1 1 2 2 41 43 None. 9 1,976 185,910 571 PI Paso . 1 0 1 4 29 33 1. 6 1, 343 * 74, 440 573 Fort Worth . 2 0 2 24 58 83 None. 0 0 13 4,500 238, 760 573 Gainesville .. . . 1 0 i 4 28 32 None. 5 1,532 118,688 574 Galveston . . 1 0 i 23 90 112 None. 0 0 10 5, 093 556, 670 575 Houston. . 3 1 4 30 84 114 None. 0 0 15 5,604 436, 389 576 Laredo. . . . 2 0 2 4 26 30 None. 14 1,200 13, 100 577 Marshall . 1 0 1 4 12 16 None. 0 0 6 900 34. 204 578 Palestine . . 1 0 1 9 17 26 5 733 63, 100 579 Paris * . . 1 0 3 4 43 47 6 1 , 200 70, 050 580 San Antonio. . . 1 0 1 36 85 121 None. 0 0 19 6,327 319. 780 583 Sherman * . . 1 0 1 3 32 35 4 85, 000 582 Temple . 1 0 1 5 20 25 None. 0 0 5 1 . 440 72, 000 583 Tyler . . . 1 0 1 7 23 30 5 1 500 50 000 584 Waco . 1 0 1 14 52 66 None. 0 0 11 3, 281 283, 000 UTAH. 585 Ogden . 3 1 4 20 71 91 N one. 0 0 17 4, 050 341, 700 586 Provo Citv . . 2 0 2 11 16 27 None. 0 0 7 1, 300 82, 028 587 Salt Lake City .... 14 4 18 32 230 262 None. 0 0 25 12, 383 1,073,471 VERMONT. 588 Barre . . 1 0 1 1 30 31 6 1,350 90 000 589 Burlington * . 2 1 3 1 64 65 12 209 ! 700 590 1 Rutland _ 2 4 6 9 bJ 44 46 None. 6 0 9 2,101 179,000 * Statistics of 1897-98. 1536 EDUCATION REPOET, 1898-99. Table 11, — Statistics of supervising officers, teachers , property, etc., in public schools of cities of over 8,000 inhabitants , 1898-99 — Continued. City. Supervis¬ ing officers. Reg •ular teach¬ ers. Grades in which man¬ ual training is given, if any. N umber of kinder¬ gartens. Humber of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 « 7 8 9 10 11 12 13 - VIRGINIA. 591 Alexandria . . ] 0 1 9 24 33 None. 5 1.150 $37, 000 592 Danville . . 9 cj 0 2 7 45 52 None. 0 0 5 2,500 47,000 593 bynehlmrg _ _ 4 2 6 9 53 61 8 3, 100 100,000 594 Manchester * _ 1 0 1 5 18 23 595 Newport News - 1 0 1 3 24 27 None. 0 1 3 1,000 100,000 598 Norfolk _ 2 3 5 7 58 65 None. 11 3,500 200, 000 597 Petersburg - i 0 i 28 24 52 None. 0 6 9 3, 150 75,000 598 Portsmouth _ i 0 i 4 33 37 None. 0 0 4 1,771 47, 000 599 Richmond - 19 0 19 8 230 238 None. 0 0 19 11, 487 442,500 600 Roanoke . _ 9 0 9 Q u 45 53 None. 0 0 8 3,600 35,000 WASHINGTON. 601 Seattle _ _ 12 9 14 15 186 201 High school. 1 0 20 8,200 725,000 603 Spokane _ 1 1 2 10 114 124 9 to 12 4 0 17 5,170 656,530 603 Tacoma . . . 9 6 15 8 145 153 None. 0 0 17 6,250 811,923 604 Walla Walla . O 9 4 3 20 23 None. o 9 i 1,400 175,000 WEST VIRGINIA. 605 Huntington . . 1 9 3 3 49 53 None. 0 0 6 2, 025 175, 000 600 Martinsburg . 1 0 1 11 18 29 None. 0 0 7 1,497 *40,940 607 Parkersburg . 3 0 3 13 48 61 None. 0 0 14 *2, 850 196, 900 608 Wheeling . . 6 4 10 8 130 138 None. 0 0 13 6,300 374, 000 WISCONSIN. 609 Appleton _ 4 2 6 r' t 63 70 High school 4 0 10 3, 700 981.690 610 Ashland . . 1 1 9 3 39 42 None. 0 0 10 1,800 130, COO 611 Beloit _ 1 9 3 3 44 17 None. o 8 1,800 110, 000 613 Chippewa Falls .... 1 l 2 5 29 34 None. 0 6 8 1,328 98,000 613 Eau Claire. . 1 l 9 fV 11 83 94 7, 8, and high 0 0 14 4,000 160, 780 school. 614 Fond du Lac _ 9 9 4 50 55 10 2, 300 103, 700 615 Green Bay _ 1 1 2 O O 69 72 None. 0 0 12 3, 500 183,334 616 Janesville . . 1 0 1 6 49 55 High school 0 0 8 2,246 202, 500 617 Kenosha . . 2 1 3 4 30 34 None. 0 0 7 1,500 102,000 618 La Crosse . 2 2 4 9 113 122 High school 21 5, 071 217, 750 619 Madison . 2 2 4 2 51 53 N one. 2 6 9 2,717 220,000 630 Manitowoc _ 3 0 3 4 36 40 None. 9 fV 0 5 *1,961 123,000 631 Marinette . 1 0 1 7 54 61 None. 5 0 6 *2, 530 136, 730 632 Merrill _ 1 0 ] 7 28 35 0 0 6 2,000 50, 0C0 623 Milwaukee _ 41 11 52 53 757 810 In 2 high 43 0 «78 38,748 2, 942, 890 schools. 624 Oshkosh . . r* ( 9 ij 9 15 119 134 All grades. 9 9 fj 12 3,500 250, 000 625 Racine _ _ l 0 1 13 93 106 8 0 13 4,767 355, COO 636 Sheboygan . . 6 1 7 14 88 102 None. 6 14 4,000 185.000 637 Stevens Point _ 1 _ 9 3 4 43 47 None. 4 6 13 1,896 108, 000 628 Superior. . 4 8 12 9 121 130 None. 9 0 17 5, 600 375,000 629 Watertown _ 1 0 1 3 25 28 None. 0 0 5 1,200 75,000 630 Waukesha . . 1 0 1 4 27 31 N one. 0 0 6 1,500 100,000 631 Wausau . . 1 2 3 6 48 54 None. 5 0 10 *2,300 190, 000 WYOMING. 632 Cheyenne . 1 0 1 1 26 27 None. 5 1, 000 134, 753 * Statistics of 1897-98. a Includes barracks (or temporary buildings), annexes, and rented buildings. 1537 CITY SCHOOL SYSTEMS. Table 12. — Statistics of receipts of public schools of cities of over S ,000 inhabitants in 1S9S-99. 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 City. ALABAMA. Anniston . . Birmingham. Huntsville _ Mobile * . Montgomery Selma* . ARKANSAS. Fort Smith . Hot Springs Little Rock . Pinebluff ... CALIFORNIA. Alameda . Berkeley _ ... . Fresno* . Los Angeles Oakland . Pasadena . Sacramento _ San Bernardino San Diego . San Francisco . _ San Jose . Santa Cruz . Stockton . COLORADO. Colorado Springs . Cripple Creek - Denver: District No. 1 - District No. 2 _ District No. 7 _ District No. 17. .. Leadville . Pueblo: District No. 1 _ District No. 20* . Trinidad . . . CONNECTICUT. . Ansonia . . Bridgeport . Bristol . . . . . Danbury * . Greenwich . Hartford . Manchester: Town schools* . District No. 9 . Meriden . Middletown . . Naugatuck . . New Britain... . . New Haven _ ... New London . Norwalk. . Norwich* . . . Stamford . Tarrington . . Vernon . . Wallingford* . W aterbury . W indham . Receipts for the school year 1898-89. From State ap¬ portion¬ ment or taxes. $6, 771 2,039 5,325 2, 900 28, 519 3, 476 10,412 32, 26, 13, 207, 129, 23, 43, 14, 26, 674, 46, 881 668 563 354 865 385 795 369 973 689 059 25, 566 13, 960 6,000 6,000 38' 780 ' 18,538 15,281 3, 961 6, 35, 4, 10, 5, 32, 2, 2, 14, 4, 665 037 463 628 683 695 340 783 893 264 L 10, 11, 10, 6, 4, 202 163 804 252 385 165 22 ^4 538 529 From city appro priations or taxes. 3 $13, 652 3,282 24, 486 10, 000 19, 000 6 47,337 27, 595 26, 000 25, 914 97,088 52,539 18, 700 43,460 3, 802 33,961 519,874 19, 748 32, 346 94, 773 302,2,26 c 89, 211 16, 000 66, 591 36, 115 28, 335 122, 039 27, 179 42, 759 19, 191 393,000 11,260 17, 674 61,938 22, 803 86, 128 383, 530 32, 661 38,544 d 13, 503 107, 245 22, 023 d 18, 828 147,997 35, 000 From county and other taxes. 4 $10, 898 400 22, 672 19,007 9,551 114,805 93, 724 16,337 29, 080 27,616 18,395 29,186 "§6“ 403’ 30, 000 105, 035 53, 549 8,952 34, 422 38,539 From all other sources. $6,673 268 4,000 24, 552 300 1,279 165 541 1,365 1,948 1,595 552 802 103,651 1,030 1,662 14, 063 3,792 1,451 2, 108 177 35, 877 427 9,287 2,933 431 844 2, 281 141,191 c 4, 620 31,900 234 865 6,000 2,693 3,228 3,202 15, 918 051,548 6,623 10, 000 c 2, 089 1, 513 231 2,878 Total. <5 37,994 5,321 30, 079 16, 900 53,071 23, 176 59, 028 24, 325 83, 313 72, 210 50, 393 451, 195 277, 723 58, 974 116, 335 46, 589 79, 329 1,298,214 86, 023 79,977 122, 796 411,053 150,211 24, 952 107, 479 34, 599 92,854 51,823 28, 002 35, 000 157,507 41,773 58, 601 24, 877 598,780 20, 822 76, 811 35, 765 89, 356 383, 530 43,065 64,625 83, 478 117, 497 26, 605 170. 766 42, 407 Amount available for use during the year, a $38, 764 5, 321 76, 644 30, 079 71,581 23, 176 67, 599 91 WXj l GO, 557 83, 594 51,775 408-, 209 283, 643 75, 763 123, 333 48, 858 83, 253 ,298,214 100,059 103, 381 146, 888 36, OiiO 444, 515 185, 807 25, 073 111,263 55, 998 99, 911 75,543 23,003 35, 000 157, 751 46, 773 67, 101 738, 900 20, 980 76,811 45, 483 89, 356 393, 429 43, 065 79, 000 83, 478 117,497 26. 605 314,164 43, 407 * Statistics of 1897-98. a Includes balances brought forward, receipts from loans, etc. b Special local tax. c District tax. d Town taxes. ED 99 — VOL II- -97 1538 EDUCATION REPORT, 1898-99. Table 12. — Statistics of receipts of public schools of cities of over S,000 inhabitants in 1S9S-99 — Continued. 50 57 53 59 60 Cl 6.2 63 64 Go 66 67 68 69 70 71 73 li- lo 76 nr* i l 78 79 80 81 83 83 84 85 83 87 88. 89 90 91 93 93 94 95 96 97 98 99 100 101 103 LOS 104 105 106 107 City. R eceipts for the school year 1S9S-S9. Amount available for use during the year. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. From county and other taxes. From all other sources. Total. 1 O 3 4 5 6 7 DELAWARE. Wilmington . . . $31,944 $167, 657 $772 $17,366 $207, 734 $229, 382 DIST. OF COLUMBIA. Washington: First 8 divisions . . Ninth to 11th divisions _ FLORIDA. J acksonville _ 8,133 45, 920 3, 571 57,613 57,613 Key West _ _ _ 2, 532 9, 650 24 12,208 12.206 Pensacola _ _ 2, 500 18,347 18, 847 18.847 Tarnna ... _ _ _ 6,209 30; 343 14, 474 51,026 54. 747 GEORGIA. Americas . . . . . 4 27 4 11,733 1C1 IS, 168 17. 781 Athens _ _ _ 8, 283 10,353 229 18, 865 18. 865 Atlanta . . . . 44. 080 98,265 142.345 Augusta _ _ _ _ 38, 745 45,711 12, 230 94 686 94, 686 Brunswick _ 9,514 1,000 1,800 12,314 17,314 Columbus _ _ _ 11,841 18,231 29, 862 45, 862 Macon . . . . 28, 773 50, 000 2,190 80^ 963 80. 963 Rome _ _ _ 6, oro 8, 500 500 15,000 15, 000 Savannah . . . 36, 188 85, 000 190 121,288 121,288 ILLINOIS. Alton *. . 3, 101 25, 706 3,008 353 32,256 43, 170 Aurora: District No. 4 (west). . 1 . 072 25, 320 851 27, 243 32, 014 District No. 5 (east). . 3i 700 53, 000 500 57, 200 67, 650 Austin * _ _ _ 1 , 553 S3, 895 4, 043 88, 296 98', 633 Belleville _ _ 3,543 48,332 '406 52, 284 78 ; 674 Bloomington . . . 5,952 82, 450 968 89, 370 112, 661 Cairo . _ 2, 110 5S, 357 109 40, 578 43. 570 Canton . . 1 . 665 27, 420 555 29.640 51,221 Champaign * _ 1.672 22,889 141 24, 702 41, 400 Chicago . . . 299. 692 7,117,922 491. 945 7,909,559 9,026,120 Danville . . . 2, 515 50, 116 947 53,578 78, 061 Decatur . 4, 947 69,281 7,331 81' 539 111,798 Dixon East St. Louis: District No. 1. 3,174 2,113 District No. 3, T. 2 N., R 9 W* . . .. 5,242 4,449 53 • 9, 744 10,247 District No. 2, T. 2 N., R. 10 W . . 225 7, 554 7, 779 8,370 Elcin _ _ _ 3, 385 86, 939 70 90,994 162, 733 Evanston: District No. 1. . . 67, 003 758 142, 828 District No. 2 (south) _ 425 (30,6 ,81) 73 31,179 81,179 District No. 3 (north) . 257 8.937 9, 194 11,820 Freeport . . 2,189 51 , 460 810 54' 459 60, 554 Galesburg . 3,414 43, 000 419 46,833 75, 295 Jack son vide . 2,616 45, 827 20,000 68^443 82, 497 Joliet . . . . . 7, 177 109, 845 907 117; 930 175, 683 Kankakee . 2,293 30, 726 334 488 33,841 36. 1.53 Kewanee . . . 1,300 22, 500 500 750 24, 950 36, 950 Lasalle. . . Lincoln . Mattoon . . . 2, 824 22, 692 658 26, 174 26.174 Moline * . . 1, 771 0 75, 711 2.039 79; 521 102, 231 Monmouth . . . 21,000 25, 201 Oak Park _ _ 1,031 76, 074 5,379 82,484 87, 722 Ottawa . . 2; 500 29,000 185 - 31, 6S5 41,685 Pekin Peoria _ _ _ 10, 881 220, 238 3,962 235, 081 385,308 Quincy . r . 7,963 75,388 300 83, 651 84, 651 * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1539 Table 12. — Statistics of receipts of public schools of cities of over S,000 inhabitants in 1898-99 — Continued. 108 109 110 111 113 113 114 115 116 117 118 119 120 131 123 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 143 143 144 145 146 147 148 149 150 151 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 City. Illinois— continued. Rockford . Rock Island . - . Springfield . Sterling: District No. 3. District No. 8. Streator . INDIANA. Anderson . Bloomington ... Brazil . Columbus * . Oawfordsville . Elkhart . . Evansville . Fort W ayno Frankfort . Goshen.. . Hammond . Huntingdon - Indianapolis 0 effersonville . . . Kokomo . Lafayette . Laporte. . Logansport . Madison . . Marion _ Michigan City *. Muncie . New Albany. ... Peru . Richmond . Shelby viile ..... South Bend _ Terre Haute - Valparaiso . Vincennes . W abash . Washington .... IOWA. Boone . Burlington . Cedar Rapids _ Clinton . Council Bluffs . . . Creston . Davenport. . Des Moines: Capital Park. East Side _ North Side... West Side* .. Dubuque . Fort Dodge . Fort Madison .... Iowa City . Keokuk . Marshalltown ... Muscatine _ Oskaloosa . Ottumwa . Sioux City . . Waterloo: East Side _ West Side* .. Receipts for the school year 1898-99. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. $5, 200 3,403 7,040 993 594 3, 427 15,600 5,540 6,927 6,078 4,929 13, 770 44,488 54, 365 6, 174 117, 934 8,285 17, 243 8,558 7,678 14, 918 15, 784 13,335 6, 461 37,827 10, 270 9,650 §8,689 66, 732 88, 381 8,439 8,041 33, 887 53,091 13, 672 36, 199 6(5, 448 73,318 20, 798 16,791 508, 777 " ~40~559 23,847 6,275 25, 775 22, 031 From county and other taxes. 4 $95,595 3,044 583 1,635 21,328 19,780 70,548 ■‘lVoao From all other sources. Total. Amount available for use during the vear. 696 1,141 2S3 30 1,812 691 1,317 1,181 127 754 547 19 VD J-rfVj idt 44,0-43 59,456 3,152 23, 825 24,411 39,274 18, 175 6,089 19,801 17, 128 8,080 9,152 6,199 9,075 2, 537 10,371 7,888 2,635 12,522 12, 747 2,500 3,433 3,393 3,489 4,669 11,291 1, 510 59,397 60, 678 115,868 27,000 17,425 45, 719 79, 848 17, 796 103,351 88, 707 90, COO 72, 734 28, 867 133, 784 30,331 5,842 101, 500 31,535 '38,262 38, 805 6,543 3, 451 2, 710 7,000 394 681 3,083 335 9,747 600 359 2,364 1,051 857 1,819 239 450 121 193 $109, 484 70, 831 94, 568 12, 759 8,665 37,897 70, 503 19, 903 8, 562 28, 723 25, 890 50, 098 182,238 128, 230 28,002 40,818 50,099 699, 559 33, 125 52,285 76.700 35,557 40,488 59, 809 25,619 65, 104 51, 675 59, 609 25, 030 147,948 33, 104 27,113 106, 534 99,752 65, 955 84,173 32, 455 12,000 69, 423 34, 785 134,232 114, 486 29,950 20, 979 35, 121 1,999 49,218 44,930 105 93, 495 Tmh §253, 199 178, 048 118, 452 9, 378 52, 152 143, 910 30, 102 20, 815 32, 799 55, 155 182, 238 205, 630 32, 840 28, 925 65, 882 03, 773 995, 313 70, 103 116, 521 39, 033 61, 511 87,019 55, 443 112,004 72, 608 81,116 25, 030 172, 3C6 48, 092 35, 974 163, 604 108, 152 110,172 198,086 37, 000 140, 743 14,000 75,142 55, 996 181,369 114, 820 56, 079 37,654 45, 063 60, 000 144, 698 19,411 * Statistics of 1S97-98. 1540 EDUCATION REPORT, 1898-99. Table 12. — Statistics of receipts of public schools of cities of over 8, GOO inhabitants in 1898-90 — Continued. 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 1S9 190 191 192 193 194 195 196 197 198 199 200 201 202 203 201 91 207 208 209 210 211 213 214 215 216 217 218 219 220 221 222 f*9> City. Receipts for the school year 1898-99. Amount available for use during the year. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. From county and other taxes. From all other sources. Total. 1 2 3 4 5 6 7 KANSAS. Arkansas City . „ . Atchison . . . $3,957 2,571 4,000 2, 100 11,000 3,649 6,179 1,104 2,169 3,324 9,045 6,365 5,322 39, 079 5,767 2,190 6, 689 $22,993 $1,190 791 1.229 '325 $28, 140 33,417 25, 058 21,425 114,292 30. 865 CO! 826 17, 721 18, 741 29. 865 112, 264 64, 725 15, 615 104,541 17,987 4,823 35, 460 $40, 621 35, 831 29,611 22,425 191,054 31,080 62,826 32,921 18,742 29,865 135, 168 65, 195 15, 842 108,044 19, 786 4,823 40,335 Emporia - _ _ _ _ $30, 055 18,944 19,000 103,292 Fort Scott . . 885 Hutchinson . Kansas City _ _ Lawrence . . . 26, 009 1.307 L885 8,214 31 Leavenworth _ _ _ 52, 762 6,203 16.541 23.541 96, 147 58, 369 10,072 64,913 5.945 2,000 28, 724 Ottawa _ _ _ _ _ 2,200 Parsons _ Pittsburg . . . 3,000 Topeka _ . . . 7,072 Wichita . . . . KENTUCKY. Bowling Green . . 221 552 Covington . . _ Frankfort: White schools _ _ Colored schools* _ 633 47 PTenderson _ _ _ Hopkinsville . . . Lexington _ _ _ 20, 929 129, 343 41,011 494,267 908 9, 585 62,846 633, 195 86, 171 685,063 Louisville . . . __ Maysville . . . Newport. . . . . 52, 289 50,382 44,866 Owensboro . . . . 7,593 11, 762 34, 954 32, 868 320 7, 515 236 50, 382 57, 147 Paducah . . 'LOUISIANA. Baton Rouge _ _ _ _ .. N e w Orleans . . . . 43,000 110,000 15, 000 230,000 398, 000 16, COO 39, 128 26, 665 66,413 398, 000 16,000 39, 128 33, 169 63,413 27,595 31,311 18, 558 47, 779 155, 1G9 22,017 22, 980 Shrevenort _ MAINE. Auburn . . . . . 10, 300 7,699 15, 012 6,453 13, 761 7,358 19,52-4 27,427 6,168 6,942 28, 500 8,422 49, 655 21,050 18.300 11,200 28,000 127', 772 15.300 15,376 328 10,544 498 92 250 Augusta * _ _ _ Bangor . . . 250 Bath . . - _ Biddeford . 31,311 Calais Lewiston _ 255 47, 779 155, 199 21,488 22, 427 Portland * _ _ Rockland * _ 21 109 W aterville ... . MARYLAND. .Annapolis _ _ Baltimore _ _ 261, 764 1,117,085 5, 804 1,384,653 Cumberland . . Frederick- Hagerstown . MASSACHUSETTS. Adams . . . . . 37, 362 22,000 37,362 22,085 37, 362 22, 085 Amesbury . . . . 85 Arlington . Attleboro . 25, 5C4) 46, 000 1,395 410 26,895 46,410 Beverly* . 48, 410 3,302,487 Boston . . . Brockton _ - 122, 000 1,740 123, 740 162, 553 526, 945 135, 795 52,852 Brookline . . 160, 133 524, 661 130, 075 52,952 51,306 162, 553 526, 945 135. 810 64,953 51,306 Cambridge . . - . 2,284 5,720 Chelsea . . . Chiconee. . . . Clinton . . . . * Statistics of 1897-93. CITY SCHOOL SYSTEMS 1541 Table 12. — Statistics of receipts of public schools of cities of over S,000 inhabitants in 180S-90 — Continued. 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 217 248 249 250 251 252 253 254 255 258 257 258 259 260 201 282 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 2S0 281 282 283 284 285 288 287 288 289 290 291 City. Receipts for the school year 1898-99. Amount available for use during the year. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. From county and other taxes. From all other sources. Total. 1 2 3 4 5 (5 7 MASSACHUSETTS— continued. Tin, n vers _ _ _ _ _ _ $35, 650 $1, 398 $37,048 $43,575 "Dedham _ . . . Everett . _ . . . . 141,438 215, 737 133, 170 53,027 43, 920 83, 693 40,391 272 141,710 226, 685 374,270 133,396 54,501 61, 093 Ea.11 "River _ Fitchburg _ _ 236 269 133,396 54,501 43, 920 Framingham . . . . $1,205 ■ Gardner _ _ Gloucester _ _ - Greenfield _ _ 0 1, 283 41, 674 41,674 121,448 196, 488 46, 940 167, 148 82, 681 398, 571 236, 977 258, 950 Haverhill . - _ Holyoke _ __ . . Hydepark * . . . 44, 500 166, S28 80, 750 355, 804 236, 977 199,017 18, 857 55,200 95,075 Lawrence . . . . 220 839 5, 164 167, 148 81,579 360, 968 236, 977 189, 385 Leominster * _ . . . . „ . _ _ Lowell - _ _ _ Lynn. . . . . M alden _ _ 378 Marblehead . . . . Marlboro . . . . . 1,224 56, 424 95,075 92, 924 Medford . . Melrose * . . . . 76,570 29, 170 Milford _ . - . . 29, 100 36, 475 249, 203 31,000 159, 129 70, 000 54, 253 36,200 128, 890 42,092 95,000 75, 077 127,048 304, 722 70 339 1,340 949 2,199 29, 170 86, 814 250, 543 31,949 161,328 70, 700 55, 989 36, 854 128, 880 42, 118 ISTatick - _ _ _ _ New Bedford _ _ _ 253, 521 31,949 161,328 139, 706 55,989 36,854 128,890 43,159 95,040 75,077 129,802 304, 722 43,897 29,241 668, 683 135,305 Newbury port . . Newton * _ _ _ North Adams _ 700 984 654 Northampton _ _ . 753 Peabody . . . Pittsfield _ . . . Plymouth 26 40 Quincy .. _ _ _ Revere _ _ _ _ _ 75, 077 129, 902 304, 722 Salem . . . . . 1, 603 1,251 Somerville _ Southbridge _ _ Spencer . _ . 28, 788 666, 932 133, 133 453 29,241 668, 683 135,305 36, 750 85, 022 Springfield _ _ _ 1.751 2; 172 Taunton _ _ . _ Wakefield . . . . Waltham _ __ _ 84,051 85,022 Watertown ... __ _ Westfield _ _ ... 66, 166 32, 620 40, 275 58, 975 516, 866 28, 154 24, 138 53, 886 62, 038 85,939 95, 163 32, 620 50, 721 58,975 513, 866 30,202 28, 777 77,207 71,289 100,027 West Springfield _ 29, 8C0 39,000 58,975 515, 132 22,367 16, 436 42,189 55, 185 81,365 2, 829 1, 275 Weymouth _ _ Woburn . . . . W orcester . . . 1,734 653 1, 054 1,141 5,781 MICHIGAN. Adrian... . . S3, 788 6, 048 4, 033 1,346 Alpena. _ ... . . . Ann Arbor . . . . . Battlecreek * . . . 6,523 1,072 867 Bay City . . . 13, 707 Cheboygan _ _ _ .. Detroit . . . 113,572 3,478 4, 162 38, 349 3, 675 3,874 4,314 750, 620 12, 069 47,359 245, 940 20, 500 33, 789 37,294 12, 034 9 876, 226 23, 903 58,268 315,935 24,241 37, 989 43,496 965, 033 26,364 74,859 390,446 29,686 48,479 76,258 Escanaba _ _ _ 8,347 6, 747 Flint _ _ _ _ _ Grand Rapid s . . . 31,646 66 326 Holland _ Iron Mountain _ _ Iron wood . . . . . 1,888 Ishpeming * _ Jackson _ _ 15, 625 8, 363 7, 460 - 3, 792 7,404 4,337 8,237 56, 373 69, 652 38,200 23, 029 46, 037 29,412 38, 644 877 1,596 1,206 427 980 4 223 72,875 79, 611 53, 295 27,2-18 54, 531 33, 753 47. 104 92, 159 84,313 82, 032 29,535 71,020 33, 971 51,074 Kalamazoo _ _ - _ Lansing . . . . 6,420 Ludington . . . Manistee _ _ _ 110 Marquette _ _ _ _ _ Menominee . . . * Statistics of 1897-98. Tai 292 293 291 295 296 297 293 299 aoo 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 09 *> 323 324 325 326 327 328 329 330 331 332 ,333 334 335 336 337 338 339 340 341 342 \ 343 344 EDUCATION REPORT, 1898-99 jE 12. — Statistics of receipts of public schools of cities of over S,000 inhabitants in 1S98-99 — Continued. City. MICHIGAN — continued. 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 _ St. Paul . Stillwater .. Winona . MISSISSIPPI. G-reenville Jackson _ Meridian.. Natchez .. Vicksburg MISSOURI. Carthage . . Chillicothe _ Hannibal . . Independence . Jefferson City* Joplin . . Kansas City . . . Moberly . Nevada . . St. Charles * _ St. Joseph . St. Louis . Sedalia . Springfield _ Webb City _ MONTANA. Butte Greatfalls Helena _ NEBRASKA. Beatrice . Fremont . Grand Island .. Hastings _ Kearney . Lincoln . . Nebraska City Omaha _ _ _ Plattsmouth _ South Omaha * NEW HAMPSHIRE. Concord Dover _ Receipts for the school year 1S9S-99. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. $9, 701 3,468 8,680 11,801 8,670 3, 258 2, 773 6,208 5,561 27,335 4,357 95, 935 5,144 4,032 10,078 13,064 5,926 From county and other taxes. From all other sources. $42, 133 27, 136 35, 174 95, 276 46, 458 33, 658 25,030 37,330 20, 453 543,072 22, 123 22,803 38,535 51, 182 14, 700 $729 116 271 14,423 217, 695 2,365 1,376 538 6, 577 225 5,417 7, 103 5,059 3,983 7,960 72,581 4. 495 3,142 23,886 147, 776 5, 701 7,089 1,650 2, 504 3, 560 3,505 3, 412 3,683 14,902 51,090 3,200 6, 840 30, 385 1,063 3, 890 14,944 34, 147 14,255 18,223 1,378,765 200, 679 40,878 15,925 14, 451 15, 928 43, 543 4, 855 31,663 603 450, 279 5, t>o9 118, 483 185, 677 49,929 50,259 16, 521 15,800 54, 4C6 a 9, 541 7,250 2,848 11,507 14, 700 61,285 108,116 10, 285 (30,240) 12, 615 32,718 $19,959 823 1,569 3,842 1,986 1,006 783 5,597 366 15, 320 1,231 606 Total. amount available for use during the year. $72, 522 31,427 45,423 110, 935 57,385 36, 898 28,809 20, 772 250, 627 27.541 $97,478 32,927 45,423 110,935 68,631 59, 606 43,569 47, 378 41,452 430, 728 46,394 654, 327 30, 474 26, 835 420,000 49, 151 71,429 99? 1,091 787 319 13, 940 419 321 6, 849 90,042 5,334 3, 866 7,430 1,104 155 6,836 9,316 22, 373 98 661 811 259, 630 3,000 39, 467 6, 206 795 21,076 33, 123 19, 161 39. 857 21,393 15,890 42, 417 536, 800 24,528 21, 691 149, 198 1, 802, 260 60,964 54, 125 16, 521 215, 198 59,432 57,125 32,302 32, 193 31,597 37,292 18, 481 120,391 418, 838 16, 485 76, 547 49,208 35, 390 1, C07, 369 30, 571 61.135 420, 000 50, 211 93, 843 25, 076 38,443 22, 650 40,202 49, 023 19,365 51,188 545, 988 28,441 25,450 18, 372 198,412 2, 118, 454 97, 686 89,889 25, 363 253, 426 75,349 67,528 35,004 32, 198 33, 399 37, 292 19,034 120,381 418, 836 16, 485 92,001 51,195 35, 390 * Statistics of 1897-98. a Includes State apportionment. CITY SCHOOL SYSTEMS 1543 Table 12, — Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1S9S-99 — Continued. City. Receipts for the school year 1898-99. From State ap¬ portion¬ ment or taxes. 2 From city appro¬ priations or taxes. From county and other taxes. From all other sources. Total. 6 Amount available for use during the year. 345 348 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 574 375 376 377 378 379 380 381 382 383 384 385 336 387 388 389 390 391 392 393 394 395 396 397 393 399 400 401 402 403 404 405 NEW Hampshire— continued. Keene . Laconio. . Manchester*. Nashua . Portsmouth . Rochester NEW JERSEY. Atlantic City* . . . Bayonne . . Bridgeton* . Camden* . . Elizabeth . Hackensack . Harrison* . Hoboken . Jersey City . Longbranck . Millville — . Morristown . Newark . New Brunswick. Orange. . Passaic.. . . Paterson . Perth Amboy - Phillipsburg . Plainfield . Rahway . Town of Union. . Trenton* . . NEW MEXICO. Albuquerque* NEW YORK. 0874 $25, 845 $1,809 $28,528 $32,649 3,512 30,310 108,811 30,000 597 4, 002 64,312 113, 020 64.333 34,326 21, 39, 13, 847 685 526 33, 000 73,000 13,544 16, 54G ‘"’167 71,393 112, 685 27,237 140, COO 11, 87, 260, 21, 26, COO 431 896 238 500 5,000 76,070 507. 483 41, 450 G89 6,738 54 Albany . Amsterdam . Auburn . . Batavia . . - Binghamton . - . Buffalo. . . . Cohoes* . Corning . Cortland . . . Dunkirk . . . Elmira . . Geneva . . . . Glens Falls . . Glo versville . . . . Hornellsville . . . Hudson . Ithaca . Jamestown . Johnstown* . Kingston: Kingston school district.. District No. 2 . District No. 3 . District No. 4* . . Lansingburg . . Little Falls . Lockport* . Middletown . Mount Vernon . . N e wburg . . New Rochelle . . New York . 390, 22, 37, «28, 123. 13, 13, 21, 10, 18, 94, 312 609 032 389 522 977 684 579 127 452 908 347,088 26. 499 19. 500 40, 001 119,000 15, 000 16, 672 47,643 11. 700 23, 550 43, 291 $1, 132 933 600 1,239 321 1,775 1,534 1,227 2, 717 164, 180 775,115 62, 688 26, 554 39, 548 738, 333 49, 708 57, 664 68. 400 243; 761 28,977 30, 677 70, 997 23,361 43, 229 140, 914 41,747 9, 635 14, 761 5,943 25, 227 147,290 10, 781 5, 244 4, 251 7,080 IS, 818 7, 843 6,585 9,567 7,789 4,933 8,918 14, 131 o, 8 ^ 4 7, 785 251,150 43,300 75, 000 25,098 116,451 1, 153, 743 37,923 22,015 13, 800 a5,000 87,000 29,334 5, 750 32, 339 1,942 7,273 4,052 12, 972 740 455 702 G, 955 429 39, 575 34, 178 12,000 37,552 69,375 27,957 34,419 22, 721 612 1.323 2,074 4, 757 3,239 205 969 298,647 65, 274 91. 703 38, 314 145, 730 1,314,005 48. 704 27, 999 38,506 42, 782 112, 773 37.406 30, 354 49,754 43,290 19,030 51,2.25 86, 725 34, 036 43, 173 1, 1,101 8,. 541 4,922 10, 945 7,049 9,962 12, 439 9,045 219, 049 15, 012 39, 28, 40, 44, 88. 65, 62, 10,933, 689 168 000 546 728 828 465 152 6,311 861 30 39 1.037 26. 331 2,728 2,535 3,109 738 1,740 15,012 7,442 48, 269 34, 988 77, 276 54,323 101,225 81,376 72, 248 12, 153, 941 71,393 210, 090 27.237 18, CC0 168,549 992, 924 115, 421 29, 495 50, 048 1, 172, 075 49, 747 117, 664 125, 290 330. 862 65, 984 33,059 99,558 23, 361 48,737 1C9, 205 402, 791 76, 985 104, 543 41, 571 145,730 1,858,227 48.925 28, 880 20, 460 67,479 112, 773 49. 793 35, 208 58, 727 59, 996 28, 770 55, 386 86, 725 36. 926 45, 673 15,012 7,895 53, 176 103,754 87, 041 81,912 233, 551 112,942 136,586 15,316,865 * Statistics of 1897-98. a Including county taxes. 1544 EDUCATION REPORT, 1898-99. Table 12. — Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1898-99 — Continued. E3 407 408 409 410 411 412 413 414 415 416 417 418 419 400 421 422 423 424. 425 426 427 428 429 430 431 432 433 434 485 436 437 438 439 440 441 412 443 444 445 446 447 448 419 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 City. new York— continued. Niagara Falls . . North Tonawanda - - - Ogdens burg* . Oiean * . Oswego* . Peekskill: DistrictNo. 7 (Drum Hill) District No. 8 (Oakside)... Plattsburg . . Port Chester . . . . Port Jervis . — Poughkeepsie . . . ... Rensselaer . . Rochester . . . Rome * . - . Saratoga Springs . Schenectady * . Sing Sing . . . Syracuse . Tonawanda . . Troy . . Utica . . . Watertown* . Water vliet . , . Yonkers . NORTH CAROLINA. Asheville ... Charlotte ... Durham . Newbern ... Raleigh . Wilmington Winston NORTH DAKOTA. Fargo _ Grand Forks . OHIO. Akron * . Alliance . . Ashtabula . . Bellaire. . Cambridge _ Canton. . Chillicothe - Cincinnati . . Circleville . . Cleveland . Columbus* - Dayton . . Defiance* . Delaware . . East Liverpool Elyria * . Findlay* . . Fostoria . . Fremont.. . Hamilton . . Ironton .... _ Lancaster . . Lima* . Lorain . . . Mansfield . . Marietta * . . Marion * _ Martins Ferry. Receipts for the school year 1898-99. From State ap¬ portion ment or taxes. 2 From city appro¬ priation; or taxes $8,977 6, 086 7,985 6, 991 11,962 2,368 1,700 4,633 7,765 12, 761 4, 503 87, 209 6,836 9,063 10,000 4,396 51,390 6,355 29,400 26, 893 6, 148 5, 451 17, 680 o> 4, 3, 13, 421 576 132 997 151, 3, 149, 49, 34, 3, 3, 7, 271 322 835 010 989 465 449 408 288 4, 3, 13, 6, 1, 433 512 016 244 576 370 278 023 3, 412 $30, 779 13,007 39, 250 oo, 000 16, 341 12, 000 31,210 24, 689 56, 440 24, 693 598,300 24, 766 44,744 32, 000 23, 758 283, 602 29, 301 132, 138 125, 000 17, 379 20, 188 187, 928 13,250 5.424 12, 383 94, 427 824,365 1,159,456 (421, 317,420 18, 102 36,395 28,374 25, 359 23,677 64, 651 25, 712 10,893 28,555 60,266 34, 285 From county and other taxes. $447 1,406 6,330 23, 992 15, 750 199 491 22,389 15, 732 905) 525 23,000 69 281 ‘362 From all other sources. $1, 149 705 48,079 1,844 1,108 564 305 301 1,475 1,800 1,889 2,295 1,670 509 10, 887 90 1,482 10,248 74 1, 875 515 2,438 3,225 2,096 29, 135 908 a 27, 203 3,474 4,389 664 2,699 831 109 61 155 243 1,331 374 Total 6 $71,226 37, 570 69,072 48, 085 68,070 19,273 13, 700 29,638 36, 148 32, 755 70,675 30, 996 687,398 33,898 54, 259 43, 670 28, 663 345, 859 35, 746 163,030 162, 141 25,007 25, 649 207,483 19,580 27, 928 28, 188 18, 939 110, 011 37, 891 1,004,771 26, 619 1,352,226 474, 389 356, 798 22,092 27,113 46,569 32, 493 Amount available for use during the year. 29,901 27,531 79, 049 32, 112 12,831 33,168 67, 875 39, 682 26, 040 $81,634 42, 687 72, 726 59, 863 68, 070 19,479 31,680 39,341 59,928 100, 803 30, 996 974, 933 33,898 82, 391 43, 670 33, 920 G23, 748 76, 395 167,240 299, 780 79, 076 84, 247 279,047 19, 580 240, 712 * 39, 692 40, 652 39,375 34,182 180, 730 55,328 1,071,132 32. 366 a2,283, 386 710,710 672,040 44, 462 33,920 66,469 44, 951 68, 137 47, 114 27, 665 100, 902 44,319 24,564 116, 109 65,332 117, 820 39, 682 54,612 33. 259 * Statistics of 1897--98. a Including sinking fund. CITY SCHOOL SYSTEMS, 1545 Table 12. — Stat istics of receipts of public schools of cities of over S, 000 inhabitants in 1S9S-99 — Continued. City. R From State ap¬ portion¬ ment or taxes. eceipts for From city appro priations or taxes. 1 2 3 Ohio— continued. 467 Massillon . . . . . $5, 697 $32, 264 468 Middletown * . . 409 Newark . . . 6, 831 42, 670 470 Piqua . . . . . 6,081 37,090 471 Portsmouth * _ 472 Salem . . 2, 934 26,923 473 Sandusky . . . . . . . 474 Springfield . 13,836 103, 819 475 Steubenville. . 6, 892 30, 009 473 Tiffin . . . 477 Toledo . . . 51,375 352,544 478 Warren . 4,350 28, 807 479 Wellston . . . 3,845 14,932 480 Xenia . . . . 3, 155 27,306 481 Youngstown . . . 17,307 136,854 482 Zanesville . 10,034 54, 110 OKLAHOMA. 483 Oklahoma City . . . 2, 358 OREGON. 4S4 Astoria . . . 3, 853 14, 838 485 Portland* . 23, 473 50, 183 4S6 Salem _ _ _ PENNSYLVANIA. 4S7 Allegheny . . . 94, 864 330, 983 483 Allentown . . . 26,391 90, 710 489 Altoona . . . 30, 930 85, 975 490 Beaverfalls . . . 8,891 21,415 491 Braddock . . 10,856 34, 127 492 Bradford . - - - 12, 721 45, 565 493 Butler . . . . . . 9,843 18,937 494 Carbondale . . . 11,666 35, 367 495 Carlisle . . — 7,838 16, 399 496 Chamhershurg . . 7,614 14,030 497 Chestei . . . . 26, 472 92, 970 498 Columbia . . 10,319 17,369 499 Connellsville . . . . 5,649 19,362 500 Danville _ _ _ _ _ _ 6, 775 12,261 501 Dubois . . 1,012 17,332 502 Dumnore . . . . . . 9, 554 503 Easton _ _ _ _ 14; 867 62, 638 504 Erie _ _ 39,924 146, 667 505 Greensburg . . . . . 5,352 23, 848 506 Harrisburg _ _ _ 39, 325 140,024 507 Hazleton. . . 11, 733 27,981 508 Homestead . . 9, 324 35, 103 509 Johnstown . . . 24, 505 95, 074 510 Lancaster . . 30, 800 65, 359 511 Lebanon . . . 14, 193 35,694 512 Lockhaven . . 6,822 13, 760 513 McKeesport _ ... _ 25,283 82, 502 514 Mahanoy City . . 10, 481 17, 543 515 Meadville _ _ _ 9,231 27,718 510 Mount Carmel _ _ 9,483 18, 725 517 Nanticoke . . . . 10,658 25, 601 518 New Brighton . 6,009 18, 938 519 Newcastle . . 18,184 78, 689 520 Norristown . . 15, 997 37,355 521 Oil City . . . 11,831 43, 666 522 Philadelphia . . 850,000 4,614,131 523 Phcenixville . 6. 706 9, 134 524 Pittsburg . 220, 868 1,018,232 525 Pittston . . . . . 9,842 18, 548 526 Plymouth . . . . . 8,934 10, 500 527 Pottstown . . . 12,118 28,546 52S Pottsville . 14,912 31,701 From county and. other taxes. |309 '83 .’992 l Si 17,125 10, 628 133,065 1,271 998 23 1,733 2, 635 73 '281' From all other sources. $370 1,272 69 457 287 676 2,092 350 9 12, 343 381 2, 069 6, 000 839 6,146 1,511 1,001 468 1,350 216 '2,275' Total. 866 313 23 7, 786 1,889 1,054 650 228 3,343 2,141 1,838 401 6, 232 1, 075 383 36, 887 12 325 i, 331 50, 773 43,240 31,327 118, 421 37, 188 39, 668 408,511 31, 507 18, 788 42, 804 155,294 66,213 1,483 29,324 207, 660 431,893 118,612 119,177 31, 772 46, 333 58, 286 29, 019 26, oi2 120,308 28,001 i 1 , 528 196,110 131, 238 40, 773 77,863 90, 435 20, 810 152,900 30, 165 38, 860 26,609 42, 772 54,427 4,614, 131 16, 226 1,275,987 28,390 19,446 41,489 Amount available for use during the year. $59,298 56, 455 76, 561 65, 119 69,233 47, 789 * 64, 102 120, 881 59,053 51,637 543, 060 71,373 13, 783 54, 610 245, 750 92, 707 25, 483 29,665 402, 097 770, 785 131,065 155, 542 31.772 120, 194 107,428 32, 276 47, 032 38,355 21,644 183,832 57,201 53, 758 22,419 24,343 39,325 89, 672 244, 573 32, 524 187, 718 45, 555 77, 863 209, 898 114, 435 58,560 21,418 253, 275 51, 865 41,185 33, 365 42. 772 35, 434 142,853 72, 452 107,813 4,602,158 21,200 1, 663, 003 33,399 21,246 44, 704 71,488 * Statistics of 1897-93. 1546 EDUCATION REPORT, 1S98-99. Table 12. — Statistics of receipts of public schools of cities of over S,000 inhabitants in 1808-90 — Continued. 529 530 531 532 533 534 535 536 537 538 539 540 511 612 513 514 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 569 581 562 563 564 565 56G 567 568 569 570 571 572 573 571 575 576 577 578 579 580 581 532 583 584 City. 1 PENNSYLVANIA — continued. Reading . Scranton . Shamokin . . Sharon . . . Shenandoah . South Bethlehem . Steelton . . Sunbury . Tamaqua . Titusville..- . Uniontown . . Warren . sYestchester. . Wilkesbarre. . . Wilkinsburg . . Williamsport . York . . RHODE ISLAND. Central Falls . . . Cranston . . Cumberland. . East Providence . . Johnston* . Newport . . . Pawtucket. . . Providence . . . . Westerly . W oonsocket . SOUTH CAROLINA. Charleston . Columbia . Greenville . Spartanburg . SOUTH DAKOTA. Sioux Falls . TENNESSEE. Chattanooga . Clarksville . Jackson . Knoxville . . Memphis . . N ash ville . TEXAS. Austin . Corsicana* . Dallas _ Denison . El Paso . Fort Worth . Gainesville . Galveston. .. Houston _ Laredo. . Marshall _ Palestine _ Paris* . San Antonio Sherman. ... Temple _ Tyler . Waco _ Receipts for the school year 1898-99. Amount available for use during the year. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. From county and other taxes. From all other sources. Total. 2 O O 4 5 6 7 880, 437 $160,437 $402 8241,440 8294, 385 73, 374 305,487 450, 632 14,931 29, 942 1,948 46,821 125,381 6, 948 19,543 34, 967 17; 383 28,475 432 46,293 56; 634 46,310 147 46, 457 51, 748 9,312 16, 654 817 1,056 27,039 27, 770 7,880 23, 795 197 31,872 31,872 6,067 12, 140 22, 469 8, 571 22,447 3 34, 408 S i! 408 5, 688 17,127 27, 996 7, 014 37, 338 78; 237 8; 398 27, 045 509 35, 952 39; 033 39, 027 137, 975 1,301 17S, 303 254, 064 8, 189 40, 323 95, 821 25; 460 68, 810 1,167 95,236 104, 007 21,536 51, 090 1,070 76, 696 186, 324 5,066 35, 419 1.131 41,616 46, ICO 3,395 35, 000 3, 600 42, 000 3, 599 20, 500 782 419 25, 300 42, 206 4,041 37, 6C0 885 78 42, 604 46, 879 4,354 35, 800 972 41,985 42.143 5, 810 117.000 10, 418 133, 223 163, 335 8, 828 165, 882 2 174, 912 175, 563 29,536 560, 705 60, 182 650, 403 880,411 7,833 80, 300 2, 598 90, 731 92,913 16, 376 42, 953 17,288 76, 617 112, 720 7,881 8,638 1,955 18,474 31, 751 O OOK CP, 4, 960 523 632 9, 440 9,599 6, 192 4,930 574 11, 693 11, 914 7,717 25,218 50 32,985 33,097 34, 903 7,594 500 43,000 43,000 5,616 12, 544 209 18, 369 22,097 7,078 a 11, 503 638 19,219 55, 236 55,633 b 48, 687 73, 000 4, 990 124, 677 182,607 111,160 74, 717 135, 877 17, 951 33, 586 1,108 1, 474 54,179 65,639 8,718 18,349 706 764 26,597 31,854 11,155 12, 189 1,312 24, 656 31, 113 9,382 27, 773 37. 155 67, 981 17,361 25, 476 1,500 9, 923 51,260 51,260 6, 652 15, 314 963 449 24,378 28, 678 23, 607 50, 000 1,757 100 80,464 105, 464 31,747 68, 275 1,376 1.373 100, 771 111,001 13, 149 13, 149 14,462 9,310 9,310 10, 179 12,000 13,000 25, 000 27, 700 41,697 66, 047 20 107,764 129,631 6,336 12,511 417 674 19,963 19, 968 7,600 8, 000 500 16,100 16, 100 17, 550 28, 723 117 48, 390 69, 450 * Statistics of 1897-98. a Includes State taxes. b Includes county taxes. CITY SCHOOL SYSTEMS 1547 Table 12. — Statistics of receipts of public schools of cities of over S.000 inhabitants in 1898-99 — Continued. 585 585 587 588 589 590 591 592 593 594 595 598 597 598 589 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 City. UTAH. Ogden . . Provo City - Salt Lake City. VERMONT. Barre . . Burlington * Rutland . VIRGINIA. Alexandria . Danville . Lynchburg - Manchester . Newport News. Norfolk.. . Petersburg . Portsmouth .... Richmond . Roanoke . WASHINGTON. Seattle . . Spokane . . . Tacoma. _ Walla Walla. WEST VIRGINIA. Huntington . Martinsburg Parkersburg Wheeling .... WISCONSIN. Appleton ... _ Ashland . Beloit . Chippewa Falls „ Eau Claire . Fond du Lac _ Green Bay * _ Janesville . Kenosha . La Crosse . Madison . Manitowoc . Marinette . Merrill _ Milwaukee . Oshkosh . Racine . Sheboygan _ Stevens Point *. Superior... . Watertown . Waukesha . Y/ausau.. . WYOMING. Receipts for the school year 1898-99. From State ap¬ portion¬ ment or taxes. From city appro¬ priations or taxes. $18,061 7,200 45,672 1,997 1, 655 6 7 10 , 8S8 496 ,244 2 14 11 6 34 6 ,897 ,720 , 003 ,197 ,348 ,495 76, 205 41,557 61,431 16,271 4, 600 2,906 5, 044 12, 690 $55, 778 11,666 260, 498 Clievenne. 3, 3, 3, 8, 6, 4, 3, 10, 5, 3, 6, 6, 100, 11, 16, 9, 4, 7, 4, 2, 5, 492 450 393 474 226 104 595 565 891 952 639 911 928 500 175 263 563 086 519 155 050 106 303 43, 300 35, 000 13, 720 16.515 25, 996 7,373 12, 799 137,507 11, 467 27. 516 120, 661 15. 754 2,208 92, 815 15, 415 27,500 13, 336 33,825 100, 307 50, 755 30, 455 22, 656 15, 000 52,420 27,000 33,037 25. 500 27,379 65, 000 36,968 28,389 37. 500 7, 500 470,000 62,367 36. 500 64, 257 22, 548 110, 000 12, 535 19,397 25,000 From county and other taxes. From all other sources. 1,310 1,255 710 4,706 8,500 4, 190 2, 520 2, 700 5, 900 5,587 5,621 3, 895 9,271 4,526 3,760 4,762 6,500 90,000 20, 000 7,287 4,316 $431 1,727 3, 122 3,378 1,841 3, 742 24,008 4,188 1,007 60 310 2, 182 2,467 ”’602 "2*939 lotal. Amount available for use during the year. $77,580 20, 593 309, 292 624 7,309 1 559 9^534 1,781 175 1,111 287 614 2, 917 1, 790 4,462 2,378 2,544 11,578 654 125 10, 484 607 1, 655 390 7,325 '672 620 303 49, 485 38, 917 20, 608 24,321 38, 422 18, 163 152, 227 23, 072 33, 713 157,948 22,249 201,652 127,398 154,247 31, 686 32, 100 17,511 43, 575 122,531 66, 528 3S.270 29, 680 21, 461 67,160 42, 608 47,043 38,422 33, 648 87, 767 58, 711 36, 714 49,315 20, 500 670, 659 74,237 74, 719 80, 630 81, 773 124, 480 20, 635 23,944 34, 348 ,216 $77. 580 23, 629 316, 537 61, 485 39, 123 20, 668 25, 525 38, 602 12,639 68, 163 155, 213 23,072 35, 273 160, 669 54, 677 321,853 178, 744 170, 644 71, 871 17,511 43, 575 131,257 73,585 47, 769 48, 684 29,368 67, 160 42, 618 87, 975 38, 630 49, 012 122,504 62, 076 50, 615 20, 500 9S7, 780 90, 583 120, 990 105,367 37, 043 186, 748 38, 187 29, 940 68, 833 7, 335 * Statistics of 1897-98. 1 o £ y 3 4 5 6 r* 4 8 9 10 11 12 13 14 15 16 17 18 19 20 21 oo t*£J 23 9 < EDUCATION REPORT, 1898-99. s 13. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants in 1S9S-99. Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments City. and lasting improve¬ ments. 1 2 ALABAMA. Anniston . Birmingham _ Huntsville _ _ Mobile * _ _ _ Montgomery _ _ . _ _ Selma * . . ARKANSAS. Port Smith __ _ _ $12,238 Hot Springs _ _ _ Little Rock _ _ Pine Bluff. . . . . CALIFORNIA. Alameda _ _ _ _ 3,050 14,310 1, 605 4, 8S2 4,698 7, 711 3, 988 Berkeley _ _ _ _ Fresno * _ _ Los Angeles _ . _ _ _ Oakland _ _ _ _ _ _ Pasadena _ Sacramento . . . . . . San Bernardino . San Diego _ _ _ _ _ 1,900 130,939 447 San Francisco . San Jose . _ _ _ _ Santa Cruz . . . . . Stockton . . 17,316 22,830 2,000 84,554 4,453 COLORADO. Colorado Springs _ _ Cripple Creek. . . . Denver : District No. 1 . District No. 2 . . District No. 7 _ District No. 17 . . . Leadville. . . . Pueblo : District No. 1 _ _ _ 10, 763 10,540 6,700 District No. 20* . . . . Trinidad . . . . CONNECTICUT. Ansonia _ _ 4,148 11,386 2, 215 10,995 Bridgepor t _ _ _ _ _ Bristol. . . . Danbury * . . . Greenwich . . . Hartford _ _ 358, 458 Manchester: Tow n schools * . District No. 9 . - - Meriden . . Middletown ... . . . Naugatuck . . . 595 New Britain . . . . New Haven . . 14, 967 5,000 New London . . Norwalk . . . . . 11,281 17,381 42, 500 12,000 Norwich . . . Stamford . . . Torrington . Vernon* . . Wallingford * . . . Waterbury . . 27,849 2.090 Windham . Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. Total. 3 4 5 6 $30, 449 $7, 862 $38,311 4, 579 742 5,321 59, 567 14,003 77, 101 27,210 2,869 30, 079 13,000 2, 500 15, 500 46, 145 4,877 63, 260 16,000 2,200 18, 200 50,614 17, 521 $252 68,387 16.523 2, 345 67, 419 12, 785 1,202 84, 456 57,412 14,487 86, 209 36, 437 12, 078 50, 120 352, 015 90, 857 447, 754 232,958 41,526 3, 754 282,934 44, 256 12,223 64,190 90, 164 19,418 3,290 116, 860 30,237 7,426 37, 663 58,974 14,036 74,910 940, 820 203,388 (a) 1,275, 147 82, 849 20, 650 733 104,678 30, 075 38, 972 56, 391 20, 148 538 94,391 76,256 31,400 130, 487 30, 000 8,000 40, 000 243, 650 102, 905 431,109 103, 440 44, 727 152, 620 17, 240 4, 555 240 22,035 69, 464 32, 526 105, 892 25,631 8,251 44, 645 41,953 32,285 84, 778 37,207 26,813 70, 720 17,557 10, 445 28, 002 27,275 O Q i 0 1 i 35, 000 117,302 28, 624 439 157, 751 27, 696 9,289 39, 200 36, 431 8, 574 500 56, 500 23,911 2, 775 26, 686 203,024 132, 233 3, 785 697, 498 10,710 3, 075 13, 785 16,205 4, 7"5 20, 980 60, 035 16, 776 76,811 18, 254 14, 407 33,256 28, 606 28,606 56, 380 16, 893 1,116 89; 356 279, 670 95, 512 6, 789 386, 971 39, 391 13, 990 44, 381 42,965 13.366 1,105 68, 717 55,253 20, 351 92, 985 57, 772 16,667 558 117, 497 25, 000 9,000 46, 000 17, 733 6, 345 24, 077 20, 0C0 37, 459 103; 490 38, 488 1,557 171,384 20,832 11,833 34, 665 a Accounts of evening schools are not kept separate. * Statistics of 1897-98. CITY SCHOOL SYSTEMS. 1549 Table 13. — Statistics of expenditures of public schools of cities of over S,000 inhabitants in 189S-99 — Continued. 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 73 74 75 76 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 93 94 95 96 97 93 99 100 101 103 103 104 105 106 107 108 109 City. DELAWARE. Wilmington . . . DISTRICT OF COLUMBIA. Washington: First eight divisions- . Ninth to eleventh divisions . FLORIDA. Jacksonville Key West ... Pensacola ... Tampa . GEORGIA. Americus . Athens _ Atlanta _ Augusta ... Brunswick Columbus . Macon . Rome _ Savannah _ ILLINOIS. Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments and lasting improve¬ ments. $18,421 1,348 "3,"880' 10 5,873 8,464 800 16,000 6,393 Alton* . ... . Aurora: District No. 4 (west) . District No. 5 (east) . Austin * . . Belleville . . . . Bloomington . Cairo . . - . Canton ... . Champaign * . . . . Chicago . . . Danville . . . . Decatur . Dixon . . . East St. Louis: District No. 1 * . District No. 2, T.2N., R. 9W.* District No. 2, T. 3 N. , R. 10 W. Elgin . . . . Evanston: District No. 1 . District No. 2 (south)... . District No. 3 (north) _ 1 Freeport . . . . Galesburg . . Jacksonville . . Joliet . . Kankakee . Kewanee . . Lasalle . Lincoln . Mat-toon . . . . . Moline* . Monmouth . . . . . Oak Park. . . Ottawa . Pekin . . . Peoria . Quincy . . Rockford . . Rock Island . 8,228 10,151 826 12,000 42,000 2, 372 513 11,565 1,037 1,239,563 i3,4o5* 7,410 887 16,764 49, 800 1,578 1,051 1,718 7,236 1, 143 34,919 2,699 15,5(0 Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. 2, 786 9,790 4,413 1, 150 56, 644 11, 000 32,355 34. 063 $121,311 581,769 219,247 48, 416 8,990 12,467 34, 943 14,887 17,109 * 122, 662 71,936 9,000 25, 074 65,611 13,320 97,484 19, 628 17, 108 37,500 28,815 36, 110 51,406 19,354 19, 739 15,346 937,362 30,283 48,588 18,750 32, 513 5,241 3, 135 53, 727 37, 229 19,004 4,650 27, 920 40, 239 35, 167 63,590 19.052 18,000 14,859 44,697 16,567 54,508 20. 150 135, 940 54, 000 68,646 43, 684 $51, 885 74,458 7,493 4,472 3,500 12,083 1,413 1,277 13, 657 1,700 4,463 9,160 1,680 11,476 6, 919 15,500 24, 570 11,764 22,281 9,760 7, 678 6,193 1,636,571 14, 865 8,430 19,389 3,221 5,062 25,091 17,591 11, 159 3,531 11, 834- 11,138 5,803 21,624 7, 961 3,000 6.834 20,545 5,139 16, 008 7,425 47, 778 18,000 23, 630 20, 080 $2, 412 325 89,533 220 Total. Ill $191,617 852, 733 286, 117 57, 157 13, 462 18,847 47, 026 17,032 18,396 142, 345 94, 057 11,500 45,862 81,163 15,000 117, 188 38.341 24, 853 65,000 48.341 50, 246 74, 200 40, 679 28, 454 21.539 7,903,033 45, 148 70,428 18, 750 59, 312 9,349 8,197 95,582 104, 620 31, 741 9,232 41,272 58, 613 42,213 120, 133 29, 712 36,500 21,693 68, 028 31,496 75, 149 28, 725 240, 362 83,0(0 124,742 97, 827 * Statistics of 1897-98. .55 \VBI 110 111 113 113 111 115 116 117 US 119 130 121 122 123 124 125 126 127 123 129 130 131 132 133 131 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 133 154 155 156 157 158 159 160 161 162 163 164 165 1 66 167 16S EDUCATION REPORT, 1898=99. .e 13. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants in 1898-99 — Continued. City. Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. Total. Illinois — con tin ued. Springfield . Sterling: District No. 3 District No. 8 Streator , . INDIANA. $19, 908 Anderson . . . . . 24,300 2,010 297 Bloomington _ _ Brazil __ . Columbus*. . . Crawfordsville _ Elkhart _ _ Evansville . . . . 49, 422 29, 506 Fort Wavne . . . . . Frankfort . . Goshen _ _ _ Hammond.. . . . . . 18,986 1.670 123, 271 Huntington _ Indiananolis . . . Jeffersonville _ Kokomo . . . . 2,522 4,325 750 Lafayette . . . . . Laporte _ Logansport _ _ _ _ Madison _ _ _ _ Marion . . . . . 13,000 Michigan City * _ . _ Muncie . . . . 29,413 New Albany . . . Peru * _ _ _ Richmond . 500 Shelby ville _ _ _ _ South Bend . Terre Haute .. . . . . 2,504 Y alparaiso * . . . Vincennes _ _ _ 4,000 Wabash . . . . W ashi ngton . . . . . IOWA, Boone . _ . . . . . Burlington. . . . . 32, 412 7,000 5,698 750 1,000 36,768 1,000 1.867 3,499 2,402 7,537 Cedar Rapids _ Clinton _ _ _ _ _ Council Bluffs . . . . . Creston _ _ _ Davenport _ _ Des Moines: Capitol Park _ _ East Side _ _ _ North Side. . . . West Side _ _ _ Dubuque . . . . Fort Dodge . . . . . . Fort Madison . . Iowa City . . . Keokuk* . . _ . . . Marshalltown . _ _ . . 6, 751 Muscatine _ _ _ _ _ _ Oskaloosa* _ _ Ottumwa _ 46,000 Sioux City _ Waterloo: East Side* . . . West Side* . $71,834 10,407 6, 000 26, 369 43, 974 13,583 10,814 18,243 22,500 33,488 128,298 77,434 19,759 15, 171 23,001 25, 086 399,928 24, 702 26,040 45,892 20, 003 31,609 $21,252 3, 732 2,301 14,204 8, 500 3,194 4, 865 7, 787 3, 150 42,009 21,866 5, 886 10,001 7,899 13. 250 150,025 4,091 17,843 13,659 10.250 16,420 37. 673 19, 795 43, 129 32. 673 16, 777 50,444 18, 070 13,061 12 827" 102,378 14, 640 17,240 18,478 6, 980 "ei,”s6i" 2,698 1 9, 099 23,400 61, 297 60, 300 40, 376 67, 824 18, 747 88, 28? 7,100 39, 132 21.248 83, 040 65, 887 16,000 13,395 20. 616 39,834 30,116 31,523 23, 147 40, 997 72, 478 16.249 10,482 2,000 19, 675 24, 852 17, 489 33. 145 9,239 47,286 2, 364 24, 265 13, 091 42. 5.25 21, 683 6.000 12,296 13,365 11.253 10, 000 33, 745 4,822 $561 1, 208 $112,994 14, 139 8, Sol 40, 573 78, 774 18, 787 15, 976 26,039 25, 650 54, 637 220, ,296 128, 807 25, 645 25, 172 49,886 45,005 674,432 28, 793 46,405 63, 876 31,003 43,029 63, 735 44, 501 85, 369 39, 286 26,273 56, 716 25, 030 138, 683 20, 570 23, 938 27,577 *39,000 113, 384 92, 152 63, 563 101, 719 28. 986 172, 339 10,464 65,264 37,838 127, 967 95, 107 22. 000 25:691 41, 7i 8 50,232 42, 776 96, 997 111.223 15,304 * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1551 Table 13. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants in 1898-99 — Continued. City. Expenditures for the school year 1S98-89. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super vision. Current and inci¬ dental exnenses. Evening schools. Total. 4 6 169 170 171 172 173 174 175 176 177 178 179 180 181 1S2 183 184 185 186 187 188 189 190 191 182 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 KANSAS. Arkansas City Atchison . . Emporia . Fort Scott . Hutchinson ... Kansas City... Lawrence . Leavenworth . Ottawa . Parsons . Pittsburg . . Topeka . Wichita . KENTUCKY. Bowling Green . . Covington . . . Frankfort: White schools _ Colored schools * . . Henderson - . . . Hopkinsville . . . Lexington . . . . Louisville . . Maysville . . Newport . . Owensboro.. . - Paducah. . . .OUISXANA. Baton Rouge . New Orleans. Shreveport .. MAINE. Auburn ... Augusta * . Bangor _ Bath . Biddeford . Calais - - Lewiston... Portland *_ Rockland * Water ville MARYLAND. Annapolis * . . . Baltimore _ Cumberland * . Frederick . Hagerstown .. MASSACHUSETTS. Adams . Amesbury. Arlington .. Attleboro .. Beverly Boston . . Brockton... Brookline .. Cambridge Chelsea . $71, 776 1,992 12, 681 5,825 200 1,144 125 14,000 $20, 039 20, 329 18,936 18,000 80, 149 23, 126 36, 295 12, 642 13, 100 15,772 73, 216 43,378 13, 368 78,412 13, 839 3, 789 14,900 $11,837 15, 462 5, 862 2, 000 21,792 5, 678 11, 857 6,303 5,642 6, 097 39, 680 21, 617 1,463 41,868 859 1, 783 64,881 51,926 408, 237 14,711 77,603 2,450 25, 184 22, 408 25, 437 2,418 6.251 35,000 12, 169 6, 155 31, 190 2,723 1,400 4,000 319, 000 18. 180 33,500 19, 089 46, 749 20, 642 24,567 12, 998 36, 113 87,755 14, 747 18, 495 6,391 1, 084, 109 11, 739 10,259 79,000 5,228 10,574 13,509 6,951 5.920 5,296 9,847 34, 781 3,247 8,237 1 558 253! 902 2,462 2, 427 6, 160 626, 516 12, 681 31,816 174, 125 19. 35i 24, 887 16, 522 26, 728 23, 644 27,332 1,952,483 100, 946 95, 110 268, 183 84, 158 10,048 5,512 12, 708 642, 071 29,429 36,234 79. 783 28,346 $279 50 8,344 400 540 1,746 1,473 9,910 166 81,417 1,467 1,393 4,854 1.412 $31,876 35, 791 24, 798 20, 000 173.717 29, 044 50, 144 31, 626 IS, 742 21, 869 118, 721 65, 195 14,831 121, 703 17, 132 4, 823 30, 683 66, 637 559,065 27,276 56, 872 398,000 56. 180 39,128 41, 832 66,413 27, 593 31.027 18,294 47, 7G6 155, 199 20. 717 28. 132 7,949 1, 375. 440 13,625 16,721 37,362 22,034 63,481 *31,720 -46,366' 3,302.487 144,523 162, 553 526, 945 133,267 * Statistics of 1897-98. 909 223 224 225 223 00.7 KW1 I 228 229 230 231 990 2333 234 235 233 237 233 239 240 241 243 243 244 245 246 247 248 249 250 25] 252 253 254 255 256 257 258 259 2G0 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 283 287 9, EDUCATION REPORT, 1898-99. e 13. — Statistics of expenditures of public schools of exiles of over 8,000 inhabitants in 1898-90 — Continued. City. 1 Massachusetts — continued. Chicopee . - . Clinton . . . Danvers . . Dedham . Everett . Fall River . . . Fitchburg . Framing-ham . Gardner. . . . . . Gloucester . . . . Greenfield . . . Haverhill . . . Holyoke . . . Hy depark* . . . Lawrence . . . . Leominster * - - - Lowell . . . . - . Lynn . . . . — Malden . . . Marblehead*. . Marlboro . . . . Medford . . Melrose . . . Milford... . . . Natick . . New Bedford . . . Newburyport - - Newton . North Adams . . N orthampton . . . . Peabody. . . . Pittsfield . . Plymouth „ — . . Quincy - - Revere . . . Salem . . Somerville . . . . . Southbridge . . . Spencer - . . Springfield . . . . Taunton. . Wakefield . Waltham . Watertown _ _ _ Westfield. . . . . . West Spxungfield . . . Weymouth . - . W oburn . . . . . Worcester . - . MICHIGAN. Adrian . Alpena . . . Ann Arbor. .. Battlecreek*. . Bay City . Cheboygan - Detroit . Escanaba . Flint . . . Grand Rapids. Holland _ Iron Mountain Iron wood . Ishpeming *._. Jackson . Kalamazoo.... Lansing . Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments and lasting improve¬ ments. $11,102 10,303 6, 527 33.381 102, 215 22, 437 6, 476 23,249 6,671 26, 944 45, COO 61, 140 100 44, 552 36. 500 12. 500 2, 656 50, 758 8.107 69, 000 41,495 713 25, 344 8, 738 71, 257 19,323 889. 420 33, 150 971 22, 981 600 5, 496 158. 796 2,361 20,025 10,000 173, 240 100 16. 125 21,051 5, 293 9,246 22,218 14,000 1,092 Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. 3 4 5 $30, 659 $15. 004 $2, 2S9 27, 125 13. 299 573 19, 723 23, 711 11,056 73, 813 35. 688 991 192, 149 68, 101 11.805 81,407 25, 032 4, 520 31.560 15, 082 870 22, 788 10,321 554 55. 743 25,950 23,073 11,517 365 99,690 21,710 128, 696 32, 247 127, 778 24. 067 36, 157 4, 527 40, 888 6,331 13,611 198,981 104,520 18,588 178. 219 57,443 1,315 111,620 57, 012 3,380 39, 657 16. 065 770 65, 759 45. 707 15,546 1,130 20, 100 9, 070 26,555 7, 332 259 135, 028 24, 506 138, 489 55, 033 6, 814 37, 492 860 51,108 18.000 1,600 89, 680 15,702 607 26. 315 10, 576 52. 365 24. 284 746 .24, 750 9.863 73,049 20, 689 1,302 37,278 12. 455 87, 501 29, 663 4,000 186,413 43,433 3, 619 15,112 6,396 645 18, 491 10, 507 248 139,209 79,555 9.104 75,334 25, 079 1,742 30, 405 4. 446 58, 130 24.036 24,018 1,803 37,838 16, 304 199 21.639 9. 416 31,411 11.895 42. 151 10,732 596 346, 943 143, 327 13,649 18,155 6, 760 14, 572 9,327 37,376 17, 8G6 35, 250 15, 624 51.146 li; 320 571. 813 18, 277 167, 959 8,979 14,037 5, 634 28.303 22, 996 195, 739 79, 792 13,477 9.098 21,655 12. 502 23,576 30, 025 45, 354 11,477 14, 824 43,316 17.029 34,757 16,310 Total. 6 $59, 054 51,303 37,306 40, 674 143, 8S3 374, 270 133, 396 53. 988 56, 912 81,693 41,627 121, 400 196, 324 46, 940 174, 997 82, 678 383, 229 237, 077 216, 564 *22,500 92, 982 94, 935 71, 547 29, 170 36, 812 247, 633 31, 704 184, 947 139, 706 55. 989 36.889 118,890 35, 126 95, 040 75. 077 129, 902 304, 722 41,476 29. 246 667, 2S8 135, 305 34. 851 84, 922 35. 620 77,322 31, 055 43,906 58, 975 632, 715 27,276 23, 899 75. 207 50, 874 79. 423 32, 680 921,991 19, 771 67. 424 296,582 22, 575 49, 450 44,299 44,504 82, 396 74. 390 52, 159 * Statistics of 1897-98. 288 289 290 291 292 293 294 235 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 320 327 328 329 330 331 332 333 334 335 336 337 *St a Tj 6 0i CITY SCHOOL SYSTEMS 1553 e 13. — Statistics of expenditures of public schools of cities of over 8,000- inhabitants in 1S9S-99 — Continued. City. 1 Michigan— continued. 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 V7ing ... St. Cloud _ St. Paul . Stillwater ... Winona . . MISSISSIPPI. Greenville . . Jackson . . . Meridian . . . Natchez . Vicksburg . MISSOURI. Carthage . Chiliicothe . . Hannibal . Independence . . Jefferson City * . Jopiin . . . Kansas City . . Moberly . Nevada . St. Charles * . . St. Joseph . . St. Louis . Sedalia . Springfield . . Webb City . MONTANA. Butte*.... Greatfalls Helena.... NEBRASKA. Beatrice . Fremont . Grand Island . . Hastings . Kearney . Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. 2 3 Current and inci¬ dental expenses. Evening schools. Total. $597 899 2,472 14,995 8,321 22,000 838 196 19,543 82, 949 32, 000 5, 000 (6) 2,287 2,216 1,273 312 3,915 484, 662 12, 730 9, 863 1,500 QO QOQ 1,689 184 1,074 1,063 694 $16,399 35, 856 21, 970 27, 133 40,641 18, 841 31, 691 70, 588 37, 755 19,315 18, 700 $6, 378 19, 521 9, 995 15, 162 50,947 $158 8, 760 24, 712 14,476 10,500 7,282 18, 020 135,107 16,493 19, 990 530, 474 20, 385 18, 000 334, 465 28, 665 47, 060 11,775 17,440" 5,331 109, 954 6,497 8, 829 114, 368 7, 259 9,140 80, 535 19, 708 46, 783 (a) 1, 195 19,534 10, 452 27, 047 15, 096 9, 520 28,328 338, 844 14, 717 14, 428 11,584 5,382 9, 170 4, 152 3, 743 12, 894 203, 603 7,384 5,874 98, 726 1,013,853 32, 119 28, 805 10, 400 89, 798 33. 445 37, 185 20, 350 18, 915 19, 540 18, 746 12,308 37, 735 382, 657 42,298 16, 057 5,218 59, 292 15, 625 27, 233 9, 057 11,054 8,740 6,941 7, 968 9, 197 $22, 777 56, 132: 32, 864 42, 295 91,588 32, 422 42,923 110. 295. 60, 552 51,815 26, 82a 23,547 245, 061 42. 533 28, 819' 727, 789 27, 644 59, 140 420, 000 48,373 93, 843 14,523 ’is", "(535 31,118. 15,814 36,217 44, 830 13,263 43, 509 542, 663 23, 374 20, 614 16, 794 140, 376 1,890,369 87, 147 54, 723 17, 113 186, 319 50, 759 64, 602 30, 481 29, 969 29, 343 26, 381 20, 276 tistics of 1897-98. e accounts of evening schools are not kept separate. 3 new school building was erected. The providing of school buildings does not come the jurisdiction of the school board, but belongs to the board of aldermen and councilmen. ED 99 — A70L II - 98 1554 EDUCATION DEPORT, 1898-99 Table 13. — Statistics of expenditures of public schools of cities of over 8t000 inhabitants in 1S98-99 — Continued. S3 j 339 3-10 341 342 343 344 345 346 347 348 349 350 351 3.52 353 354 355 356 357 35S 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 Expenditures for the school year 1898-99. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. 1 & Nebraska— continued. Lincoln . . .. . $1, 859 Nebraska City * _ _ „ _ Omaha - - - 11, 936 300 17, 830 Plattsmouth _ _ South Omaha * _ _ _ NEW HAMPSHIRE. Concord . Dover _ _ 3,279 2,913 Keene _ _ _ _ Laconia . . . Manchester * _ 7,325 Nashua.. . . . . . Portsmouth . . . Rochester . . . . NEW JERSEY. Atlantic City * _ Bayonne _ _ _ _ _ 98,529 Bridgeton* _ _ _ Camden* . . . . . 52, 350 Elizabeth* _ _ __ Hackensack . . .. _ _ Harrison* _ _ _ Hoboken ... _ _ _ _ - - - Jersey City . . . . . Lon gbranch - - - Millville _ _ 255, 793 4 tjl. Morristown . _ _ _ _ 13, 059 34-4,522 Newark. . . . . . New Brunswick _ _ Orange _ _ 24,530 24, 767 30, 085 37,017 1,606 5, 917 569 Passaic . _ _ _ Paterson _ _ _ _ Perth Amboy _ Phillipsburg _ Pla infield . . . . . . Rahway . _ _ Town of Union . . . . Trenton* _ _ _ _ NEW MEXICO. .A lbuquerque * . . . .... • NEW YORK. Albany _ 16, 156 13,193 3,114 Amsterdam . . . . . Auburn . . . . Batavia . . . . Binghamton _ _ _ _ Buffalo _ _ 10, 890 £85,237 Cohoes*. .. _ _ _ _ . Corning . . . . Cortland . . . Dunkirk _ _ _ Elmira . . . 2, 757 22, 969 1,606 1,694 758 3, 748 14,000 455 4,863 2,099 Geneva... . . . Glens Falls. . . Gioversvillo . . . Hornellsville . Hudson . . . . Ithaca . . J amestown . . . Johnstown . . . . Teaching and super¬ vision . Current and inci¬ dental expenses. Evening schools. Total. 3 4 5 G $77, 192 $33,036 $112,087 17,228 28, 187 259, 131 163. 596 $1, 505 436, 188 13, 983 2,340 16, 623 32, 990 13, 679 64, 499 34, 460 15, 445 49. 905 23, 844 5, 576 350 33, 049 17,315 7,918 175 28, 321 79, 337 26.358 113, 020 43, 036 21,927 64, 333 25, 994 8, 332 84,320 15, 163 21,288 85, 086 37, 181 0 62,267 73,862 19, 802 2, 198 194,391 19,911 7,049 28, 960 130. 000 60, 379 0 243, 729 70, 794 125, 384 26! 309 43, 150 11,000 4, 400 660 18,000 118,347 45,300 1,188 182, 841 354, 410 105, 924 4, 558 720, 683 35,019 18,028 86, 793 20, 255 5. 161 295 25, 711 21,078 9,340 43, 477 518, 695 171,511 34,357 1,069,085 33,376 240 * 45, 165 37, 727 17. 141 79,398 43, 523 28,418 1,888 93, 601 181,000 55, 668 5, 726 272,479 22, 881 9,432 69,330 20,318 9, 064 30, 988 44, 175 20,957 71,049 17, 156 5,370 23,095 28,313 15, 071 419 43, 803 102, 964 58, 189 a 3, 300 161,153 20. 0G0 210, 258 64, 369 1,771 292, 554 33,023 11,883 63, 549 60, 676 15, 732 79, 523 14, 117 36, 839 97,510 32, 067 140, 467 793, 412 250. 196 9, 717 1,338,562 34, 754 11,899 46, 654 15, 215 7,685 22, 900 12, 380 4, 101 19, 238 23, 842 16, 207 63, 018 72, 180 27,087 100, 873 26, 092 6, 347' 34, 133 21, 707 8,825 31,290 32, 545 11,912 48, 205 24, 723 9, 685 48, 408 15,111 2, 793 18,359 30, 539 11,859 47,261 53, 986 24,531 80, 616 * 18, 221 23, 793 a Included in other items reported. * Statistics of 1897-98. CITY SCHOOL SYSTEMS 1555 Table 13. — Statistics of expenditures of public schools of cities of over S,000 inhabitants in 189S-99 — Continued. 394 395 396 397 398 399 4C0 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 423 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 City. new York — continued. Kingston : Kingston School district .... District No. 2 . District No. 3 . District No. 4 . Lansingburg . Little Falls . . Lockport* . Middletown . - . Mount Y ernon . - . . . Newburg . . . New Rochelle . . . New York, . . . . Niagara Falls . . North Tonawanda . . . Ogdensburg* . - . . Glean * . . . Oswego* . . . . . 1 1 • District No 7 (Drum Hill)... District No. 8 (Oakside) . Plattsburg . . . Port Chester- . . Port Jervis . . Poughkeepsie, . Rensselaer . . - . - . Rochester . . . . . Rome * . . . Saratoga Springs . Schenectady * . . . . Sing Sing . . . Syracuse . - . . . Tonawanda . . . . Troy . . . Utica . . . . Watertown * . . - . Watervliet. . Yonkers . . . . - . NORTH CAROLINA. Asheville _ Charlotte *.. Durham * ... Newbern _ Raleigh- . Wilmington. Winston _ NORTH DAKOTA. Fargo * . Grand Forks . OHIO. Akron* . Alliance * . . Ashtabula . Bellaire. . Cambridge . Canton . Chillicotbe . Cincinnati. . Circleville . Cleveland . Columbus * _ Dayton _ Defiance* . Delaware . Fast Liverpool. Elyria* _ Findlay * . Expenditures for the school year 1898-99. Perma¬ nent in¬ vestments and lasting improve- . ments. Teaching and super¬ vision. $1,477 3, 3,584 56, 234 15,998 6,121 52, 852 24,026 43, 916 162,924 20, 846 42, 721 1. 509 14,908 2, 506 500 2, 056 1.510 21,978 7,527 2,290 105, 337 10, 838 2, 508 2,581 97, 108 20,293 4,023 90, 630 44, 482 61, 667 1,700 40,000 1,430 2,392 13,357 22,240" 175, 980 "in, "635 609 1,900 $27, 77 7,955 4.825 30, 020 18, 175 36, 215 27,596 60,201 58. 689 46; 478 8, 127, 067 39,246 22, 604 19,564 27,880 36, 134 10,234 7, 000 22, 141 22, 080 22, 748 42, 033 17, 645 396, 922 22, 304 36, 358 32, 213 17,448 262, 560 19,107 125, 392 112, 614 41,519 16, 860 122,817 14,000 ‘is, "666" 21,169 22, 662 84,266 17,525 19,214 15,521 14,340 62, 781 32,312 790,342 20, 132 883, 077 285, 936 218, 479 12, 084 19. 410 22, 403 17,320 31,389 Current and inci¬ dental expenses. $12, 838 o3o 13,370 7, 753 26, 600 8,582 33,247 30, 034 28, 644 770, 624 20, 699 10, 442 15, 020 16, 819 6,487 4,000 7,990 7,037 8,378 20, 484 8,289 110, 143 9,586 8,826 8, 948 9, 613 64, 116 29, 375 35, 737 17, 253 6,130 72, 397 2,380 5,850 4,422 4,716 40, 120 12, 410 143, 686 6, 145 249,897 108, 114 89, 536 7, 568 24,791 Evening schools. $445 569 256, 250 347 1,125 "425" 2, 977 854 500 4, 509 5,518 "i, 781 Total. $42, 0S8 8, 490 11,404 46, 974 82, 162 78, 813 42, 299 146, 745 112, 749 119,607 15, 318, 865 81,138 36, 779 72 727 44,’ 410 67, 861 19, 227 11.500 32, 187 30, 627 53, 104 70, 044 28,224 613, 527 31,890 56,447 43, 670 29, 642 426, 761 59, 285 158,790 239,835 59,272 67, 472 261.390 18,080 15,340 14, 840 37, 188 60, 267 173,901 26, 089 26. 494 22, 335 19, 056 116,258 45, 722 961, 786 26, 277 1,308,954 559, 873 421, 431 25,345 26, 978 47, 893 35.342 74. 495 * Statistics of 1897-98. 1556 EDUCATION REPORT, 1898-99. Table 18. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants in 1S9S-90 — Continued. 450 457 458 459 480 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 Expenditures for the school year 1898-99. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental expenses. ohio— continued. Fostoria . Fremont _ Hamilton . Ironton . Lancaster . Lima * . . Lorain . Mansfield . Marietta* . Marion * . Martins Ferry Massillon . Middletown* . Newark . Piqua . Portsmouth- .. Salem . . Sandusky Springfield. _ Steubenville .. Tiffin . . Toledo . Warren . Wellston _ Xenia. . Youngstown . . Zanesville . OKLAHOMA. Oklahoma City _ OREGON. Astoria . . Portland * - Salem _ _ PENNSYLVANIA. $5, 3C2 " 3, *372' 12,968 21,664 4,633 483 11,849 11,325 10,000 57,287 2,217 27,994 6,000 255 47,408 $17,372 16,613 46, 172 21,939 19, 495 38, 600 19, 754 38, 801 23, 868 19,911 15, 183 23,540 24, 197 33, 163 22,974 28,016 16, 345 33, 430 83, 252 27, 645 19, 945 242, 560 20, 537 10, 464 24, 767 84, 588 44,530 6, 632 22, 126 189, 784 $9, 976 10, 398 14,538 6,304 1,432 6, 503 12, 859 6, 976 8, 423 18,659 10,551 9,083 7,800 25, 050 10, 195 67,993 7, 185 4,552 13, 610 44, 258 21,592 4.176 6, 443 56,171 Evening schools. $95 325 343' Total. $27, 348 27,012 66,012 28,243 24,299 85, 012 39, 225 -73, 414 35.477 35, 773 23, 606 42,682 36, 523 55, 563 43,382 56, 664 24, 145 52, 363 108,302 38, 165 36, 596 368, 184 29,939 15, 016 38,377 156,840 66, 122 16, 808 28,824 293, 363 Allegheny _ Allentown . . . Altoona _ Beaverfalls .. Braddock .... Bradford _ Butler _ Carbondale Carlisle _ Chambersbur Chester - Columbia _ Connells villef Danville - Dubois . . Dunmore _ Easton . . 175, 873 22, 441 5,817 715 33,897 50, 000 4,300 9, 385 13, 136 972 Erie 41, 777 Greensburg ... Harrisburg _ Hazleton _ Homestead _ Johnstown .... Lancaster . Lebanon _ Lockhaven _ Mckeesport ... Mahanoy City Meadvillo _ Mount Carmel N anticoke . New Brighton 2, 897 1,210 7, 534 310 39,161 19, 727 2, 793 8,819 246,330 55,218 65, 169 19, 085 22, 146 35, 000 22,360 24, 792 16,591 14, 705 61,333 17,532 12, 641 11,596 12,641 22,850 44, 606 86, 687 17,209 97,111 24, 584 20, 704 53,671 64,231 23, 036 12, 731 63, 161 20,679 26, 665 13,847 17, 645 11,178 86,236 2, 600 41, 140 32, 752 9, 140 14, 946 5,000 11,375 8,558 6,299 30, 165 9,659 25, 367 73, 718 64,049 16,063 36,827 (a) 8,377 34,244 10, 534 9,037 8,343 10,259 450 495 400 348 511,039 119, 249 103, 738 28,940 70,989 70,000 38, 035 42,395 34,534 21,004 104, 634 27, 191 41, 554 16, 934 23, 818 49,875 70,945 202,677 25, 855 164,056 41,857 51,055 162, 700 108,592 52,298 21,418 136,567 51,340 38,495 22, 538 36,723 35,249 * Statistics of 1897-98. a The accounts of evening schools are not reported separately. CITY SCHOOL SYSTEMS 1557 Table 13. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants in 1898-99 — Continued. Expenditures for the school year 1898-99. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. Total. 1 2 3 4 5 G PENNSYLVANIA— continued. 1 519 Newcastle.- . . . . $40, 595 $122 191 520 N orristown . . . $12,913 '39,980 $15, 639 68 ’ 532 521 Oil City . . . . . 25, 641 68 251 522 Philadelphia . . . . 510, 133 2, 422; 820 $61,435 3, 778’, 059 523 Phcenixville. . 1,496 13,426 4, 577 19,499 524 Pittsburg . 232, 630 641,789 321, 627 1, 196,046 525 PittstonI . . . . 2. 166 14, 571 o; 836 1.150 24,723 526 Plymouth _ _ _ 1,263 14,031 5,170 680 21,144 527 Pottstown . . . 1,686 24,912 9,100 35, 758 5- '8 Potts ville . . . . 29! 230 63, 843 529 Reading _ _ _ _ 30,277 117,273 54, 675 665 202, 890 530 Scranton ... 174,052 363, 232 531 Shamokin _ _ _ 1,944 28, 691 10,251 560 41,446 532 Sharon . . . 16, 128 23,896 533 Shenandoah 28, 930 16. 075 1,280 46, 285 534 South Bethlehem _ 774 24, 266 16, 053 41,093 535 Steelton . 1,017 21, 002 5, 595 27; 614 536 Sunbury . . . . . 1,864 29, 235 8,207 29; 306 537 Tamaqua. . . 11,550 22,000 538 Titusville „ 18,041 10,146 28; 187 539 Uniontown 14,780 27, 332 540 Warren . . . 20, 022 78; 237 541 Westchester . . . 932 20, 860 9,403 31 , 198 542 Wilkesbarre _ _ _ 19,524 94, 828 42.248 1,995 158; 595 543 Wilkinsburg _ 23, 000 40, 000 544 Williamsport 56, 673 23, 296 79, 969 545 York . 93, 073 40,211 22, 674 155,958 RHODE ISLAND. 546 Central Falls . . 870 28,385 12,684 1,013 42,932 547 Cranston . . . . 4, 100 29, 758 12, 639 46,497 548 Cumberland _ _ 500 18, 465 5, 190 846 25; 001 549 East Providence . . . . 1,468 23, 870 12, 459 581 38, 378 550 Johnston . 27, 678 10,690 998 39,366 551 Newport . . . . . ... 41,000 63,074 25, 097 1.379 130,550 552 Pawtucket . . . . 1,458 82, 458 33,823 3, 209 120, 948 553 Providence . . . 150, 147 451, 833 155, 594 39, 986 797, 560 554 Westerly _ 20, 000 &5, 000 555 Woonsocket . . . — 26, 479 45, 473 15,662 2, 684 90, 298 SOUTH CAROLINA. % 556 Charleston . . . 3, 369 53, 116 3,836 60, 321 557 Columbia. . . . . 2,621 15,034 2,549 20; 204 558 Greenville 9,089 581 9,670 559 Spartanburg . 1,765 8,627 1 . 522 11,914 SOUTH DAKOTA. 560 Sioux Fails . 293 27, 931 5,995 34,219 T IC Is ;X II 5 S II II . 561 Chattanooga . 142 40. 254 1.931 42,327 562 Clarksville . 7,200 9,878 1,476 18, 554 563 Jackson . . 613 14,385 1 . 668 16; 666 564 Knoxville . 47, 938 7, 529 55, 467 565 Memphis . . . 50,116 70, 387 28,844 1,542 150, 889 566 Nashville. . . 25, 769 139, 642 20,466 185,877 TEXAS. 567 Austin. . 799 44, 007 8,055 52, 861 568 Corsicana * . _ 263 16, 337 2; 565 19; 165 569 Dallas . . . 1,721 76, 194 7,296 0 85; 211 570 Deni son _ _ _ _ 4, 193 20,317 2,804 27,314 573 F.l Pa, so _ _ 15; 872 28, 412 7,369 51, 653 572 Forth Worth . _ _ _ 49,391 4,869 54,260 573 Ga,inesyiUe _ _ 20, 468 6,732 27,200 571 Galveston .. _ 8,500 77, 989 13,000 99,489 575 Houston .. . . _ 6,630 86. 253 17; 623 110, 506 576 Laredo 12, 864 1.313 14,177 577 Marshall _ 6, 743 844 7,587 578 Palestine . . . 11,109 13, 083 * Statistics of 1887-98. 1558 EDUCATION REPORT, 1898-99, Table 13. — Statistics of expenditures of public schools of cities of over S,000 inhabitants in 1S9S-09— Continued. Expenditures for the school year 1898-99. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental expenses. Evening schools. Total. 1 2 3 4 5 G Texas— continued. 579 Paris . . _ _ $17, 500 $1,400 $18, 9C0 580 San Antonio _ _ _ _ _ §9, 300 '66,700 20, 199 '96, 199 581 Sherman* __ . 21, 505 24,060 582 Temple . . _ 995 14,685 3,226 18, 906 583 Tvler _ . _ 15', 000 1, 500 16,500 581 Waco . . . 3,000 41, 884 6, 086 50, 970 UTAH. 585 Ogden . . 10, 8 44 39, 706 26, 886 77, 436 58(3 Provost City 10,210 10, 140 3, 072 23, 422 587 Sait Lake Citv 29, 690 163; 247 90, 878 283, 815 VERMONT. 588 Bar re 12, 069 23, 945 589 Burlington * 30,361 31,057 12, 375 73, 793 590 Bn tla.nd 27,824 8, 657 36, 481 VIRGINIA. 591 Alexandria, 17,065 " 3,430 20, 495 593 Dan ville 19, 474 3,579 23, 053 593 Lynchburg 2,000 32, 654 5,941 40, 595 591 TVT an eh e.sf ey 9, 150 12, 639 595 Newport News 75, 000 11,500 3,600 90, 100 596 Norfolk 103, 000 42, 130 4,408 149; 548 597 ■ppfp-pc^yn UP* 18.613 4,459 23, 072 598 Portsmouth . 13, 700 16, 427 4,312 34, 439 599 Biehmond 6,718 131,550 21.438 159; 798 600 Roanoke 26, 551 22, 101 6,025 54; 6*77 WASHINGTON. 601 Seattle 55,112 142,982 107, 934 303, 028 602 Spokane 46, 449 42, 729 56, 489 145. 667 603 Tacoma 16, 150 60, 201 67, 979 144, ,330 601 Walla Walla 13, 689 28, 670 11,053 53, 412 WEST VIRGINIA. 605 TTnntviuP’fon 9, 875 23,800 3, 250 30,925 606 Marti n shn r g 77 11.272 5,044 10, 893 607 Parkersburg 4.306 28, 803 7.234 40,343 608 Wheeling 5, 669 74, 198 24,279 104, 146 WISCONSIN. • 609 Appleton . 3,211 36, 488 17, 700 57, 399 610 Ashland . 9, 443 21, 126 11,378 41,S47 611 Beloit . - . 16,985 20, 705 7' 413 ^-5 088 613 Chippewa Fal s . 1 7, 366 6; 334 23, 700 613 Eau Claire . _ _ . _ _ . 9, 758 47, 283 14! 166 71,207 611 Fond du Lac . 2,832 27, 839 7,249 37, 920 615 Green Bay . _ . _ . 18,8/o 37, 990 9, 973 66. 843 616 Janesville _ _ 23. 838 9,388 617 Kenosha . 20, 38o 17; 300 2; 514 40, 200 618 La Crosse . . . . 1,633 65, 613 21, 757 89, 003 619 Madison . _ . . . 34,009 15; 894 49, 903 620 Manitowoc _ . . . 2,638 22, 495 13; 628 38, 761 621 Marinette . . . 12,520 28; 526 9; 399 50, 445 623 Merrill _ _ . . . 14. 454 7, 462 21,914 623 Milwaukee . . 245, 000 581, 037 92; 573 918,610 621 Oshkosh . 18, 271 57, 248 13,931 $360 89, 810 625 Racine . . . 30, 131 54, 784 14,945 99, 860 626 Sheboygan . - . 30,000 48, 250 13; 696 91. 946 627 Stevens Point* . . . 4 , 200 21, 468 6.383 32.051 628 Superior . . . 18,174 66, 005 43,117 127, 296 629 Watertown _ - . . 12, 799 13, 819 4,524 31 , 142 630 W aukesha . . . . 36,' COO 16,493 5.132 57, 625 631 Wausau . 34' 485 24, 445 7, 614 68, 544 WYOMING. 632 Cheyenne . . . . ... 21,545 6, 06S 27, 613 1 * Statistics of 1897-98. CHAPTER XXXVII. INSTITUTIONS FOR HIGHER EDUCATION. During the year 1898-99 the following-named institutions were reported as having suspended operations: Bailey Springs University, Bailey Springs, Ala.; Villa Ridge College for Young Ladies, Pewee Valley, Ky. ; Stone College for Young Ladies,. Meridian, Miss. ; Kansas City Ladies’ College, Independence, Mo. ; Fairfield College, Fairfield, Nebr. ; Granville Female College, Granville, Ohio; and Duquesne College, Pittsburg, Pa. Six institutions were transferred to the list of secondary schools, one to the list of normal schools, and one to the list of commercial schools. CHANGES IN COURSES OF STUDY. Arkadelphia [Ark.) Methodist College. — Course of study has been raised one year. Throop Polytechnic Institute, Pasadena , Cal. — Established department for train¬ ing teachers of domestic science. Seminary West of the Smcanee River , Tallahassee, Fla. — Standard has been raised two years; Greek and Latin required for A. B. degree; B. S. course added; requirements for entrance to college raised. Georgia School of Technology, Atlanta, Get. — Established a textile department for instruction in the manufacture of cotton goods. Boivdon ( Ga .) College. — Added a school of pedagogy. Le Grange (Ga.) Female College. — A new course of study leading to the B. L. degree. Emory College, Oxford, Ga. — Established a department of pedagogy. Armour Institute of Technology , Chicago, III. — A new course in civil engineering. University of Notre Dame (Inch). — Courses in history and economics, architec¬ ture, and journalism, added. Rose Polytechnic Institute, Terre Haute, Incl. — Organized a course in architec¬ tural engineering. College of Emporia (Fans.). — Added a scientific course and a department of pedagogy. University of Kansas, Lawrence. — A new four years’ course in mining engineering. Bethany College , Lindsborg, Kans. — College and normal courses accredited by State board of education. Hope College, Holland, Mich. — Established a chair of pedagogy and will give a full course in this branch which will entitle students to a State certificate. Newark (N. J.) Technical School. — Established a course in electroplating. Irving Female College, Mechanicsburg, Pa. — A new course in sociology and economics. Central High School, Philadelphia , Pa. — Established a department of commerce in September, 1898. College of Charleston ( S . C.) — Added department of history and economics Fredericksburg ( Ua.) College. — Courses in history and English enlarged. 1559 1560 EDUCATION REPORT, 1898-99. New buildings. Institutions. Purpose. Spring Hill (Ala.) College . Pomona College, Claremont, Cal . . . College of Notre Dame, San Jose, CaL . Leland Stanford Junior University . . . Columbian University, Washington, D. C- . Do.... . . . . . Atlanta (Ga.) Baptist College . Atlanta (Ga.) University . . Georgia School of Technology, Atlanta _ North Georgia Agricultural College, Dahlonega Do.. . . Mercer University, Macon, Ga . Emory College, Oxford, Ga . University of Chicago . Do . . . . Northwestern University, Evanston, Ill- . Illinois Female College, Jacksonville.. . . . St. Francis Solanus College, Quincy, Ill. . . Westfield (Ill.) College. . Moores Hill (Ind.) College . . University of Notre Dame (Ind.) . Do. . . . . Do . Iowa College, Grinnell . . . . . . Morningside College, Sioux City, Iowa . . . St. Mary’s (Kans.) College . Berea (Ky.) College . . . Central University, Richmond, Ky . . Colby College, Water ville, Me. . St. John’s College, Annapolis. Md. . Loyola College, Baltimore, Md . Western Maryland College, Westminster. . . Do. . . . . . . . French American College, Springfield, Mass . University of Michigan . . . Do _ _ _ _ Mississippi College, Clinton . Central College, Fayette, Mo . . . William Jewell College, Liberty, Mo _ _ Morrisville (Mo.) College . . . Cottey College for Young Ladies, Nevada, Mo... University of Montana . . Dartmouth College, Hanover, N. H . Do. . . . . . St. Bonaventure’s College, Allegany, N. Y . . Niagara University (N. Y.) . Syracuse (N. Y. ) University . . . Davidson (N. C.) College . University of North Dakota. . . . Do . . University of Cincinnati . Do _ _ _ _ _ Western Reserve University, Cleveland, Ohio... Do. . . . . . Muskingum College, New Concord, Ohio . Do.... . . . . Miami University, Oxford, Ohio . . . University of Oregon . . . . Philomath (Oieg.) College . . . Lebanon Valley College, Annville, Pa . Geneva College, Beaver Falls, Pa.. . . . Wilson College, Chambersburg, Pa . Haverford College (Pa.) . Erskine College, Due West, S. C . . . Claflin University, Orangeburg, S. C. . Do. . . . Do. . Gymnasium Science . Music . Law . . . . Hospital . . . . . Class rooms . . . Domestic economy . Textile . . Dormitory . . . Science and library . . Gymnasium . . I . Library . Dormitory. . . _ do . . . . Academy . . . General . . . . _ do . . . . _ do . Gymnasium . . - do . . Two dormitories . Electrical engineering laboratory. Gymnasium - - Recitation hall and chapel. Dormitory and gymna¬ sium. Biology . . Gymnasium . Chemistry . . Library, etc . General . . . Alumni hall . . . Academy . Dormitory _ _ Law... _ _ Library (addition) _ Cottage . . . Dormitory. . Power house . . General . . Heating plant - Physics - - General _ _ _ do . . Physics . Chemistry - Heating plant _ Dormitory _ Biology and physics. Library . . Biology . . Library (wings) - General . . Gymnasium . General . Science . Normal . Music . . . Science . . Laboratory _ Library (addition ) . . Dormitory . . Library . . . Industrial _ _ General . . Converse College, Spartanburg S. C . . . Southwestern Presbyterian University, Clarksville, Tenn Knoxville (Tenn.) College . . . . Maryville ( Tenn. ) College . . . . Southwestern University, Galveston. Tex . San Antonio (Tex.) Female College.. . Washington and Lee University, Lexington, Va . Marion (Va.) Female College . Richmond (Va.) College . . Do . . . University of Washington . . . . . . . Whitman College, Walla Walla, Wash . Do . . . . . . . . Lawrence University, Appleton, Wis . . . Barn . . . . Science . General . _ do . . . Law . Dormitory . Laboratory . . . . Two dormitories . . Recitations _ _ _ Dormitory. _ _ _ Science . . . . Cost. §27,500 15,000 150,000 40, 000 10, 000 7,500 8,000 18.000 2,000 7.0C0 7.000 25. 000 75, 091 42, 480 80, 000 10,000 25, 000 12,000 800 16,000 50, 000 20, 000 4, 500 5,000 80,000 100, 000 30, 000 7,000 32, 000 70, 000 20, 000 800 30, 000 18, 000 4. 500 100, 000 50, 000 70, 000 60, 000 60, 000 50, 000 8, 000 13, 000 20. 000 60, 000 60, 000 40, COO 25. 000 14; 500 4. 500 35, 000 20, 000 500 8. 500 15,000 20, 000 7.500 8,000 '500 10, 000 15, 000 11, 000 600 11,168 60.000 14,000 25, 000 1, 000 20, 000 25, 000 60, 000 50. 000 28, 000 42, 000 INSTITUTIONS FOR HIGHER EDUCATION. 15G1 THE DEGREE OF ASSOCIATE. During the year 1898-99 the trustees of the Universit}7 of Chicago voted to con¬ fer the title or degree of Associate upon those students who finish the work of the junior colleges (freshmen and sophomore years). The reasons which led to this action are stated as follows in the president's report for 1898-99: From the point of view of the student, the following considerations have had influence in determining this action: (1) The fact, very generally recognized, that no important step is taken at the end of the preparatory course. * The work of the freshman and sophomore years in most colleges differs little in content and in method from that of the last year of the academy or high school, except that it is somewhat more advanced; but, on the other hand, (2) at the end of the sopho¬ more year a most important change occurs according to the organization of" the larger number of institutions, for it is at this point that the student is given larger liberty of choice, and at the same time higher methods of instruction are employed. For the last two years of college work the university spirit and the university method prevail. A new era in the work of the student has begun. (8) It is evi¬ dent that many students continue wTork in the junior and senior years of college life whose best interests would have been served by withdrawal from college. Many continue to the end, not from choice, but rather from compulsion, because of the disgrace which may attend an unfinished course. If it were regarded as respectable to stop at the close of the sophomore year, many would avail them¬ selves of the opportunity. (4) Many students who might he courageous enough to undertake a two years’ college course are not able, for lack of funds or for other reasons, to see their way clear to enter upon a four years’ course. Many, still fur¬ ther, feel that if a professional course is to be taken, there is not time for a four years’ college course. It is for this reason that, in part, our professional schools are made up so largely of noncollege students. If a student who had in view ulti¬ mately the medical or legal or pedagogical profession could make provisions to finish a course of study at the end of two years, he would be much more likely to undertake such a course than the longer four years’ course. (5) On the other hand, many students who are thus led to take a two years’ course would be induced at the end of that time to continue to the end of the fourth year, and in this way many students of the very highest character, at all events, would be enabled to take the entire college course by whom, under the present arrange¬ ments, such a course would be regarded as impracticable. From the point of view of the student the following points have been consid¬ ered: (1) Many academies are able to do, at least in part, the work of the freshman and sophomore years. The high schools in some States are ready to do such work, and in at least one State the university of the State recognizes the work of the freshman year when performed in approved Irgh schools. (2 ) It can not be denied that until young men or young women have shown some maturity of character it is wise that they should not be sent very far away from home. If, now, the acad¬ emies and high schools could so perfect their work that freshman and sophomore courses might be offered, many young people would be enabled to pursue their education at least to this higher point. (3) A large number of so-called colleges, which have not sufficient endowment to enable them properly to do the work of the junior and senior years, should limit their work to that of the freshman and sopho¬ more years. In many cases the officers of these colleges recognize most keenly that they are not doing justice to the students in the higher classes. In reality they are defrauding the students who pay their fees *in lower classes in order to obfcahi a meager sum of money with which to provide an entirely inadequate course of instruction for the higher class of men. These institutions, in many cases, would be disposed to limit their work to the lower field if it were made possi¬ ble for them to do so. They find it necessary, however, to give a degree. If they could follow the example of a large institution and give an appropriate recogni¬ tion of the work of the lower years, they would be ready to adopt such an arrange¬ ment. (4) It is a general law of educational work that in seeking a college students rarely go farther away from home than 100 miles. Ninety per cent of all the students in American colleges are to be found in colleges which are within 100 miles of home. If a fair proportion of these institutions were to limit them¬ selves to the work of the freshman and sophomore years, at the end of this time the students who had finished this work and desired to continue would be com¬ pelled to go away from home to some distant institution, perhaps a large univer¬ sity, in which library and laboratory facilities might be found, which would make possible the doing of good work. If, on the one hand, the academies and high schools were elevated, and if, on the other hand, the scope of work done by many 1562 EDUCATION REPOET, 1898-99. colleges were limited and, as a result, institutions developed which would do that work thoroughly, there would come to be a recognized distinction between college and university which does not now exist. In order, therefore, to encourage a movement in the direction thus mentioned, the proposed degree has been established. It is believed that the results will be fivefold: (1) Many students will find it convenient to give up college work at the end of the sophomore year; (2) many students who would not otherwise do so will undertake at least two years of college work; (3) the iirofessional schools will be able to raise their standards for admission, and in any case many who desire a pro¬ fessional education will take the first two years of the college work; (4) many academies and high schools will be encouraged to develop higher work; (5) many colleges which have not the means to do the work of the junior and senior years will be satisfied under this arrangement to do the lower work. RATIO OP STUDENTS TO POPULATION, 1872-1899. The following tabular statement, giving the number of students in higher educa¬ tion to each 1,000,000 persons in the United States from 1872 to 1899, shows a very substantial increase for each class of students represented. As would naturally be expected, by far the greatest increase is shown in the column devoted to graduate students, the ratio having increased from 5 students in 1872 to 74 in 1899. The first column of students includes all undergraduate, collegiate, and technical students in universities and colleges for men and for both sexes, in col¬ leges for women, Division A, and in schools of technology: Number of students in higher education to each 1,000,000 persons from 1872 to 1S9S-99 (based on the number of students in the colleges of the United, States ). Year. Under¬ gradu¬ ate col¬ legiate and tech¬ nical stu¬ dents. Gradu¬ ate stu¬ dents. Lav\r stu¬ dents. Medical students. Theolog¬ ical stu¬ dents. Total. 3872 . 573 739 5 49 142 83 93 852 1 , 065 1,101 1,121 1,063 1,065 1 , 155 1, 175 1,183 1,163 1,127 1,130 1,108 1,087 1,080 1,111 1, 174 1,327 1,415 1872 . . . 5 52 176 1874 . - . 749 7 61 182 102 1875 . 736 8 61 196 120 1875 . . . 703 9 59 194 95 86 1877 . . . 701 8 61 209 1878 . . . . . 781 9 64 210 91 1879 . . . . . . . 775 10 62 231 97 1880 . . : . - . 770 8 62 238 105 1881 . . . 755 9 63 242 93 1882-8 3 . . . . 731 10 57 237 92 1883-84 _ _ _ _ _ _ _ 741 14 15 49 230 98 1884-85 . . . . . 742 49 197 103 1 885-89 _ _ . . . . . 687 690 13 53 221 110 1886-87 . . . 21 22 54 208 107 1887-88 . . 688 61 231 109 1888-89 . . . . 729 90 64 245 114 1889-90 . . . . 850 27 72 286 112 1890-91 _ 901 33 82 284 115 1891-92 _ • 980 39 94 284 115 1,512 189:2-93. . . . . . 1,037 1,087 1,128 1,158 1,142 1 . 193 43 105 298 118 1,601 1,678 1,763 1893-94 . . . . . 51 107 320 113 1894-95 . . . . . . 58 130 331 116 1895-96 . . . 32 39 139 346 114 1,819 1,814 1,875 1,874 1896-97 . . . . 146 342 115 1897-98 . . 74 163 328 117 1S98-99 . 1.196 74 163 327 114 STATISTICAL REVIEW, 189S-99. Students.— The total number of students reported in collegiate, graduate, and professional departments of institutions for higher education and in professional schools for the year 1898-99 was 147,164, of which number 43,913 were enrolled as professmnal students in law, medicine, and theology, leaving 103,251 students reported as pursuing studies in the liberal arts and applied science. The classifi- INSTITUTIONS FOR HIGHER EDUCATION. 1563 cation of students according to the courses of study pursued is not given by all of the institutions reporting to this office. The number of undergraduates pursuing various courses, so far as reported, is as follows: Classical courses _ Other general culture courses General science courses ... ... Agriculture _ _ Mechanical engineering _ Civil engineering . . . . Electrical engineering ........ Mining engineering _ Architecture _ _ _ Pedagogy _ _ _ Business . . . . 35, 595 21,860 9,858 2,593 4, 376 2, 550 2,320 1,032 627 9,501 6,698 Degrees. — The number of degrees conferred during the year was as follows: # • Degrees conferred for work done. Degrees. On men. On women Degrees. On men. On women A. B . . . 4,910 1, 950 E.E . 58 0 B. S . . 2,410 500 M. L._ . . 16 19 Ph. B . . . '857 445 !Vfin . E . . 57 0 b.l . . . . . 308 823 Ped. M . . . 8 8 B.C.E _ _ _ 20 0 Ph. M . . . . 16 10 B.M.E . . . 39 0 Mus. M . . 1 3 B. E. E . . . . . 11 0 Met. E _ _ _ _ 1 0 B.E. _ _ _ 26 0 M.C.E. _ _ _ 2 0 B. Arch . . . 8 0 M. M.E . . . 7 o B. Aar . _ _ _ _ 49 5 A.C . . . 10 o Mus. B _ _ _ 10 174 Ped. D _ _ _ _ 4 1 B. Ped _ 30 45 Ph. D _ 299 26 B. O. . . . . . 6 1 Se.D . . . . . . 6 0 b.f.a* . . . 2 0 B.L. 8 . . . . 0 5 B. Paint . . 1 28 B.H.S.. . . 0 17 B. E. M . 1 0 L. 4 0 1 A. M . . 1.048 197 L.S .. 0 1 M. S . 178 30 Mus. D . . 0 1 C E 187 0 M. E . . . . 210 0 Total _ _ 10, 794 4, 293 Honorary degrees conferred. Degrees. Number. Degrees. Number. D. D_. . 308 A. B . rt LL. D . 169 B. S . . . Ph. D . 11 Ph. B . 3 S. T. D . . 14 M. M. S . . ... . 1 D. C. L . . 4 LL. B._ . . . 1 L, H. D . . . 10 B. L . . . . . 2 Litt. D . . . . . 10 M. D . . . 2 Sc. D _ _ _ _ 7 E. E . . . . 2 Mus.D . . . . . 1 M. E . O A. M . 157 M. S. Agr . . 1 M. S . 15 M. L . 1 Total . . . . . 735 Phar. D . . . 2 Property. — The total value of property possessed by institutions for higher edu¬ cation amounts to $342,888,361, a gain of about $31,000,000 over the amount for 1897-98, The endowment funds amount to $154,120,590, and the remainder rep¬ resents the value of grounds, buildings, machinery, apparatus, libraries, etc., used for instruction and research. 1564 EDUCATION REDOUT, 1898*99. Income. — The total income for the year, excluding benefactions, amounted to $27,739,154. derived from the following sources: Tuition and other fees _ _ _ _ _ $10,924,415 Endowment funds _ _ _ _ _ 6, 673, 389 State and municipal appropriations . . . . . . . . 4, 287, 102 United States Government _ _ _ _ _ _ _ _ 3, 276, 731 From other sources _ _ _ _ _ _ _ _ 2, 577, 517 Total income _ _ _ _ ...... 27, 739, 154 Benefactions. — The value of gifts and bequests reported as having been received during the year amounts to $21,925,436. The amounts reported by some of the institutions are as follows: University of California _ _ _ _ _ _ $757,000 Leland Stanford Junior University _ _ _ 11, 000, 000 University of Chicago _ _ _ _ _ 786, 624 Harvard University ... _ _ _ _ _ _ _ 1, 544, 330 Columbia University _ _ _ _ _ _ _ * 518, 667 University of Pennsylvania _ _ _ 510, 658 Armour Institute of Technology _ _ _ _ 750, 000 REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY. According to the reports for the scholastic year 1898-99 received from the uni¬ versities and colleges of the United States, the degree of doctor of philosophy was conferred during the year on 336 persons. Of this number 325 persons were granted the degree for work done under the direction of the several institutions, and the honorary degree was conferred on 11 persons. The institutions that con¬ ferred the Ph. D. degree during the year, together with the number of men and women upon whom the degree was conferred, as reported to tlr's office, are as follows: Ph. D. degree conferred in 189S-99 on examination. Institutions. On j On men. [ women. University of California . . . University of Colorado . . Yale University. . . . . Georgetown University, Washington, D. C . . Illinois Wesleyan University _ _ University of Chicago ... . . . . Northwestern University, Evanston, 111 _ McKendree College, Lebanon, Ill . . . . Wheaton (Ill.) College.. . . . . Taylor University. Upland, Ind - - - Highland (Kans.) University . . . . . University of Kansas . . . . Kansas Wesleyan University, Salina, Kans . . Johns Hopkins University _ _ _ Loyola College, Baltimore, Md. . . New Windsor (Md.) College . . . Boston University . . Harvard University . . . Clark University . . . . . . University of Michigan. . . . University of Minnesota . . . University of the State of Missouri... . Westminster College (Mo.) . . . . . Washington University . . . University of Omaha . . . University of Nebraska . . . St. Peter's College, Jersey City, N. J . . Princeton University . . . Cornell University . . Columbia University . . . New York University _ _ _ _ Syracuse University . . 9 fJ 2 28 5 11 23 1 4 1 14 1 1 3 42 1 1 7 23 4 3 1 1 1 o 1 1 1 2 5 32 7 1 1 0 2 0 0 8 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 1 0 INSTITUTIONS FOR HIGHER EDUCATION. 1565 Ph. I), degree conferred in 1SDS-90 on examination — Continued. Institutions. On men. On women. Mount Union College, Alliance, Ohio _ _ ... _ 1 0 Ohio Wesleyan University . . . . . _ 3 0 Oxford (Ohio) College . . . 0 1 Richmond (Ohio) College. _ _ _ _ . . _ _ _ 5 0 Wittenberg College, Springfield, Ohio . . . . . . . 1 0 University of Wooster (Ohio). _ _ 6 0 3 Bryn Mawr (Pa.) College _ _ _ _ _ _ _ _ _ _ 0 3 Lafayette College, Easton, Pa . . . . . . . 0 Franklin and Marshall College, Lancaster, Pa _ _ _ _ _ 1 0 University of Pennsylvania _ _ _ _ _ _ _ _ 17 3 Brown University . . . . . . . . . . 3 0 American Temperance University, Harriman, Tenn . . . . . . 3 0 University of Virginia _ _ _ _ _ _ _ _ _ 3 0 Washington and Lee University, Lexington, Va . . . . . 1 0 Gale College, Galesville, Wis . . . . . . . 15 0 University of Wisconsin . . . . . . . . . . 5 0 Total . . _ . . _ _ _ .. _ 399 20 Honorary Ph. P. degree conferred in 1898-99. Hanover (Ind.) College _ _ _ _ _ _ .. _ _ _ 1 Amity College, College Springs, Iowa_ . ... _ _ _ _ _ _ _ 1 Kansas Wesleyan University, Salina, Kans _ _. _ _ _ _ _ 1 Rust University, Holly Springs, Miss _ _ _ _ 1 North Carolina College. Mount Pleasant, N.C _ _ _ _ _ _ _ _ 1 University of Wooster (Ohio) _ _ _ _ _ _ 1 Grove City (Pa.) College _ _ _ _ _ ...... _ _ .... 5 The 335 degrees conferred for work done were granted by 48 different institu¬ tions in 21 States. A number of the institutions included in the foregoing list and conferring the Ph. D. degree do not provide instruction leading to that degree, but allow students to pursue the prescribed courses in absentia and to pass examina¬ tions at their homes under the supervision of a sentinel. With the exception of the institutions offering nonresident courses of study tlie general requirements for the Ph. D. degree may be stated as follows: 1. The candidate must have a bachelor’s degree from a reputable college or uni. versify or must show that he has pursued a course of study equivalent to that for which the bachelor’s degree is conferred. Each institution determines for itself as to the fitness of the candidate to become an applicant for the degree. 3. A knowledge of French and German sufficient for purposes of investigation. A reading knowledge of these languages is generally deemed to meet the require¬ ments. 3. The pursuit of advanced study and research at some acceptable institution for not less than two years (in most cases not less than three years), the last of which must be spent in residence at the institution by which the degree is to be conferred. 4. The studies pursued must consist of one major or principal subject and, as a rule, two minor or subsidiary subjects. * 5. A thesis upon some approved subject connected with the major or principal subject, which must give evidence of the candidate's ability to do original work, must be a contribution to human knowledge and must be accepted by the faculty. {Some of the institutions require the thesis to be printed (or its printing guaran¬ teed) before the degree can be conferred. 6. Examinations in all the studies pursued by the candidate. 7. The degree is given not for the mere reason of faithful study for a prescribed time or in fulfillment of a determinate programme, nor for miscellaneous studies, 1566 EDUCATION REPORT, 1898-99. but on the ground of long study and high attainment in a special branch of learning. While the foregoing may be stated as the general requirements for the Ph. D. degree, there are, of course, some exceptions thereto. In the following pages are given the requirements (omitting minor details) for the degree as shown by the catalogues of 72 institutions. The requirements are not given in as detailed form as they appear in the catalogues, but have been condensed as much as possible. University of California , Berkeley, Cal . — A candidate for fhe degree of doctor of philosophy must hold a bachelor’s degree from one of the colleges of general culture of this university, or must have pursued successfully a course of study equivalent to that represented by such a degree. A knowledge of Latin equal to that admitting to the college of letters of this university, and a reading knowledge of French and German will be insisted on in all cases. A course of study must be selected by the applicant and approved by the graduate council, embracing one principal and two subsidiary subjects, and extending over a period of at least three years, one of which ordinarily must be spent in continuous residence at this university; but in cases where continuous residence is impossible, the course of study must be extended to four years, and the separate periods of residence must together amount to three academic half years. A thesis bearing on the principal subject of the course, and of such a character as to show power to prose¬ cute independent investigation, must be presented to the graduate council for approval at least three months previous to the final examination for the degree. Special emphasis will be laid upon this last requirement, and the degree will in no case be given merely for the faithful completion of a course of study however extensive. The division of time, study, and research among the principal and subsidiary subjects must be approved by the subcommittee in charge of the student; but, ordinarily, at least a fourth of the candidate’s work should be given to each one of the subsidiary subjects. Every candidate must present a detailed written report, signed by the instruct¬ ors, of the studies actually pursued during the year, and must furnish evidence that the work has been of proper quality and scope. The degree will not be conferred until the candidate has passed before the sub¬ committee in charge a special examination, public and oral, upon the studies pursued, and thereby shown distinguished attainments in the principal subject. One hundred and fifty copies of each accepted thesis must be deposited in the university library. (Register, 1898-99.) Leland Stanford Junior University , Stamford University , Cal. — The degree of doctor of philosophy is conferred upon graduates of this university, and upon others who have had an equivalent training elsewhere, on the satisfactory comple¬ tion of at least three years of graduate work beyond the baccalaureate require¬ ments of the department in which the degree is sought, under the following conditions: The degree is given only on the ground of advanced scholarship and the ability to do independent work in some special line, and not for merely faithful study for a prescribed time or course, nor for miscellaneous study. Three years represent the minimum time in which the degree can be obtained, and often a longer period of study will be necessary. Graduate work dona elsewhere may be accepted in place of resident study in this university; but in no case will private study without sufficient guidance, or pursued at a distance from libraries or laboratories or other necessary facilities, be accepted as an equivalent, and no degree will be granted to any person who has not spent at least the last year of sncli study in residence at this university. The course of study shall embrace one major subject and one or two minors in related departments. The minorsubject or subjects shall represent approximately one-third of the course of study, except that such minor subjects may be waived on the recommendation of the department in which the major subject is taken and with the approval of the faculty, whenever the general preparation or special needs of the candidate make such a course seem desirable. The candidate must present a thesis of such a character as shall display power of original andindependent investigation and constitute an actual contribution to knowledge. He must guarantee the printing of the thesis within one year after the degree is conferred, and must deposit 100 copies in the university library. The candidate must sustain such final examinations in major and minor subjects as may be prescribed by the departments in which studies are taken, and also shall INSTITUTIONS FOR HIGHER EDUCATION. 1567 submit to such test or examinations as may be required by the special committee of the faculty. In addition to the foregoing conditions, the special committee of the faculty will, in general, insist upon the following conditions: (a) That all candidates be required to show a reading knowledge of French and German; (5) that, whenever practicable, the departmental examinations, in both major and minor subjects, be written, the papers of candidates to be submitted to the special committee prior to the day fixed for the final test before that committee; (c) that examinations in minors be held not earlier than the second semester before the time named for conferring the degree. (Register, 1898-99.) University of Colorado , Boulder, Colo. — For the degree of doctor of philosophy the work assigned shall be estimated at the rate of at least 13 full courses of uni¬ versity work or the equivalent, of which 6 full courses or the equivalent shall be devoted to the major subject, and the remaining 6 courses shall be divided equally between the 3 minor subjects. Additional work may be assigned when lack of previous preparation in any selected subject is indicated. The criterion of merit is the thesis, which must embody the results of original investigation. The degree is not conferred for mere faithfulness in the acquisition of knowledge; there must also be the power of scientific production. Hence the doctor's dissertation is to be a new contribution to some field of knowledge, and in general will require about one year in the preparation. The thesis must be approved before the final examination is taken. If the candidate shall have sus¬ tained himself in his examinations, the dissertation shall be printed by the candi¬ date, and 150 copies shall be delivered to the university library. The minimum time of resident study for the doctor’s degree is three years. Can¬ didates must give evidence of a reading knowledge of French and German. (Catalogue, 1898-99.) University of Denver, University Park, Colo. — At least one year's actual attehd- ance at the university will be required of candidates for the degree of doctor of philosophy. The rest of the work may be done in absentia. A satisfactory thesis is required from each candidate. (Yearbook, 1897-98.) Yale University, New Haven, Conn. — Graduates of this and other colleges and universities and (in exceptional cases by special permission) other persons of lib¬ eral education, who are at least 18 years old, are received as students. The degree of doctor of philosophy is conferred upon those students who show the results of resident graduate work by a tiiesis giving evidence of high. attainment and power of investigation, and by an examination on studies whose grade and amount meet the approval of the faculty. Under ordinary circumstances two or more years’ work in residence will be required, but in exceptional cases work of equal grade at another university may take the place of a year’s residence here. The thesis must be deposited at the library for public inspection not later than May 1. A good knowledge of Latin, German, and French is required in all cases, unless, for some very exceptional reasons, the candidate be excused by the faculty. (Cata¬ logue, 1899-1900.) Catholic University of America, Washington, D . C . — Candidates must — 1. Spend at least three years in resident study subsequent to taking the bacca¬ laureate degree. 3. Fulfill the requirements in a major subject and in two subordinate subjects. 8. Present a dissertation embodying the results of an original investigation. 4. Pass written and oral examinations in his major and minor subjects. 5. Make formal application for the degree at least one academic year in advance of the date at which they expect to present themselves for examination and must, at the time of making such application, prove their ability to read French and German. (Yearbook, 1899-1900.) Columbian University, Washington, D. C. — Persons holding the degree of M.S., M. A., or their equivalent from institutions of repute are qualified to offer them¬ selves as candidates for the degree of doctor of philosophy. Candidates shall offer themselves in three topics for advanced study— one major and two collateral minor subjects. Before being admitted as candidates they shall pass satisfactory examinations in French and German. To be eligible for the degree candidates who hold masters' degrees shall pass two years in the study at this university of their major topic and one year in the study of each minor topic; they shall sustain satisfactory examinations upon the three subjects which they may have elected and they shall present theses, accom¬ panied with an exhaustive bibliography, embodying the results of original 1568 EDUCATION REPORT, 1898-99. research in their major subject, which theses they shall be prepared to defend before a board of experts. (Catalogue, 1898-99.) Georgetown University, Washington , D. C. — For the degree of doctor of philoso¬ phy two years of residence and application to selected and duly authorized grad¬ uate courses are required. The candidate must pass a final examination, present a thesis bearing upon his special department of study, and convince the commit¬ tee appointed by the faculty of his distinguished merit to receive this degree. (Catalogue, 1898-99.) Redding College, Abingdon, III. — No one will be admitted to the Ph. D. course who has not received the degree of A. B.. B. L., B. S., or Ph. B. from Hedding Col¬ lege or some institution requiring equal work for the bachelor's degree. A candi¬ date may pursue G units from one course, or he may select, subject to approval, •3 units from each of two courses, or 3 units from one course, 2 from a second, and 1 from a third course. The thesis must be based on the subject from which at least 3 units are selected. One year's residence is required. The rest of the time may be spent in study in absentia. To meet the requirement of residence the candidate must arrange to visit the college at least one day of each week for class work under the personal supervision of the head of the department in which 1 unit of his work lies, and lie must complete during the year the work of that unit. Candidates for the master's and doctor's degrees will present a thesis of 5,000 words for each degree. The candidate for the doctor’s degree who does not take the master’s degree must present the first thesis on completion of his third unit. Examinations may be taken in absentia under the supervision of a sentinel nominated by the candidate. No person will be permitted to receive the degree until at least three years after matriculation, unless having credits for work done in residence here or elsewhere, and at each examination occurring during this period (twice a year) a portion of the studies must be taken. (Announcement of the graduate and nonresident courses, December, 1898.) * . Illinois Wesleyan University, Bloomington, III. —Offers nonresident courses leading to the Ph. D. degree. Candidates must have received the degree of A. B., B. L., B. S., or Ph. B. from this university or some institution requiring equal work for the bachelor's degree. Applications of persons with other degrees will be specially considered. The candidate may select G units from one course, or, with the approval of the head of the department, 4 units from one course and 2 from another. The course from which the 4 units have been chosen shall consti¬ tute his major study, and his thesis must be prepared on a subject connected with this. The thesis must contain not less than 5,000 words and must show originality, careful research, and good literary taste in composition and arrangement. Exam¬ inations are held twice a year under the supervision of sentinels nominated by the candidates. The final examinations are held at the university, the oral in the presence of the faculty. The degree will not be conferred until at least three years after matriculation, unless having credits for graduate work done in resi¬ dence here or elsewhere, and at each examination occurring during this period a portion of the studies must be taken. (Announcement of the Graduate and Non¬ resident Department, 1898.) University of Illinois, Champaign, III. — The degree of doctor of philosophy, or doctor of science, may be conferred upon any member of the graduate school of not less than three years’ standing who shall have reached high attainments in scholarship, including a sufficient knowledge of the Latin, French, and German languages to serve the purposes of research in his principal specialty, who shall have shown marked ability in some line of literary or scientific investigation, and shall have presented a thesis giving clear indications of such scholarship and of such power of research. At least the first two, or the last one. of the three years of study must be in residence at the university, and the entire course of study must be in accordance with the regulations of the graduate school. The time and study required for a master's degree may be included in the three years required, but approval of a course of study for a doctor's degree must be upon the condition that the candidate is prepared, through his baccalaureate work or otherwise, to enter at once upon advanced studies in the line of this major sub¬ ject, and that work on this major subject be continued through the three years. The final examination covers the subjects of the course approved for the degree, but is specially searching upon that on which the major work has been done. If the thesis is approved, the candidate must have it printed and must deposit not less than 100 copies with the librarian of the university. (Catalogue, 1898—99. ) University of Chicago, Chicago , III . — Any member of the graduate schools who has been in attendance one quarter or more, whose undergraduate course is equivalent INSTITUTIONS FOE HIGHEE EDUCATION. 1569 to that required for a bachelor’s degree in the University of Chicago, whose thesis subject has been accepted by the principal department, and who has a reading knowledge of French and German (which must be certified by the heads of those departments), may, on recommendation by the principal department in which he wishes to work, be enrolled, by vote of the faculties of the graduate schools, as a candidate for the doctor's degree. Students thus accepted as candidates will be given the doctor's degree on the fulfillment of the following requirements: (a) At least three years of resident study at the university in pursuance of an accepted course of study; (b) a satis¬ factory final examination upon the work done in preparation for the degree; (c) the presentation of a satisfactory printed thesis upon a subject which has been approved by the head of the department in which the principal part of the candi¬ date’s work has been done; ( d ) a good command of literary expression and such knowledge of subjects considered fundamental as may be prescribed by the several departments; (e) candidates for the degree of doctor of philosoixhy may not take more than two- thirds of their work in one department, and may not take work which is to count toward the degree in more than three departments. Graduate work done in another university will be accepted as resident work in the University of Chicago, provided that (a) the institution in which the work was done is of high standing, and ( b ) sufficient evidence is furnished that the particu¬ lar work was satisfactorily performed. Work done in other universities will not ordinarily count for more than one and one-half years of resident work in the university; hut the degree of doctor of philosophy may in exceptional cases he granted after one year of residence. From candidates for a doctor's degree the university accepts substitutes to a limited extent for the specified work required for the bachelor's degree in the uni¬ versity. In the graduate schools of the university nonresident work may be substituted for resident work under the following conditions: (a) The nonresident student is expected to matriculate at the university and to spend the first year of the time required for the degree in residence, unless he is able to satisfy the head of the department in which his principal wrork is to be done that he can do the introduc¬ tory work in a satisfactory manner when not in attendance; ( b ) the nonresident work shall be performed under the general direction of the head of the depart¬ ment; (c) the final examination in all work leading to the degree shall be passed at the university; (cl) nonresident work will be accepted for only one-third of the work required for a degree; (e) a much longer period of time is usually required to accomplish a given amount of work when a student is not in residence than when in residence. (Register, 1898-99.) Nortiuvestern University , Evanston , Til. — The degree of doctor of philosophy will be conferred under the following conditions: 1. The candidate must have received the bachelor's degree from this institution or from some other of accepted standing. 2. The degree may be conferred on successful candidates after three years of graduate study, of which at least two must be in residence. The last year or the first two years of the three required must be spent in residence at this university. The period of three years may, however, be shortened in the case of students who, as undergraduates, have pursued special studies beyond the requirement for major work in the direction of their proposed graduate work. Study for any specified time will not be regarded as sufficient ground for conferring the degree. High attainments in scholarship and evidence of original investigation will be expected. 8. Two thirds of the candidate’s time must be given to advanced work in some one department which shall constitute his primary subject. The remaining time must be given to either one or two secondary subjects. The requirement, “ advanced work,” will imply an amount of preliminary study in the given subject equivalent to at least the undergraduate “major work” of the department con¬ cerned. A reading knowledge of French and German, as a preliminary qualification, will be required of all candidates. In exceptional cases an equivalent in Latin, Greek, or Hebrew may be accepted instead of French. 4. Every candidate must present a thesis upon an approved topic pertaining to his primary subject. The thesis must give evidence of original investigation. If the thesis is approved, the candidate must, within such time as shall be designated, present 25 printed copies of the thesis to the university library. The final exami¬ nation will be both written and oral and will cover the entire primary subject, including the topic of the thesis. Each branch of the secondary subject may be completed whenever the candidate shall pass a satisfactory written examination upon it. ED 99 — VOL II - 99 1570 EDUCATION REPORT, 1898-99. The following, joint requirements have been made by the College of Liberal Arts and Garrett Biblical institute for the attainment of the degree of doctor of philosophy by students in theology: 1. The candidate for the degree of Ph. D. must have completed a bachelor's course, the sufficiency of which has been accepted by a joint committee of the faculty of the institute and the faculty of liberal arts. 2. He must have completed two full years of theological study, either in the Gar¬ rett Biblical Institute or in another theological school of recognized high standing. 3. He must be accepted as a candidate for the degree of Ph. D. by a vote of the faculty of the institute and be registered as a candidate for such degree with the registrar of the College of Liberal Arts, after which he must continue in resi¬ dence at least two years and complete the work of two full years. Of this work two-thirds must be taken in one department of the institute — the department in which the candidate does his primary work. The remaining third may he taken in not more than two departments of the institute or of the graduate school of the College of Liberal Arts. The whole course of study selected will be sub¬ ject to the approval of the faculty of liberal arts, through its committee on grad¬ uate study. During the two years of his residence the candidate will be subject to the direction of the head of the department in which his primary work is taken. Of the four years required as a minimum for the degree of Ph. D,, three at least must be spent in residence at a theological school of high standing and the last two at Garrett Biblical Institute. 4. A reading knowledge of French and German, as a preliminary qualification, will be required of all candidates. In exceptional cases a reading knowledge of Latin, Hebrew, or Greek may be accepted in lieu of French, at the option of the faculty of liberal arts. 5. Each candidate must present a thesis prepared by him upon some topic related to his primary subject. The thesis must give evidence of original investigation, A year prior to the final examination the subject of the thesis must be approved by the professor under whom the primary work is performed and three months before the final examination it must be submitted to him for criticism. If the thesis is approved, the candidate must, within a time designated, present 25 printed copies to the university library. 6. The final examination will be both written and oral, and will cover the entire primary subject, including the topic of the thesis. Each branch of the secondary subject may be completed whenever the candidate shall pass a satisfactory written examination upon it. 7. The College of Liberal Arts shall always he represented on the committees for examining theses and candidates. 8. Graduate students in the College of Liberal Arts will be admitted to the graduate courses in Garrett Biblical Institute free of charge for tuition or inci¬ dentals. (Catalogue, 1893-99.) Northern Illinois College , Fulton , III. — Nonresident graduate courses leading to the degree of doctor of philosophy are offered to persons who can furnish sat¬ isfactory evidence of having completed a regular college course or its equivalent in some approved institution of learning. Upon the successful completion of the course, a thesis upon some subject bearing upon some branch of the work and approved b}7 the faculty, containing at least 5,000 words, will be required, and upon proving satisfactory the degree will be duly granted. The examinations may take place where the student resides or he may come to the college. If taken at home the examination is taken in the presence of an examiner chosen by the student. The papers are examined at the college. No time is set for the comple¬ tion of the course. (Catalogue, 1897-93.) Lake Forest University, Lake Forest, III. — The degree of doctor of philosophy is open to graduates of colleges of good standing, and also to those who can give proof that their attainments are equal to those of graduates of Lake Forest Col¬ lege. A reading knowledge of French and German is also required. Every can¬ didate should choose a principal subject, and also, in conference with the professor in charge of the chosen subject, two subordinate subjects. The work must extend over at least three years, which must be spent at the university. Graduate work done in other universities may be accepted as meeting the requirements in part; and, provided the faculty be satisfied that the candidate possesses the necessary facilities for independent research, a course of nonresident study extending over a period of not less than two years maj7 be substituted for one year in residence. Yet in all cases two years at least must be spent in this university. The place of examinations will in all cases be Lake Forest; their number and mode will be determined by the professor in charge. The final examination, which is designed to cover the main topics of the whole course of study, will be conducted in pres- INSTITUTIONS FOE EXGHEE EDUCATION. 1571 ence of the faculty by a committee of the same. Before the final examination the candidate must present a thesis, either type written or printed, to he approved by a committee of the faculty, and before the diploma is granted 50 printed copies of the thesis shall be put at the disposed of the faculty. *As the object of the whole course is the higher intellectual development, no candidate can be successful who does not show power of original investigation. (Catalogue, 1898-99.) McKenclree College , Lebanon , III. — Students doing graduate work leading to the master’s degree, as also that of doctor of philosophy, must hold bachelor's degrees from this institution or some other whose courses of study are equivalent to those of Mc'Kendree College. A master's degree, corresponding to the bachelor’s degree held by any candidate, will be conferred upon the student who successfully pur¬ sues the required course of study for one year, and presents a satisfactory thesis of not less than 4,000 words upon some fitting and accepted theme. Those pursuing the course an additional year, upon passing the required exami¬ nations and presenting theses which must give evidence of independent research in like manner as required for first year, if they show a sufficiently high degree of scholarly attainment, may receive the degree of doctor of philosophy. It is to be understood that the degree is not given for the mere reason of faithful study for a prescribed time, or on completion of any given course of study, but on the ground of long study and high attainments in a special branch of learning. All candidates for degrees must stand personal examination at the seat of the institution, where tli ey shall spend not less than three months of the year prior to graduation in resi¬ dent study. (Catalogue, 1898-99.) Indiana i University , Bloomington , Ind. — The degree of doctor of philosophy may be conferred upon graduates of this university, or of any institution of similar character and rank, upon the completion of an advanced course of study of not less than three years, at least one of which must be spent in residence at this uni¬ versity. If the candidate has taken his bachelor’s degree in another institution, he must spend at least two years in graduate work at this university. In either case the remaining time may be spent in graduate work at any other university or universities acceptable to the committee on advanced degrees. The course of study must be pursued under the direction of the committee on advanced degrees, and its value shall be determined by a final examination and by the presentation of a satisfactory thesis embodying original work upon some pre¬ scribed or accepted subject. In each case a detailed statement of the work done by the candidate is required. (Catalogue, 1898-99.) Wabash College , Crawfordsvill'e, Ind. — The degree of doctor of philosophy may be conferred three years after graduation upon the alumnus of any college who has previously taken the degree of A. B. or Ph. B., and who shall have devoted two of the years to study in this college under the care of the faculty, pursuing at least two graduate courses of study, taking a prescribed course of special reading, and who shall present in print a thesis giving evidence of original research and high attainments. (Catalogue, 1898-99. ) Hanover College , Hanover , Ind . — The degree of doctor of philosophy will be con¬ ferred upon teachers of known attainments and persons engaged in special scien¬ tific pursuits upon ascertained merits. At the sarnie time, persons desiring to make application for the degree may do so, and if it is thought expedient, courses of study or theses leading to the degee will he assigned. (Catalogue, 1898-99.) Taylor University, Upland., Ind. — Offers nonresident courses of study leading to the Ph. D. degree. The degree is conferred at the end of the third year of study. Printed lists of examination papers are furnished, and the examinations must be conducted in the presence of some minister, teacher, or other person nominated by the student and approved by the faculty. The thesis required for the degree must contain not less than 5,000 words. (Special circular, 1899-1900.) State University of Iowa , Iowa City, Iowa. — The degree of doctor of philosophy will be granted under the following conditions: The candidate must have received the bachelor's degree either from this insti¬ tution or from some other of equal rank; he must present evidence of having completed a satisfactory amount of undergraduate work in the subjects proposed for investigation for this degree; he must possess a knowledge of French and German at least sufficient for purposes of research. At least three years of graduate stud}7 will ordinarily be required, of which two must be in residence and the last year prior to receiving the degree must be spent at this university. In making formal application for the degree the candidate shall select one major study and one or two minors; the minor study or studies 1572 EDUCATION REPORT, 1898-99. shall be closely allied to the major and shall be such as with it to constitute but one single field of research. The application of the candidate, setting forth the line of research proposed, shall be approved and indorsed by the professor or pro¬ fessors under whose direction it is proposed to prosecute the work. On completion of liis work the candidate shall submit to the faculty a formal dissertation which shall not only exhibit evidence of original research but shall in itself be a contribution to the sum of human knowledge. The dissertation must be in acceptable literary form, although for acceptance it will depend chiefly upon its subject-matter. In case the dissertation offered is accepted and the candidate passes satisfactorily the examinations he shall, prior to receiving his degree, deposit with the librarian of the university 25 printed copies of the dissertation. The candidate must pass an examination in form both oral and written. (Cata¬ logue, 1897-98.) College of Emporia, Emporia, Kctns. — Courses of graduate work leading to the degree of Ph. D. are offered in the following departments: Philosophy, Greek, Latin, English, and German. Candidates must present diplomas from this or other institutions of similar grade covering the usual college requirements in the studies to be pursued. In cases where residence at the college is precluded, the work may be done in absentia. Examinations other than final may be taken in absentia under the supervision of a third party acceptable to the professor con¬ ducting the test. Candidates must complete a major and a minor course amount¬ ing to three years’ work. A thesis, approved by the faculty, must be submitted at least one month before the final examination, 100 copies of which shall be printed at the candidate’s expense and become the property of the college. (Reg¬ ister, 1893-99.) University of Kansas, La wrence, Kans.— -The degree of doctor of philosophy will be granted on the ground of advanced scholarship and the performance of "inde¬ pendent work in some special line, under the following conditions: 1. The candidate must be a baccalaureate graduate of this university or of a college or university whose degrees are accepted as equivalent to its own, or he must give satisfactory evidence that he possesses an equivalent preparation for graduate work. 2. He must make application before the 1st day of October preceding the com¬ mencement at which he intends to present himself for the degree, and must then give satisfactory evidence of his ability to read such German and French as may be necessary for the proper prosecution of his studies. 3. He must have spent at least three full years in resident graduate work at this or some other approved university; the last 3Tear must be spent as a resident student of this university. 4. He must present a thesis showing the results of original research of a high character, and must pass acceptable examinations, both written and oral, in one chief or major study and two allied subsidiary or minor studies, not more than two of which may be in the same department. If the thesis is finally approved, not less than 100 printed copies must be delivered to the librarian of the university before graduation, cr proper security be given for the printing of that number; provided, that if the thesis has already been printed, 10 copies onl}7 shall be depos¬ ited with the librarian. (Catalogue, 1893-99.) Tulane University, New Orleans, La. — Graduates of our own college and other accepted candidates who shall pursue for two years an approved classical, literary, or scientific course of study in the university in three branches, one major and two minors, and who shall pass a. satisfactory examination and present a written thesis acceptable to the faculty will receive the degree of A. M. Graduate work already done elsewhere, whether in private study or at some seat of learning, may be recognized and accepted, but the scholastic year immediately preceding the attainment of an advanced degree must be spent in residence and study a! this university. The degree of Ph. D. will be bestowed for a further prescribed or approved course of study in Tulane University, pursued for two years under like conditions, upon such persons as in examination, and more especially by an original disserta¬ tion, shall exhibit such range of knowledge and power of thought as seem to war¬ rant such bestowal. The following rules have been adopted with respect to appli¬ cations for the Ph. D. degree: 1. The application for an examination for the degree shall be made at least two years before the date of the examination. 2. The candidate shall be a graduate with the master’s degree from Tulane University or from some other institution in good standing. 3. Unless the application is made within three years after graduation from col- INSTITUTIONS FOE HIGHEE EDUCATION. 1573 lege lie shall, by examination or otherwise, satisfy the faculty of his proficiency in the studies of the undergraduate course. 4. No ono shall be admitted to candidacy for the degree unless lie be able to translate into English, at sight, ordinary French and German prose and poetry. 5. A suitable time before the candidate's examination a thesis shall be submitted, based upon his principal subject, and the faculty's approval of this shall be a necessary condition to admission to examination. (Catalogue, 1898-99.) Johns Hopkins University, Baltimore, Md. — The degree of Pli. D. is offered to students who have followed advanced courses of university study for a period of not less than three years, under suitable guidance and favorable conditions, and who have submitted an acceptable dissertation and passed the prescribed exam¬ inations. In order to be accepted as a candidate the student must give evidence that he has completed such a liberal undergraduate course of academic study ante¬ cedent to the baccalaureate degree as is offered by colleges of good standing. Pie must then follow advanced studies in the departments of knowledge which he may have chosen, and these studies must be pursued under qualified teachers for a period of at least three years. Private study, or study pursued at a distance from libraries and laboratories and other facilities, will not be considered as equivalent to university study. At least one academic year must be passed in this university, and in every case the year immediately preceding the final examinations. Every candidate must select one principal and two subordinate subjects. He must prepare a satisfactory dissertation and must pass with credit certain written and oral examinations in his chosen departments of study. He must be able to translate French and German at sight. Examinations are held in these languages at the middle and end of each academic year, at one of which times the candidate must present himself. The dissertation must be written upon a theme approved by the adviser of the candidate. If finally approved, the candidate shall print it in full or in part within one year of the time wnen the degree is conferred, and shall present 150 copies to the university. A deposit of $50 is required to insure the printing of the thesis if the same is not printed at the time the degree is conferred. The candidate shall be given written examinations in the principal subject, and, wherever practicable, in both subordinate subjects, and an oral examination in the principal and in the first subordinate subject. (Register, 1898-99.) Amherst College, Amherst , Mass. — The degree of Ph. D., for which only col¬ lege graduates may be candidates, is recommended on compliance with the follow¬ ing conditions: (1) A two years’ course of study in two subjects of science or literature, or one subject of each, at this college, under the direction of the pro¬ fessors in the departments to which these subjects belong; (2) An examination upon these subjects, and a thesis upon one of them satisfactory to these professors. (Catalogue, 1898-99.) Boston University, Boston, Mass. — The degree of Ph. D. is conferred upon can¬ didates otherwise properly qualified, who, after admission to the A. B. degree, pursue in the School of Arts and Sciences for two years approved studies in phi¬ losophy, or in philosophy and one or more of the following departments: Philology, history, literature, mathematics, natural science, political sciences, or the fine arts, and pass satisfactory examinations thereon. (Year Book, 1898-99.) Massachusetts Institute of Technology, Boston, Mass. — The Ph. D. degree is awarded for proficiency in graduate courses of study of at least two years’ duration approved by the faculty. (Catalogue, 1898-99.) Harvard University , Cambridge, Mass. — For the Ph. D. degree not less than two years, at least one of which must be spent in residence at this university, devoted to approved advanced studies are required of students already qualified for candi¬ dacy for the degree. Advanced work done in the graduate department of another university will be given weight in estimating the amount of study. The degree is given, not for the mere reason of faithful study for a prescribed time, or in ful¬ fillment of a determinate programme, and never for miscellaneous studies, but on the ground of long study and high attainment in a special branch of learning manifested not only by examinations but by a thesis, which must show an original treatment of a fitting subject or give evidence of independent research. The can¬ didate is liable to minute examination on the whole of his special field of study and is also required to prove acquaintance with the subject-matter of his division in general. (Catalogue, 1898-99.) Smith College, Northampton, Mass. — The Ph. D. degree is conferred only in rec¬ ognition of high scholarly attainment and of ability to carry on original research. Candidates must have pursued since graduation advanced courses of nonprofes- 1574 EDUCATION REPORT, 1898-99. sional study under suitable academic direction and conditions for at least three years. A dissertation shall be presented embodying the results of original investi¬ gation, and the candidate must submit to examinations in two branches of learning, of which that represented by the dissertation shall be the principal one. On the satisfactory fulfillment of the requirements and before the conferring of the degree, a printed and bound copy of the dissertation shall be placed in the college library. (Catalogue, 1897-98. p Tufts College, Massachusetts . — The Ph. D. degree will he conferred upon bachelors of arts, philosophy, or science who shall have pursued at least three years of grad¬ uate study, two years of which must be in residence. The whole course of study must be devoted to one subject, and a thesis must be presented giving evidence of original research. Each candidate must pass a satisfactory examination before a board of three examiners. (Catalogue, 1899-1900.) Clark University, Worcester, Mass. — In most cases three or at least two years of graduate work will he necessary for the Ph. D. degree. The first requirement is a dissertation upon an approved subject, to which it must be an original contribu¬ tion of value, and at least 100 copies must be given to the university, except in case of unusual length or very expensive plates the number may be reduced to 50 copies. Such formal or informal tests as the faculty shall determine shall mark the acceptance of each candidate. One object of this preliminary test shall be to insure a good reading knowledge of French and German. No candidate shall receive the degree without at least one year's previous residence. The examinations for the degree may be held at any time during the academic year, provided that one academic 3’ear has elapsed since the completion of the preliminaries of candi¬ dature. (Register, 1898-99.) University of Michigan. Ann Arbor, Mich. — The Ph. D. degree is open to all persons who have received a bachelor's degree; but no person will be accepted as a candidate who has not a knowledge of French and German sufficient for pur¬ poses of research. It is not intended that the degree shali be won merely by faith¬ ful and industrious work for a prescribed time in some assigned course of study, and no definite term of required residence can be specified. As a rule, three years of graduate study will be necessary, the last two semesters of which must be spent at this university. A candidate for a doctor's degree must take a major study that is substantially coextensive with some one department of instruction in the university. He must also take two minor studies, one of which may be in the same department as the major, but involving a more thorough treatment of the same. Both minors must be cognate to the major. The thesis must exhibit creditable literary workmanship and a good command of the resources of expres¬ sion; but it must depend for acceptance more upon its subject-matter than upon its formal or rhetorical qualities, and must be an original contribution to scholar¬ ship or scientific knowledge. It must be read and defended in public, and if finally accepted the candidate must cause it to be printed and present 25 copies thereof to the university library. The final examination for a degree is conducted under the direction of the committee in charge of the student's work. (Calendar. 1898-99.) University of Minnesota, Minneapolis, Minn. — The Ph. D. degree will be con¬ ferred on bachelors of this or any other reputable college or university within not less than three years after graduation therefrom under the following conditions: The candidate shall elect work in three distinct departments, a major subject in one department and two minor subjects in other departments. Within the major subject the candidate shall choose a special field. The work included in a minor shall be equivalent to at least one year's work in one subject. The candidate shall evince on his final examination an exhaustive knowledge of the special field selected, and shall show such acquaintance with the other studies of the major subject and with the minor subjects as the faculty may require. A committee, consisting of the heads of departments in which the candidate's subjects fall, shall have the direction of his work. The candidate shall present a thesis on some subject connected with his special field of work, which thesis shall be the result of original investigation by the can¬ didate and shall be a contribution to knowledge. Candidates shall ordinarily be required to devote three full years of graduate study to preparation for the final examination. The}7 shall he in actual residence at the university and shall pursue their studies therein at least two years; they may, however, offer in lieu of one of these two years an equivalent term of resi¬ dent graduate work in some other institution, it being always required that they be in residence at the university the year next preceding the final examination. INSTITUTIONS FOE HIGHER EDUCATION. 1575 At the beginning of the year next preceding his final examination the candidate shall pass a preliminary examination on the work for liis degree that he has done up to that time. If the thesis is finally accepted and the degree conferred, 100 printed copies of the thesis shall be deposited with the president of the university on or before the 1st day of January following. In addition to passing the final examination the candidate must make a public defense of his thesis. Candidates must have a read¬ ing knowledge of French and German. (Catalogue, 1898-99.) Carleton College , Northfield, Minn . — A course of three or four years of resident study leading to the degree of doctor of philosophy is offered by the department of mathematics and astronomy, and that degree will be conferred upon those who satisfactorily complete the course. (Catalogue, 1898-99.) University of Mississippi , University , Miss. — In order to become a candidate for the Ph. D. degree the student must first obtain a baccalaureate degree from this or some other institution of equal grade. In his application he must set forth his choice of the three schools of the university in which he desires to work, designat¬ ing one of these three as his major and the other two as his minor studies. In the three schools thus selected not more than two of which shall be under the charge of any one professor^ the candidate must pursue a course of post-graduate study for at least three years, not less than two of which shall be spent in actual resi¬ dence at this university. No student will be allowed to select, as one of the three schools in which to do his post-graduate work, any school in which he has not already completed the entire undergraduate course of study. A reading knowl¬ edge of French and German is necessary and if such knowledge is deficient the candidate will be required to make up such deficiency during the first eighteen months of his course. The candidate must prepare and present a dissertation showing original investigation in the line of his major study, if the dissertation be accepted, the candidate, before he is admitted to examination must deposit a fee of $50, which amount, or so much of it as may be necessary, shall be used in printing the dissertation, 50 copies of which must be presented to the University. The final examination shall be limited to three hours and shall take place before the faculty. (Catalogue, 189S-99.) University of the State of Missouri , Columbia, , Mo. — The candidate for the Ph. D. degree will be expected to spend at least three years in graduate study under uni¬ versity direction; but with the consent of the faculty one of these years may be spent in absentia. The candidate must have a bachelor's degree in arts, letters, science, or philosophy, from some reputable university or college, and must attain in graduate study at this university a high proficiency in one branch of learning, and a respectable proficiency in at least one other. He must submit a disserta¬ tion embodying the results of original investigation, and must pass examinations in his major and minor subjects. (Catalogue, 1898-99.) Westminster College , Fulton , Mo. — Candidates for the Ph. D. degree will be required to complete a course of study covering not less than two years’ work in some one of the following departments: (1) Metaphysics: (2) political and social science; (3) mathematics and natural sciences; (4) languages and their litera¬ tures. At least two examinations will be held, one at the close of each year; and the final examination will be held at the college. A thesis upon some subject connected with the course of study must be presented and must embody the result of original and advanced research. Students who select the department of natural sciences as their major or minor study will be required to do all their work in that department at the college. The degree can be conferred only upon those who have previously obtained the A. B. degree from some approved institution. (Cat¬ alogue, 1898-99.) Washington University . Si. Louis , Mo. — The Ph. D. degree is conferred on grad¬ uates of this or of other institutions who shall have satisfied the committee on advanced degrees of their fitness after two years of residence and study. Every candidate must have a reading knowledge of French and German and shall pre¬ sent an acceptable thesis which shall be the result of original investigation. Every candidate must furnish the committee on advanced degrees with 200 copies of his thesis, after its acceptance, before he can be recommended for the degree. (Cata¬ logue, 1898-99.) University of Nebraska, Lincoln, Nebv.— A candidate for the Ph. D. degree must satisfy the committee on graduate work that he has done the full equivalent for a bachelor's degree in this university; that he is able to use French and German for hi 3 work and also Latin when his major subject is not in one of the sciences. He 1576 EDUCATION REPORT, 1893-99. must pa-s at least three years in resident work in the studies chosen for his degree, two of which may have been done in resident graduate work at other institutions, but the last year before graduation must be spent at this university. The exami¬ nation shall be in one major course and either one first minor course or two second minor courses. The major and minors must be taken in separate departments. The thesis shall embody a scholarly research covering* exclusively or largely some topic of the candidate's chief study, and shall be imbliclj7 defended before the fac¬ ulty, if required. If approved, the candidate shall, before graduation, deposit ICO copies of the thesis in the chancellor's office for gratuitous distribution, or give proper security for the printing of this number. (Calendar, 1893-99.) Dartmouth College , Hanover, N. H. — The Ph. D. degree is at present offered in the departments of biology, geology, and sociology only. A candidate must have received a bachelor's degree from this college or from a college whose degrees are accepted as equivalent to its own. He must pursue graduate studies for at least three years after taking his bachelor's degree, two of which must be in residence at this college. The other year may be spent in graduate study at an approved institution. Candidates are required to present themselves for examination in three related subjects, a major and two minors. The requirements in each minor subject shall not be less than all the required and elective undergraduate courses in that subject, or their equivalent. The graduate work in the major subject will consist largely of original investigation of a definite problem, the results of which are to be embodied in a thesis that shall contain some original contribution to knowledge, together with an historical and critical summary of the pertinent lit¬ erature. (Catalogue, 1898-99.) Rutgers College , New Brunswick , N. J. — The Ph. D. degree may be conferred upon resident graduates of the college who shall pursue for two years prescribed courses of study under the direction of the faculty, (Catalogue, 1898-99.) Princeton University, Princeton , N. J. — The Pli. D. degree may be conferred upon any A. B. of Princeton, or of anj7- approved institution whose academic course is equivalent to that pursued in Princeton, provided he has spent at least two years in exclusive study for the degree. One of the years must be spent at Princeton, and the other either at Princeton or some other approved university. Applications from those who hold some other bachelor's degree than that in arts, or for permis¬ sion to count two or more years spent at another university as the residence nec¬ essary for the degree, will be considered in exceptional cases. All applicants for enrollment are examined on their ability to read ordinary French and German and in the group of subjects connected with the general department of their proposed studies. Every candidate must select a chief subject and two suitable subsidiary subjects, which should be cognate to the chief subject, but not included under it. He shall present a thesis on some special topic in the department which constitutes his chief subject, not to exceed ordinarily 20,000 words in length, and must show evidence of thorough scholarship and ability to pursue original research, and, if accepted, it must be published by the candidate before the degree can be conferred. The examination in the chief and subsidiary subjects is to be conducted orally in the presence of the faculty and can not be divided. In the chief subject, how¬ ever, there may be a written examination in addition to the oral. (Catalogue, 1899-1900. ) Cornell University , Ithaca, N. Y. — The Ph. D. degree is conferred on graduates of this university and of other universities and colleges whose requirements for the baccalaureate degree are equal to those of this university on the following conditions: 1. The applicant must have pursued a course of study substantially equivalent to that required for graduation in this university in the academic department. 2. The candidate is expected to spend at least three years at the university, pur¬ suing a course of study marked out by the university faculty. In cases of excep¬ tional proficiency a candidate may be recommended at the expiration of a shorter period. A year of graduate work in a university elsewhere may be accepted in place of a year's work in this university. 3. He must present a thesis of such a character as shall display power of original and independent investigation, and must pass the requisite special final exami¬ nations. Successful candidates must print their theses and deposit 50 copies in the university library. (Register, 1898-99.) Columbia University. New York, N. Y. — Candidates for the Ph. D. degree must hold a baccalaureate degree in arts, letters, philosophy, or science, or an engineer¬ ing* degree, or an equivalent of one of these from a, fore:gn institution of learning. INSTITUTIONS FOR HIGHER EDUCATION. 1577 They must pursue their studies in residence for a minimum period of two years; residence at other universities may he credited, but at least one year must he spent at Columbia University, Each candidate must designate one principal or major subject and two subordinate or minor subjects. The major subject is expected to occupy one-half of the time of the student throughout the course and each minor subject about one-fourth of the time. The examinations for the degree are held under the authority and direction of the dean of the faculty under which the student is working. Each candidate shall present a dissertation embodying the result of original investigation and research on some topic of his major subject, and, if accepted, he shall print the same, and 150 copies shall be delivered to the faculty. Every candidate must be able to read French and German at sight, and must defend his dissertation in the presence of the faculty. No student shall continue to be a candidate for the P h. D. degree for a longer period than three years from the time he ceases to be in residence. (Catalogue, 1899-1900.) New York University , New York , N. Y. — The Ph. D. degree will be given to none save bachelors of at least three years’ standing. No one will be admitted to exam¬ ination for the degree who has not been enrolled for two entire academic years, including enrollment at another university counted to his credit here. One year must be spent at the university. The thesis required must show original treat¬ ment or give evidence of independent research and must be not less than 5,000 words. The candidate must pass written examinations in his major and minor subjects, as well as an oral examination on his major subject. A satisfactory knowledge of French and German is highly desirable for every student, and a reading knowledge of one or both of these languages will be required for admis¬ sion to many of the courses. (Catalogue, 1893-99.) Syracuse University , Syracuse, N. Y. — Candidates must have received from this university, or one of equal rank, the bachelor’s degree in arts, philosophy, or science. They must pursue an advanced course ot study in residence for at least two years. The course must include two or more correlated lines of study under the supervision of at least two professors, which shall be known as major and minor subjects. He must pass satisfactory examinations upon the entire work. Before the examination the candidate must have submitted a thesis upon some phase of his major subject, which shall show unquestioned ability in investiga¬ tion. If accepted, at least 25 printed copies of the thesis must be deposited with the librarian for preservation and exchange. (Catalogue, 1898-99.) University of North Carolina, Chapelhill, N. C. — Any student having the bacca¬ laureate degree in arts, philosophy, or science from this university or from any university or college having equivalent undergraduate courses may become a can¬ didate for the Ph. D. degree. He must select three branches of study — a major and two minors — and is required to pursue in residence at the university a pre¬ scribed course of advanced study and research. In general, a term of three years is required, but the degree maybe secured in two years in cases of exceptional preliminary training in the major subject. The degree is conferred not simply for faithful study in a determinate held of work for a prescribed period, but because of a high attainment in a special branch of learning, which the candidate must have manifested not only by examination, but by a thesis which gives evidence of independent research and contributes to knowledge. To receive the degree a knowledge of French and German will he found indispensable in most instances. The examinations are both oral and written. (Catalogue, 1898-99.) Western Reserve University, Cleveland, Ohio. — The Ph. D. degree will be con¬ ferred only on persons who have previously received a bachelor's degree, either from this or from some other university or college of good standing. He must have pursued courses of advanced study, mainly of university as distinguished from college grade. He must have shown special ability in one branch of study (major) and high attainments in two other branches (minors), as determined by written or oral examinations or both. He must have submitted a thesis which shall be accepted as evincing powers of research and independent investigation. After its acceptance he must deposit at least 50 copies of his thesis, printed either in full or in abstract, as may be required, with the dean of the graduate faculty. The degree will be granted to no one who does not possess a good reading knowl¬ edge of French and German and, unless specially excused, of Latin. Ordinarily at least two years of residence are necessary, and often a longer time is advisable. Part of this time may be spent at some other institution of high standing, but the last year, at least, must be spent in residence here. (Catalogue, 1898-99.) 1578 EDUCATION REPORT, 1898-99. Oh V, State University, Columbus, Ohio. — The Pli. D. degree will he conferred upon holders of the appropriate baccalaureate degree from this university or from other institutions making equivalent requirements for the first degree upon the satisfactory completion of three years of resident graduate work in the arts, phi¬ losophy, and science college, including thesis and examinations. On approval of the faculty, the work of the first year or of the first two years of the three may be done at another university which offers equivalent graduate work. (Catalogue, 1898-99.) Denison University, Granville, Ohio. — The course for the Ph. D. degree shall include three full years of graduate work. It shall be at the discretion of the faculty to accept an equivalent kind of work at other universities for a period not to exceed one year, but the last year must be spent in residence. Examination in each subject may be held at its completion, but after the acceptance of the thesis, which shall be printed, a final public examination shall be held. The degree will not be given after the expiration of the period of required residence unless the candidate shall have exhibited independence and originality, as well as industry, in research. (Catalogue, 1898-99.) Richmond College , Richmond, Ohio. — The Ph. D. degree may be conferred on any bachelor of arts of good moral character who shall successfully pursue a three years’ course of study in metaphysics under the direction of the president and professors of this institution. (Catalogue, 1895-96.) University of Wooster, Wooster, Ohio. — The Ph. D. degree will be conferred upon candidates having bachelor’s degrees on the completion of a major course with a minor course in cognate studies. The major course consists of two parts, each of which represents an amount of work which, under favorable circum¬ stances, may be accomplished in a year, and a minor course represents about one year's work. Residence at the university is not required, and examinations in absentia maj’ be arranged whereby students may pass written examinations, other than final, under supervision approved by the faculty. The thesis required of candidates shall ordinarily contain from 5,000 to 10,000 words and is expected to be either a contribution to human knowledge, as embodying the results of origi¬ nal research, or such a discussion of a subject as by new and clearer exposition will lead to more ready acceptance and wider diffusion of established truth. (Catalogue, 1898-99.) Willamette University , Salem, Orecj. — Graduates of this university, or other university or college requiring equal work, with the A. B. or Ph. B. degree are eligible for the Ph. D. degree. The case of graduates with other degrees will be specially considered. The completion of six groups of studies in a course entitle a graduate to the degree. A course may be taken entire or four groups may be taken from one course and two from another. Candidates will be entitled to examinations at the completion of each group. Examinations will be sent to some selected person, and if such person requires compensation the candidate must pay the amount. Except by special dispensation, no candidate will be allowed to receive the degree in less than three years. The theses are to be the result of original investigation on a specified subject, exhibiting originality, careful research, and good literary taste, and must be carefully written in ink. (Year¬ book, 1898-99.) Western University of Pennsylvania, Allegheny , Pa. — The candidate for the Ph. D. degree must either be a baccalaureate of an American or foreign univer¬ sity, the degrees of which are accepted by this university as the equivalent of its own, or he must satisfy the examiners appointed by the faculty that he possesses an equivalent preparation for graduate studies. He must show proficiency iii three studies, tested by written or oral examinations. The minimum time in which the degree will be allowed after matriculation is two years, and in most cases fully three j^ears will be required. Residence at the university is not required, but is recommended for at least a portion of the time, especially in cases in which the candidate has elected as his major branch of study one of the sciences requiring practical work in the laboratory or museum. In case of nonresidence the student will be required to submit annually to a rigorous personal examina¬ tion in all branches which have been prescribed and present himself at the close of his course at the university for graduation, at which time he must be prepared to present and defend a thesis. (Catalogue, 1893-99.) Moravian College, Bethlehem , Pa. — The Ph. D. degree may be conferred on col¬ lege graduates who, after having taken a bachelor's degree, shall have devoted themselves for not less than two years to advanced studies under the direction of INSTITUTIONS FOE HIGHER EDUCATION. 1579 the faculty, passed examinations in them, and presented a dissertation embodying the result of original investigation on some topic previously approved by the fac¬ ulty. Candidates must spend at least one of the two years of study in residence at this college. (Catalogue, 1893-99.) Bryn Mawr College , Bryn Mater, Pa. — The Fh. D. degree may he conferred upon graduates of Bryn Mawr College and upon graduates of other colleges who shall show that the course of study for which they received a degree is equivalent to that for which the A. B. degree is given at Bryn Mawr College, or that it has been adequately supplemented by subsequent collegiate studies. The candidate must have pursued for at least three years a course of liberal advanced study at some approved college or university, and must have spent at least two of these years at Bryn Mawr College. She must have written, on some subject connected with her chief subject of study, a dissertation that bears satisfactory evidence of original research, and must pass an oral examination before the faculty on one major or chief subject, and a written and an oral examination on two minor subjects. In special cases one minor subject may be substituted for two minor subjects. The degree is given to no one who can not read French and German "or who is unac¬ quainted with Latin. The dissertation must have been printed before the degree is conferred. (Programme, 1888. ) Lafayette College , Easton , Pa. — The Ph. D. degree may be conferred on any graduate of this college who shall have taken a prescribed course of special read¬ ing for three years after graduation, passed examinations in approved courses of study, and presented a thesis showing evidence of original research. The same degree may be conferred two years after graduation on any college graduate who, during two years of continuous residence at the college, shall have devoted him¬ self exclusively to advanced studies under the direction of the faculty, passed examinations in them, and presented a satisfactory thesis on one of the studies pursued. (Catalogue, 1897-98.) Pennsylvania i College , Gettysburg , Pa. — Only those who have received bachelor degrees equivalent to those given in this college are eligible candidates for the Ph. D. degree. Not less than three years’ work under the direction of the faculty will be required. At least one year's residence in the case of graduates of thi3 institution, and two years’ residence in case of graduates from other institutions. In the case of nonresidents, reports of progress must be made, and examinations will be made in such manner and as frequently as the professors may direct. At the close of the course a satisfactory thesis showing evidence of original investiga¬ tion must be submitted. Each candidate must select one major and two minor subjects. (Catalogue, 1898-99.) 'Grove City College , Grove City , Pa. — Offers three-year courses in philosophy and in political and social science leading to the Ph. D. degree. Matriculates must have a bachelor’s degree or show that they have acquired by independent study an equivalent culture. The courses may be pursued by nonresident students. An examination in each year’s work may be had at the close of the year, or examina¬ tion in the whole course may be deferred to the close of the third year’s work. Resident students can shorten the- time greatly. (Catalogue, 1S98-99.) University of Pennsylvania , Philadelphia , Pa. — Any person holding a bachelor’s degree in arts, letters, philosophy, pure or applied science, granted by this institu¬ tion or by any college or university whose degrees are recognized by this univer¬ sity, may become a candidate for the Ph. D. degree. He must possess a good reading knowledge of two European languages besides English, one of which must he a modern tongue. Pie must select a major subject and two minor subjects which shall be so related as to conduce to some recognized and approved end. He must also present a thesis upon some topic in the line of his major subject, show¬ ing high attainment or power of original and independent research, which must be typewritten or printed unless specially excused. The candidate must pass a private written examination and a public oral examination. The degree will in no case be conferred before the expiration of two years after the date of the candi¬ date’s baccalaureate degree, and as a rule three years will be required to do the work to fit himself for the degree. (Catalogue, 1898-99.) Waynesburg College, Waynesburg, Pa,. — A graduate of this or any other accred¬ ited college, on a course leading to any of the four degrees, bachelor of arts, of science, of literature, of philosophy, will be admitted to the Ph. D. degree on the completion of two years’ additional work. Those qualified to enter upon the studies leading thereto, may, without recitation in the College, be admitted to the degree on completion of the course of study, and after he shall have submitted to an examination and presented a thesis. (Catalogue, 1899-1900.) 1580 EDUCATION REPORT, 1898-99. Brown University , Providence , P. I. — The Ph. D. degree is conferred under the following conditions: The candidate must be a bachelor of arts, of philosophy, of science, or of letters. He must have resided at the university at least two years after graduation pursuing a systematic course of study and sustaining satisfactory examinations thereon, concluding his course with a thesis giving evidence of high scholarship and of special excellence in the studies pursued. At least two courses are required, a major and a minor. A good knowledge of Latin, French, and Ger¬ man is necessary unless for special reasons excused from one or more of these languages. The degree is not conferred in less than two years from the time of enrollment. The examinations are public. The thesis must be typewritten or printed. (Catalogue, 1898-89.) Alien University , Columbia , S. C. — The Ph. D. degree, for which only college graduates may be candidates, is recommended on compliance with the following conditions: (1 ) A two -years’ course of study in two subjects of science or literature, or one subject of each, at this college, under the direction and to the approval of the professors in the departments to which these subjects belong; (2) an exami¬ nation upon these subjects and a meritorious thesis upon one of them. (Catalogue, 1898-99.) Southwestern Presbyterian University , Clarksville, Tenn. — The candidate must present an A. B. or A. M. diploma of this institution or of some other institution which shall be satisfactory to the faculty. He shall select one major and two minor subjects, the major course to extend through three years, each minor through one year, or a candidate may choose a minor to extend through two years. Residence shall be required during each of the three years. Each candidate shall submit a thesis showing original work on some subject embraced in his major course, and shall undergo examinations in his major and minor courses. (Cata¬ logue, 1898—99. ) American Temperance University , Harr imam, Tenn. — Students may enter any one of the graduate courses at any time and pursue their studies under the imme¬ diate direction of the faculty. Nonresident students may take the courses largely by correspondence. In special causes examinations in absentia may be arranged by correspondence with the examiner, whereby students may pass written exami¬ nations under supervision approved by the faculty. On the payment of required fees and the presentation of a thesis of 8,000 words on an accepted theme the master’s degree, corresponding to the bachelor's degree already received, will be conferred. At the end of the second year's work, in accordance with the same requirements, the Ph. D. degree will be conferred. (Catalogue, 1898-99.) Cumberland University . Lebanon , Tenn. — The candidate must have completed a course of study equivalent to that required in this university for the A. B. degree. Holders of the B. S. degree will be admitted as candidates, provided they pass satisfactorily an examination in Greek such as is required for admission to the freshman class, or devote five hours a week to the study of Greek during their year of residence. Candidates must pursue, under the direction of the faculty, a course or study embracing one major and two minor groups of subjects, must pass satisfactory examinations in them, and present a thesis within the field of the major subject showing original research. At least one year of residence is required. Students may complete the course in three years, or, if they are well prepared, with two years of resident study. (Catalogue, 1898-99.) Vanderbilt University , Nashville, Tenn. — The candidate must have received from this university or from some other institution of good standing the degree of A. B. or B. S., including Latin. The A. B„ candidate is required to pursue three distinct studies, one principal and two subsidiary, for not less than three years, two of which must be spent in attendance at this university. He must have a reading knowledge of French and German and must submit, before his examina¬ tion, a thesis which shall give evidence of independent investigation. The thesis must be printed by the candidate and 50 copies placed in the university library. The same is required of the B. S. candidate, but he must elect the studies from the schools of Latin, Romanic languages, Germanic languages, English, mental and moral philosophy, and history and economics. (Catalogue, 1898-99.) University of Virginia, Charlottesville , Va. — The candidate must hold the A. B. degree or other degree of like value from this university or some other college or university of good standing, or must give satisfactory evidence of having an equivalent collegiate education. He must select three subjects of study— a major, in which a dissertation is to be prepared; a cognate minor, and an independent minor. No time limit is set for the acquisition of the degree, except a minimum INSTITUTIONS FOR HIGHER EDUCATION. 1581 time limit of three years of study therefor after the acquisition of the bachelor's degree. The major subject shall be pursued during the whole time, the first minor during at least two years, and the second minor during at least one year. A read¬ ing knowledge of French and German is necessary. Each candidate must stand a "final examination upon the whole course covered in both major and minor studies. Graduate work in other universities may be accepted, but the last year of work must be done here. If approved, the thesis must be printed, and 50 copies thereof deposited in the university library. (Catalogue, 1808-99.) Washington and Lee University , Lexington , Va. — The Ph. D. degree will be con¬ ferred on any bachelor of arts who shall pursue at the university, for not less than three years, a special course of study in any one subject taught in the academic department of the university. The one special subject shall have associated with it at least one subsidiary or affiliated study. It is expected that from time to time the candidate submit evidence of independent research in his special line of study, that he stand at least two examinations during his course, and that he produce a thesis the final year showing the progress he has made. (Catalogue, 1898-99.) University of Washington , Seattle , Wash . — The Ph. D. degree is open to all stu¬ dents who have received a bachelor's degree in arts, science, philosophy, or letters, and have a knowledge of French and German sufficient for purposes of research. As a rule, three years of graduate study will be necessary to attain the degree, the last of which must be spent in residence at the university. The candidate must select a major study and two minor studies, one of which may be in the same department as the major, but involving a more thorough treatment of the same. Both minors must be cognate to the major. The thesis must be read and defended in public, and if accepted, the candidate must have it printed and present 25 copies to the university library. (Catalogue, 18S8-99. ) University of Wisconsin , Madison, Wis . — The Ph. B. degree will be conferred on successful candidates after three years of graduate study, of which the last year or the first two years must be pursued at this university. Special attainments are requisite, particularly the power of original thought and independent investiga¬ tion. The candidate will be examined on three subjects— one major and two minors. A thesis must be presented which shall give evidence of original research and independent treatment. In case the candidate is successful he is required to print his thesis and deposit 100 copies in the university library. All candidates must have a reading knowledge of French and German at least one year before the degree is conferred. (Catalogue, 1898-99.) 1582 EDUCATION REPORT, 1893-99. Table 1. — Whole number of students receiving higher education ( including stu¬ dents in undergraduate and graduate departments of universities ancl colleges , colleges for ivomen, schools of technology , and in professional schools and depart¬ ments). State or Territory. Universities and colleges for men and for both sexes. Colleges for women — Division A. Colleges for women— Division B. Schools of technology Professional schools and depar tments (law, medi¬ cine, and the¬ ology). Total num¬ ber of stu¬ dents in higher edu¬ cation. Male. Female. Male. Female. Malo. Female. Male. Female. United States . ' 53, 407 18, 94S 4,593 10,866 9,038 1,339 42, 154 1, 759 109. 659 37,505 North Atlantic Division- 32,354 2, 644 4, 048 813 2, 522 232 13, 129 523 38, 005 8,260 South Atlantic Division. 6, 396 991 472 4, 374 1,715 14 5,520 120 13. 631 5,971 South Central Division.. 6. 330 2,534 4.399 929 57 ft, 053 42 12, 312 7,032 North Central Division. . 19, 737 10, 501 51 1,249 3,063 682 17, 106 918 39, 896 13, 401 Western Division . . 3, 660 2,278 22 31 809 354 1,346 158 5, 815 2,841 North Atlantic Division: Maine . . . 814 188 33 255 5 1,069 226 New Hamnshiro . 614 0 103 9 131 0 848 9 Vermont _ _ 342 114 210 0 552 114 Massachusetts - 4, 238 424 2, 595 125 1.5C0 47 2.369 133 8, 107 3, 324 Rhode Island „ 708 201 84 36 52 0 842 240 Con n pf> f,i cn t 2,332 116 55 24 478 2 865 147 New York . 5.981 683 1,099 127 426 108 5, 437 218 11,844 2,233 New Jersey _ 1,4-71 0 6 354 10 473 0 2, 298 16 Pennsylvania _ _ . 5, 856 915 354 522 3, 724 160 9, 580 1,951 South Atlantic Division: Delaware 101 101 Maryland . . . 1,087 127 276 357 287 0 1,911 69 3,285 829 District of Columbia 616 150 37 1, 285 42 1 881 192 Virginia _ _ _ 1, 112 196 823 561 0 1,055 0 2, 728 1, 056 West Virginia _ 291 158 10 131 2 422 170 North Carolina 1,328 154 838 264 14 378 0 1,970 1 . 006 South Carolina _ 683 67 1,066 371 0 155 3 1,209 1,136 Georgia . . . 1,000 175 1,280 232 0 625 4 1,857 1 . 459 Florida 178 116 178 116 South Central Division : P en tricky . 1 , 183 281 859 1,242 10 2,425 1.150 Tennessee _ 1,788 864 1.180 2; 344 15 4; 132 2, 059 A la ham a 772 223 616 299 19 315 2 1 , 386 860 Mississippi _ 34S 31 1,082 208 10 62 0 618 1.123 Louisiana - 634 292 87 483 3 1.117 382 Texas . . . 1,225 559 525 356 0 453 11 2; 034 1.095 Arkansas . 341 254 50 154 1 495 305 Oklahoma 24 14 66 28 90 42 Indian Territory 15 18 15 16 North Central Division: Ohio 3 337 1 873 221 250 0 2,422 116 6. 009 2,2)0 Indiana 1,872 752 743 91 '843 35 3, 45S '878 Illinois . . 4, 038 2, 355 51 129 200 0 5, 137 425 9, 375 2,960 Michigan .. 1 . 495 894 552 93 1.746 84 3,793 1.071 Wisconsin 1.775 586 32 764 3 2,539 621 Minnesota 1,381 767 14 1,220 37 2. 601 818 Iowa 1,752 975 483 122 L 129 76 3.374 1.173 Missouri 1,755 752 788 3,071 79 4, 826 1,619 North Dakota 75 52 89 20 164 73 South Dakota, 129 87 252 79 381 1C6 Nebraska . 908 702 439 22 1,347 724 Kansas . . . 1,210 706 65 484 277 335 41 2:029 1,089 Western Division: Montana 47 51 29 17 76 63 Wyoming 35 24 35 24 Colorado . . 351 251 356 64 323 33 1. 033 343 New Mexico 13 0 26 21 39 21 Arizona 53 40 53 40 Utah 92 80 92 48 184 128 Nevada 96 85 96 85 Id ah o 45 34 45 34 "Washington 384 200 109 63 493 263 Oregon . . 225 152 197 141 166 27 588 320 California . 2,316 1,361 22 31 857 96 3,173 1,510 INSTITUTIONS FOE, HIGHEE EDUCATION, 1583 Table 2. — Number of undergraduate and gradua te students in public universities , colleges , and schools of technology. Collegiate depart- Graduate departments. Total number of undergraduate and graduate students. State or Territory. Lll.vJ.Ll l/o R esident. Nonresident. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. L O Es United States . 22,039 8,602 28, 641 990 419 1,409 176 38 214 23,205. 7, 059 30, 264 North Atlantic Division. 4,892 199 5, 091 63 1 64 5 4 9 4, 860 3, 493 204 5, 164 South Atlantic Division. 3,362 276 3. 638 114 10 124 17 1 18 287 3,780 South Central Division.. 2.280 485 2, 765 65 18 83 15 5 20 2,360 508 2, 863 North Central Division.. 9,196 4, 120 13,316 599 265 864 133 26 159 9,928 4,411 14. 339 W estern. Division . . . . 2,809 1,522 3,831 149 125 274 6 2 8 2,464 1, 649 4.113 N ortli Atlantic Division : Marine _ _ 287 0 287 6 0 6 0 0 0 293 0 293 New Hampshire - 101 9 110 9 0 2 0 0 0 103 9 112 Vermont _ 229 63 292 3 1 4 3 0 3 235 64 299 Massachusetts . 1.246 47 1,283 17 0 17 1 0 1 1.264 47 1.311 Rhode Island - 84 36 120 0 0 0 1 4 5 85 40 125 Connecticut _ 55 24 79 0 0 0 0 0 0 55 24 79 New York _ ... 1,248 0 1,248 0 0 0 0 0 0 1,248 0 1,248 New Jersey . . 140 10 150 0 0 0 0 0 0 140 10 150 Pennsylvania . . South Atlantic Division: 1,502 10 1,512 oo 0 35 0 0 0 1,537 10 1, 547 Delaware - - .. 95 fr i 102 6 0 6 0 0 0 101 i 108 Maryland - 334 0 364 13 0 13. 0 0 0 377 0 377 District of Columbia. 81 32 113 0 0 0 0 0 0 81 32 113 Virginia . . . 841 0 841 37 0 or Oi 2 0 2 880 0 880 W est V fr ginia . . 173 86 259 9 5 14 15 1 16 197. 92 289 North Carolina - 588 21 609 27 2 29 0 0 0 615 23 638 South Car olina - 544 18 562 9 0 9 0 0 0 553 IS 571 Georgia - - — — 548 23 571 8 0 8 0 0 0 556 23 579 Florida _ _ 128 89 217 5 3 8 0 0 0 133 93 225 South Central Division: Kentucky - . . 210 50 260 8 O fV 10 0 0 0 218 52 270 Tennessee _ 228 73 301 4 2 6 0 0 0 233 to 307 Alabama _ 447 44 491 22 o hJ 24 0 0 0 469 46 515 Mississippi.- . .. 334 89 873 9 0 9 15 5 20 358 44 403 Louisiana . . . 186 0 186 3 0 3 0 0 0 189 0 189 Texas _ 639 165 804 14 10 24 0 0 0 653 175 828 Arkansas . . . 150 74 224 1 0 1 0 0 0 151 74 225 Oklahoma _ 88 40 128 4 2 6 0 0 0 90 42 132 Indian Territory _ 0 0 0 0 0 0 0 0 0 0 0 0 North Central Division: Ohio . . . . 1,009 392 1.401 58 35 93 0 0 0 1,067 427 1.494 Indiana . . 1.200 371 1,571 88 36 124 15 0 15 1,803 407 1, 710 Illinois _ 580 227 807 24 8 33 25 1 26 629 236 885 Michigan . . . 1,431 668 2,099 54 18 73 1 1 2 1,486 687 2. 173 Wisconsin... . ... 1,102 364 1,466 67 28 95 3 1 4 1,173 793 393 1, 565 Minnesota _ _ _ 846 495 1,141 147 48 195 0 0 0 543 1, 836 Iowa - - - 905 313 1,218 40 23 63 35 5 40 980 341 1,821 Missouri . . . 486 167 653 22 6 28 0 0 0 503 173 ■681 North Dakota.. . 138 56 194 3 4 7 6 1 r? i 147 61 208 South Dakota _ 2S3 117 400 10 6 16 0 0 0 293 123 416 Nebraska . 529 446 975 40 28 68 38 16 - 54 607 490 1,097 Kansas - - Western Division: 887 504 1,391 46 25 71 10 1 11 913 530 1,473 Montana _ ... 59 52 111 1 0 1 0 0 0 60 52 112 Wyoming . . . 33 23 56 2 1 3j 2 0 2 37 24 61 Colorado _ _ 529 167 696 18 7 25 0 0 0 547 174 721 New Mexico _ _ 33 21 54 6 0 6 0 0 0 39 21 60 Arizona . . . 53 33 91 0 2 2 0 0 0 53 40 93 Utah . . . 165 118 281 2 1 3 0 0 0 167 117 234 Nevada . 94 78 172 2 7 9 0 0 0 96 85 181 Idaho . 44 31 75 1 O O 4 0 0 0 45 34 79 Washington . . 217 163 380 10 A. 14 0 0 0 227 167 394 Oregon . . . 229 154 383 8 11 19 0 0 0 237 165 402 California _ _ _ 853 679 1,532 99 89 188 4 2 6 956 770 1. 726 1584 EDUCATION EEPOET, 1898-99. Table 3 .—Number of undergraduate and. graduate students in private universi¬ ties, colleges, and schools of technology. Collegiate depart¬ ments. Graduate departments. Total number of State or Territory. Resident. Nonresi¬ dent. u n a ergraauate and graduate students. Male. Femalo. Total. Male. Femalo. Total. Male. Female. Total. Male. Female. Total. United States . 41,579 27,419 68, 998 2, 897 1, 306 4,203 644 60 704 45, 120 28, 785 73, 905 North Atlantic Division. 18,347 7, 037 25, 384 1,574 500 2,074 252 17 269 20, 173 7, 554 27, 727 South Atlantic Division _ 4,266 5,473 9,739 369 92 461 23 0 23 4,658 5, 565 10, 223 South Central Division.. 4,841 6,272 11,113 73 215 288 35 A 39 4, 949 6,491 11,440 North Central Division.. 12, 177 7,649 19, 826 818 449 1,267 333 39 372 13, 328 8, 137 21.465 W estern Division _ .... 1,948 988 2,936 63 50 113 1 0 1 2; 012 1,038 3, 050 North Atlantic Division: Maine _ _ _ . . 521 215 736 0 6 6 0 0 0 521 221 742 New Hampshire _ 610 0 610 4 0 4 0 0 0 614 0 614 Vermont _ _ 110 48 158 0 2 2 1 0 1 111 50 161 Massachusetts _ 4,049 3,026 7,075 426 118 544 36 0 36 4,511 3,144 7, 655 Rhode Island . . 661 165 826 45 39 84 12 3 15 '718 207 925 Connecticut . . 2,115 73 2, 188 217 43 260 33 0 33 2,365 116 2,481 New York . 4. 584 1,833 6, 417 575 182 757 57 9 66 5,216 2,024 7,240 New Jersey . 1,551 5 1,556 134 1 135 21 0 21 1,706 6 1.712 Pennsylvania _ _ 4.146 1,672 5,818 173 109 282 92 5 97 4,4H 1,786 6,197 South Atlantic Division: Delaware . 0 0 0 0 0 0 0 0 0 0 0 0 Maryland _ _ 787 755 1,542 210 5 215 0 0 0 997 760 1,757 District of Columbia. 402 105 507 133 13 146 0 0 0 535 118 653 Virginia _ 779 1,045 1,824 16 11 27 3 0 3 798 1,056 1,854 "West Virginia _ 109 77 186 0 0 0 0 0 0 109 77 186 North Carolina . 969 976 1,945 8 7 15 13 0 13 990 983 1,973 South Carolina . 501 1.034 1,595 0 21 21 r/ 4 0 7 508 1,115 1.623 Georgia, . 674 1.397 2, 071 9 3o 37 0 0 0 676 1,432 2. 108 Florida.. . . . .. 45 24 69 0 0 0 0 0 0 45 24 69 South Central Division: Kentucky . . 954 1,081 2,035 li rf i 18 O fj 0 9 967 1,0SS 2, 055 Tennessee _ _ _ 1,507 1.338 3, 445 49 31 80 28 0 28 1,584 1,969 3, 553 Alabama . . . 601 788 1,389 1 24 25 0 0 0 602 812 1,414 Mississippi . . . 209 1,067 1,276 4 17 21 0 0 0 213 1,084 1,297 Louisiana . 441 284 725 4 95 89 0 0 0 445 379 824 Texas . . . 925 868 1,793 3 41 44 5 3 8 933 912 1, 845 Arkansas. . . 190 230 420 0 0 0 0 0 0 190 230 420 Oklahoma _ _ 0 0 0 0 0 0 0 0 0 0 0 0 Indian Territory _ 14 16 30 1 0 1 0 1 1 15 17 32 North Central Division: Ohio.. . . 2, 451 1, 638 4, 089 69 29 98 201 11 212 2,721 1,678 4. 399 Indiana. . . . 1.287 413 1,700 40 23 63 3 1 4 1,330 437 1,767 Illinois _ 2.977 1,952 4,92-9 657 348 1, 005 33 4 37 3,687 2,304 5,971 Michigan . . 559 296 855 3 5 8 5 7 12 567 30S 875 Wisconsin . 590 222 ' 812 16 4 20 30 0 30 636 226 862 Minnesota . . 587 237 824 1 1 2 11 1 12 599 239 838 Towa . _ . 1,283 749 2, 032 17 12 29 18 5 23 1,318 766 2, 084 Missouri.. . 1,233 1.350 2, 588 9 17 26 19 0 19 1,266 1, 367 2, 633 North Dakota _ 23 12 35 0 0 0 0 0 0 23 12 35 South Dakota. _ 87 43 130 1 0 1 2 0 2 90 43 133 Nebraska . . . 337 227 564 2 1 3 6 6 12 345 234 579 Kansas _ _ 758 510 1,268 3 9 12 5 4 9 766 523 1,289 Western Division: Montana . . 16 16 32 0 0 0 0 0 0 16 16 32 Wyoming . . 0 0 0 0 0 0 0 0 0 0 0 0 Colorado . . 160 137 297 3 4 r t i 0 0 0 163 141 304 New Mexico . . 0 0 0 0 0 0 0 0 0 0 0 0 Arizona . . . 0 0 0 0 0 0 0 0 0 0 0 0 Utah . . . 17 11 28 0 0 0 0 0 0 17 11 28 Nevada. . . . 0 0 0 0 0 0 0 0 0 0 0 0 Idaho... . . 0 0 0 0 0 0 0 0 0 0 0 0 Washington . 284 96 360 2 0 2 1 0 1 267 96 363 Oregon . California . ISO 128 308 5 0 5 0 0 0 185 128 313 1,311 600 1,911 53 46 99 0 0 0 1,364 646 2,010 INSTITUTIONS FOR HIGHER EDUCATION, 1585 Table 4. — Number of undergraduate students in universities and colleges for men and for both sexes {Table 38). Colleges for men. Coeducational colleges. State or Territory. aj rt o Under¬ graduate students. tc a o Undergraduate students. -4-3 -P • rH +3 r-j 4-3 •rH -S3 Male. Female. rt i ri h-t United. States _ _ _ 140 22,844 344 31,916 17, 757 North Atlantic Division _ _ _ _ 51 14, 7G5 2,914 33 5, 972 2,402 968 2,418 9,852 2,117 South Atlantic Division _ _ _ 30 43 3, 033 South Central Division _ _ _ _ 20 1,644 2,861 660 64 4,575 15,534 North Central Division _ _ _ &3 165 Western Division _ _ _ _ _ 6 39 2,802 North Atlantic Division: Maine _ _ _ _ 2 521 2 287 188 New Hampshire _ _ _ - 2 610 Vermont _ _ _ _ _ 1 50 2 289 111 Massachusetts . __ . . . 6 3, 490 3 323 393 Rhode Island . . . . . - _ 1 661 165 Connecticut _ 2 1, 884 3,696 1,337 3,197 84 1 251 73 New York _ _ 18 5 1,710 594 New Jersey . . . . . . - 5 Pennsylvania _ _ _ 15 19 2, 451 878 South Atlantic Division: Delaware _ _ _ _ _ _ 1 1 11 7 Maryland . _ . . _ _ _ 7 628 4 245 127 District of Columbia _ _ _ _ _ _ 4 161 3 go o 137 Virginia . . - . . . . 6 699 4 369 37 West Virginia . . . . . . . 3 282 153 North Carolina _ _ _ _ - _ 5 544 10 764 152 South Carolina _ _ 2 112 7 565 67 Georgia _ _ _ _ _ 4 668 7 322 175 Florida . . . . . . . . 1 20 4 153 113 South Central Division: Kentucky _ _ _ _ 4 268 9 896 279 Tennessee . _ _ _ _ _ 4 346 20 1,389 496 856 Alabama . . . .. . . - . 3 269 5 223 Mississippi- .. _ _ _ _ _ 2 202 2 138 31 Louisiana. . . . . . . . .. 3 324 6 303 977 198 Texas _ _ _ _ _ _ _ _ 4 235 12 547 Arkansas _ _ _ _ _ 7 340 254 Oklahoma . . . . . . . . . 1 22 14 Indian Territory _ _ _ 2 14 16 North Central Division: Ohio _ _ _ _ _ _ 5 338 29 2,882 1,282 2,680 1,374 1, 457 1, 817 715 Indiana _ _ _ 4 487 9 Illinois. . _ _ _ 7 677 24 2,004 871 Michigan . . . . . . . . 1 65 8 Wisconsin .. _ _ _ 3 235 7 554 Minnesota . . . . . . . . . . 2 244 7 989 718 Iowa . . . _ _ _ _ _ 3 195 22 1,513 1,292 75 942 Missouri . . . . . . . . 5 432 22 738 North Dakota _ _ _ _ 3 49 South Dakota . . . . 6 127 85 Nebraska. . . . . . 1 55 10 811 673 Kansas .. . . . . . 2 133 18 1,052 46 688 Western Division: Montana . . . . . . 3 51 Wyoming . . . 1 33 23 Colorad o _ _ _ _ _ _ _ 1 20 3 313 240 New Mexico . . . . 1 10 0 Arizona . . . . 1 53 38 Utah . . . . - . . 4 92 80 Nevada . . . . . . . . 1 94 78 Idaho . . . . 1 44 31 Washington . _ _ _ 2 157 6 217 198 Oregon . . . . . . 9 219 149 California . 3 483 9 1,681 1,229 ED 99 — VOL II 100 1586 EDUCATION REPOET, 1898-99. Table 5. — Classification of universities and colleges for men and for both sexes if able 38) according to amount of endowment funds. State or Territory. Institutions having — No endowment funds. O C5 O GO 0 o o rH 13 O o o cT go o +> o A O Iff GO o o o rH GO o -Li o O' o o' rH go cf o Cl GO o HH o o uf rH GO O o o cf H GO o -H> o o Iff c> G/> O o cf O' GO o -H o o o of o go cf 0 GO O -*H O O O r— 1 GO O O cf 0 C! GO O -H O O O O O c> GO O cf O CO go 0 HH 0 0 cf 0 OO- 0 0 0 0" 0 g/^ O HH O O cf O GO O O O cf 0 >0 GO 0 4-> O o' GO O cf O go O 4-> O O O O GO 4 0 0 o cf p GO 0 HH O § s 5 © O O" O co GO O HH 0 0 0 cf O CO GO 3 0 0 cf 0 0 GO O O O O cf p GO O O H GO 4-> O O O s 0 rH GO 13 5 1 2 5 0 0 0 of O rH GO c H> O O O O H GO 0 O 0 0 © cf 0 0 GO O O cf rv'T go 0 o> O' cf 0 o> CO GO O 4-> O O O O CO GO O O c^ go 0 •4— 1 p 0 cf p — f GO © O O cf 0 H GO 0 HH 0 0 0 cf O O uf 3 $7,500,000 to $10,000,000. O § cf 0 0 cf t— H GO H O > O 2 1 United States.. 1ST. Atlantic Division S. Atlantic Division S. Central Division . 1ST. Central Di vision . Western Division. . N. At lantic Division : Maine . . . 181 19 5 18 39 42 53 39 14 13 7 1 3 1 2 1 25 80 42 62 22 3 I 1 3 5 5 19 7 3 8 4 26 1 5 11 10 21 6 8 6 4 20 1 6 2 3 2 L 7 2 1 1 1 1 4 2 ... 3 1 T 2 2 1 ... 4 5 8 2 -* T 2 1 3 2 12 1 1 5 1 4 1 1 1 ... 1 1 1 1 1 1 1 1 New Hampshire Vermont _ 1 ... ... ... 1 1 1 9 bJ Massachusetts . Rhode Island _ 2 _ 1 1 1 3 _ 1 ... Connecticut _ 1 1 1 1 1 New York . 8 3 11 1 r* 1 3 2 6 3 6 1 3 9 5 1 5 12 4 1 2 7 4 G 1 4 2 5 11 o fj 4 5 11 O 1 1 1 1 1 1 1 1 1 1 1 1 3 2 1 1 -- New Jersey _ Pennsylvania . . S. Atlantic Division: Delaware _ 1 1 1 2 9 bj 1 T l 4 6 9 rJ 3 ... 1 1 1 Maryland _ 1 1 1 1 O O 1 9 eJ O H 1 4 3 1 Disk Columbia . Virginia . 1 1 1 1 1 ... 1 ... 1 " West Virginia . N or th Carolina . South Carolina. Georgia . _ 2 1 ... ... 9 fj i i l 3 T "2" 1 9 1 1 0 O 1 1 1 Florida _ .. O rV 1 l S. Central Division: Kentucky - Tennessee . . 1 2 1 T 1 1 1 1 -- Alabama ... _ Mississippi _ i 1 1 1 Louisiana _ T 1 ... 1 1 Texas _ i I 1 Arkansas 1 L ... 1 A 1 Oklahoma . _ Indian Ter _ 1 1 N. Central Division: Ohio _ _ _ 1 1 2 5 1 3 7 3 2 1 1 5 3 vl 2 5 "2" 4 2 3 3 2 5 2 1 T 1 1 1 1 T 1 1 i 1 1 1 1 Indiana . _ Illinois ... 3 2 ... 1 1 Michigan _ W isconsin . 1 T 3 T 1 1 3 ... 1 Minnesota _ ~2 9 2 1 1 Towa T 9 3 1 4 ... 1 Missouri _ _ _ 9 _ North Dakota.. South Dakota . . Nebraska _ ... 1 1 9 fV ... i 1 T i i 1 1 1 Kansas . . _ j Western Division: Montana . Wyoming _ Colorado 1 1 ... 1 New Mexico Arizona _ Utah. . . 1 ... 2 N e vada _ Idaho . 1 Washington _ Oregon ..... 7 9 4 1 1 1 l 9 2 o O ... 1 California . l i 1 1 INSTITUTIONS FOR HIGHER EDUCATION 1587 Table G. — Classification of universities and colleges for men and for both sexes ( Table 38) according to the number of undergraduate students. State or Territory. Institutions having — Less than 10 students. 10 to 24. o o o 50 to 74. 75 to 99. 100 to 149. 150 to 199. G5 o -4-> o o Ol 250 to 299. 300 to 399. 400 to 499. 500 to 599. C5 a zo o -*-> o o so j 700 to 799. | 800 to 899. 900 to 999. 1,000 to 1,199. 1,200 to 1,499. Over 1,500. United States . . 18 59 l 0 80 57 71 45 24 13 14 3 4 4 — 5 3 3 5 3 "NT or tin Atlantic*, Division 1 o 6 10 9 12 11 5 8 A- 1 2 2 2 1 2 2 South Atlantic Division . . 2 10 15 9 10 11 9 3 9 2 SouthCentral Division _ 4 12 10 18 0 15 8 6 l 2 1 1 North Central Division. .. 7 22 35 38 27 29 11 8 l 6 1 2 3 ... 3 1 1 3 Western Division . o 12 9 5 5 4 3 2 l 1 i _ _ North Atlantic Division: Maine . . . 1 1 o New Hampshire _ 1 1 Vermont _ _ 1 1 l Massachusetts. . . 1 1 1 2 2 1 i Rhode Island _ 1 Connecticut . . 1 1 i New York _ _ 2 4 4 4 4 1 1 1 1 1 New Jersey . . 2 1 1 1 Pennsylvania 2 3 3 4 6 8 2 3 1 1 1 South Atlantic Division: Delaware _ 1 1 Maryland _ 1 2 O 2 1 3 District of Columbia.. i o 1 1 1 Virginia _ _ _ 1 1 2 4 2 West Virginia,. . 2 1 North Carolina . . 2 3 3 3 1 1 1 1 South Carolina . . i 3 1 2 2 Georgia . . . l o 1 2 2 2 1 Florida . 2 2 1 South Central Division : Kentucky . . . . 1 A. 1 3 1 2 1 Teimessee . 3 4 6 2 5 1 1 1 1 Alabama . . . 1 2 3 9 Mississippi. . i 2 1 Louisiana . . . l 2 3 1 1 1 Texas . . . 4 1 5 2 1 2 1 Arkansas . . i 1 2 1 1 1 Oklahoma . . . 1 Indian Territory . l 1 North Central Division: •» Ohio . . l o o 4 6 6 4 3 2 o 1 1 1 Indiana . . 1 2 2 3 1 2 i 1 Illinois . 5 5 4 4 6 1 1 2 1 1 1 Michigan . . ] 2 2 1 1 1 1 Wisconsin . . i 5 2 ] 1 Minnesota . . 'i i 2 1 1 1 1 1 Iowa . 9 4 3 4 4 5 1 1 1 Missouri . . . 2 2 7 7 2 4 2 1 North Dakota . 1 i 1 South Dakota _ _ 1 2 1 Nebraska . . 3 o 2 1 1 1 1 Kansas . 2 7 4 3 2 1 1 Western Division: Montana . . 2 1 Wyoming . . ] Colorado^ . . . . i i 1 1 New Mexico. . i Arizona . . i U tah _ 2 i 1 Nevada ... 1 Idaho . . i Washington _ 2 3 2 1 Oregon _ 1 6 2 California . 4 1 2 1 1 i 1 l 1588 EDUCATION REPORT, 1898-99. Table 7. — Nonsectarian and religious control of universities and colleges for men and for both sexes , with the number of prof essors and students in undergraduate collegiate departments, and the toted amount of endowment funds. State or Territory. Public institutions. Other nondenomina- tional institutions. Roman Catholic. Institutions.' Professors. Students. Endowment. Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. United States.... 54 1,812 19, 795 $16,526,337 66 1,963 15,914 $73,577,419 62 711 5, 223 $1,248,063 N. Atlantic Division. 5 204 3,108 1,156,950 90 1,244 9, 532 47,017,022 18 202 1,798 0 S. Atlantic Division - 15 223 1 , 943 1, 954, 752 9 150 777 4, 103, 915 10 123 623 1,067,063 S. Central Division - 8 1G3 1,810 2, 509, 029 11 133 1,842 2,008,670 O 85 534 0 N. Central Division _ 15 909 10, 241 7,633,513 20 308 2,483 5,095,977 19 224 1,608 181,000 Western Division . . 11 313 2, 693 3,272.093 4 128 1,280 15,351,835 6 77 660 0 N. Atlantic Division: Maine . . 1 40 287 219, 900 New Hampshire _ 1 41 579 1 , 500, 000 1 10 31 6 Vermont _ 1 33 292 375, 000 2 21 158 385, 500 Massachusetts _ 5 401 3, 041 15, 016, 689 2 28 460 0 New York. . . 1 4:0 1,017 45, 050 7 506 3,063 18, 579, 294 8 105 710 0 New Jersey _ _ 1 81 967 4,000,000 3 23 204 0 Pennsylvania . 2 88 1,512 517, 000 6 194 1,724 7, 535, 539 4 36 393 0 S. Atlantic Division: Delaware . 2 17 102 83,000 Maryland . 1 19 84 105,000 O O 98 325 3, 280, 000 4 50 375 6 Dist. of Columbia.. 2 26 113 180, 000 4 61 161 1,067,063 Virginia . 2 28 289 494,000 2 28 231 775,915 West Virginia _ 1 43 ?59 114,750 North Carolina .... 1 22 346 100, 000 1 5 80 0 1 8 67 0 South Carolina _ 2 19 194 291 , 000 Georgia . 2 27 339 372, 702 2 11 129 42, 000 Florida . . . 2 22 217 214; 300 1 8 12 6, 000 1 4 20 6 S. Central Division: Kentucky _ 1 14 260 165, 000 2 14 72 431,670 1 5 30 0 Tennessee . . 1 28 301 425, 000 4 63 816 100, 000 1 6 51 0 Alabama . . 1 18 191 300, 000 O O 12 397 0 9 fV 33 149 0 Mississippi _ 1 13 160 544, 000 Louisiana . _ 1 19 186 318,313 1 36 332 1, 477,000 2 21 138 0 Texas _ 1 38 452 626, 716 1 8 225 0 3 20 166 0 Arkansas.. . . 1 24 224 130, 000 Oklahoma . . 1 9 36 0 N. Central Division: Ohio _ _ 4 155 1,401 1, 563, 065 7 139 1.048 2,246,521 2 20 144 0 Indiana _ _ 1 65 884 600, 000 1 17 102 468, 000 2 43 261 0 Illinois . . 1 104 807 475, 444 4 61 666 357, 776 5 56 476 1,000 Michigan . 1 118 1 . 455 554, 946 1 10 65 0 Wisconsin . . 1 112 1,466 530, 000 2 29 264 649. 680 1 8 56 0 Minnesota _ _ _ 1 111* 1,141 1,307,219 1 26 148 0 Iowa. . . . 1 46 618 232,000 1 6 40 30, 000 1 6 70 0 Missouri . . . 1 42 653 1,235,839 4 39 271 1,344,000 3 21 200 0 North Dakota . 1 12 89 0 South Dakota . 1 21 82 0 Nebraska . . 1 69 975 1,000,000 1 8 55 180, 000 Kansas _ 1 51 670 ia5,ooo 1 17 92 0 91 26 133 0 Western Division: Montana . . 1 12 65 0 Wyoming . . 1 14 56 0 Colorado . . . . 1 26 276 80, 000 1 25 193 323, 635 l 5 30 0 New Mexico . 1 12 10 0 Arizona . 1 13 91 0 Utah _ _ _ 1 17 144 150, 000 Nevada. . . 1 21 172 0 Idaho _ 1 16 75 49, 000 ■Washington _ 1 27 212 0 1 11 17 0 0 18 157 0 Oregon _ _ 1 22 60 150. 000 California . . 1 133 1,532 2, 843, 093 0 & 92 1,070 15, 028, 200 3 54 483 0 INSTITUTIONS FOR HIGHER EDUCATION 1589 Table Nonsectarian and religious control of universities and colleges for men and for both sexes, etc. — -Continued. Stats or Territory. Methodist Episcopal. Baptist. Presbyterian. Institutions. Professors. Students. Endowment. j Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. United States.'.... 85 889 8,997 $11, 1S9, 593 53 792 CO iO u-T $13,772,258 56 498 4, 177 $5, 110, 789 North Atlantic Division 6 147 1,768 3,867,553 8 190 1,977 4, 766, 556 5 66 897 1,334,030 South Atlantic Division 15 105 1,204 658, 000 9 141 1,231 1,275,448 6 41 398 218, 000 SouthCentral Division. 18 167 1,225 1, 310, 300 15 111 1,371 583, 500 15 121 990 1,058,538 North Central Division. 38 395 4, 453 5, 077, 810 13 336 3,817 7,068,754 25 240 1,803 2,498,601 Western Division . 8 75 347 275, 830 3 14 185 73, 000 5 30 89 E600 North Atlantic Division : Main© _ _ _ 2 35 475 825, 353 Massachusetts _ 1 26 418 790,000 Rhode Island _ _ 1 72 826 817,612 Connecticut _ 1 35 324 1,253,943 New York. . . 1 49 570 1,313; 610 3 50 393 2, 723, 591 Pennsylvania . 3 37 456 505, 000 2 33 283 400,000 5 66 897 1,334,030 South Atlantic Division : Maryland 1 6 11 20, 000 1 5 30 0 District of Columbia 1 66 346 256, 075 Virginia . o hJ 16 179 170, 000 2 18 236 281, 000 1 8 36 0 W est V irginia _ 1 7 82 0 North Carolina . 3 22 253 230, 000 2 19 262 287, 373 2 17 221 127, 000 South Carolina . 3 20 177 63, 000 1 10 155 65, 000 2 11 111 91,000 Georgia _ _ 5 34 503 175,000 2 15 195 186, 000 Florida . . . . 1 13 37 200,000 South Central Division: Kentucky . 3 14 129 42, 000 3 24 301 325, 000 2 28 299 410, 000 Tennessee . o O 57 263 1, 108, 300 3 28 329 105, 000 8 58 465 529,538 Alabama _ 1 6 131 50, 000 1 9 120 1,000 Mississippi . . 3 12 111 110, 000 1 7 100 39, 000 Louisiana . . 3 11 76 0 2 11 86 117, 500 Texas . 5 48 363 0 3 17 276 1,000 O 14 138 93, 500 Arkansas . . 3 19 153 0 1 8 150 0 2 12 67 25', 500 Indian Territory _ 1 7 9 0 1 9 21 0 N orth Central Division : Ohio . 6 62 976 1, 012, 120 2 22 230 489, 000 3 22 382 426,500 Indiana . . 3 36 464 234, 000 1 9 152 213, 000 1 10 98 175, 000 Illinois . . 5 80 993 2, 684, 258 3 197 1,489 5,336,729 4 47 340 786,000 Michigan . . . 1 13 225 „ 230,000 2 19 276 459, 433 1 10 42 218.501 Wisconsin . . 1 13 111 212, 000 1 8 54 83, 743 1 16 50 0 Minnesota . 1 18 170 109, 110 1 6 11 60,000 1 8 65 8,000 Iowa . . . 7 73 713 317,322 2 21 118 79, 849 4 41 268 218, 600 Missouri . . 6 40 356 229, 000 4 39 333 232, 000 4 38 350 581,000 North Dakota . 1 5 9 0 South Dakota . 3 15 60 30, 000 1 7 8 0 Nebraska . 1 10 117 0 1 6 29 35, 000 2 17 79 20,000 Kansas . . 4 32 259 40,000 1 9 125 80, GOO 3 24 121 65,000 Western Division: Montana _ _ . 1 7 10 0 1 4 22 0 Colorado . 1 14 84 175,085 LTtah. . . . 1 8 0 Washington . . 1 9 25 0 1 6 111 0 1 5 20 0 Oregon . . . 3 20 54 40,000 1 4 56 38,000 1 8 24 1,600 California . 3 25 174 60,845 1 4 18 35,000 1 11 15 0 1590 EDUCATION DEPORT, 1898-99. Table 9 — Nonsectarian and religious control of universities, etc. — Continued. State or Territory. Congregational. Christian. United Brethren. | Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. Institutions. Professors. Stud ents. Endowment. United States . 21 391 3,447 SO, 980, 817 18 189 1,666 $845. 979 8 58 405 $162, 000 North A t Inn tic Division 183 1,906 5, 199, 494 1 10 111 75, 000 Rnn tl ) A tl ar> t i c Di visi on O 25 146 6 South Central Diyision. 2 17 04 47, 841 5 42 681 203, 479 • North Central Division. 13 150 1,233 1,229; 482 11 122 839 642,500 6 41 252 82. 0C0 Western Division . 4 41 184 510, 000 1 7 42 5, 000 N orth Atlantic Division : Maine _ .. I 20 234 044, 065 Connecticut _ 1 103 1.732 4,554,829 Pennsylvania 1 10 111 75, 000 South Atlantic Division: ... West Virginia _ 1 13 94 0 North Carolina - ... 1 12 52 0 South Central Division: Kentucky _ . _ _ 9 15 352 203, 479 Tennessee _ _ 1 10 57 41,841 O 16 190 0 1 iouisiana _ 1 7 7 6,000 Texas .. .. _ 1 11 139 0 North Central Division: . Ohio _ _ 1 13 178 135, 000 1 11 90 69, 000 Indiana . . . - ... 9 25 194 288, 000 Illinois . . . 1 9 70 54, 000 l 9 6S 45, COO 1 6 23 1, 000 Michigan _ 1 11 90 90, 205 Minnesota _ _ 1 13 209 100, 000 Iowa . . 2 33 356 503; 620 9 hj 28 144 152, 000 1 l 58 0 Missouri. .. . . 1 12 91 250, 000 3 27 198 22, 000 1 6 8 0 North Dakota _ 1 5 20 30, 000 South Dakota _ 2 18 62 55, 000 Nebraska . O iV 15 100 76, 657 1 11 17 0 1 5 13 0 Kansas . . 9 bj 34 217 70, 000 1 9 40 500 1 6 60 12, 000 Western Division: Utah _ _ i 3 r* i 45, 000 Washington _ l 9 30 165, 000 Oi’p.prin l 12 40 200, 000 1 7 42 5,000 California - . l 17 101 100, 000 1 Table 10. — Nonsectarian and religious control of universities, etc. — Continued. State or Territory. P rotestant Episcopal. Lutheran. Friends. Institutions. Professors, j Students. Endowment. Institutions. Professors. Students. Endowment. | Institutions. Professors. Students. Endowment. United States . 5 69 489 $1,777,894 24 192 1,881 $1,270, 685 rr i 89 842 $1, 233, 000 N orth Atlan tic Division 3 43 275 1,324,286 4 36 427 471,280 2 40 305 975, 000 South A t! antic. Division 4 24 300 101,000 1 10 99 50, COO South Central Division 1 15 120 100, GOO North Central Division. 1 11 94 293, 008 10 132 1,154 698, 405 O O 31 390 200, 000 Western Division _ 1 8 18 8,000 Nor tii Atlantic Division: Connecticut _ 1 20 132 762, 000 New York . 2 23 143 562, 280 Pennsylvania _ 4 36 427 471, 280 2 40 305 975, 000 South Atlantic Division: Virginia . . . 1 10 134 00, 000 North Carolina 2 7 59 6, 000 i 10 99 50, 000 South Carolina _ 1 7 107 35, 000 South Central Division: Tennessee ] 15 120 100, 000 North Central Division: Ohio _ _ _ 1 11 94 293, 608 3 27 221 236, 793 i 6 55 40, 000 Indiana _ _ 1 8 124 0 i 14 205 130, 000 Illinois _ _ _ 2 17 152 391, 920 Wisconsin . . 9 14 199 0 Minnesota . . 3 23 207 37, 000 Iowa . . 2 18 125 8; 527 i 11 130 30,000 Kansas . . . 3 99 120 24, 165 Western Division: Oregon . . i 8 43 8, 000 INSTITUTIONS FOE HIGHER EDUCATION 1591 Table 11. — Nonsectarian and religious control of universities and colleges for men and for both sexes, etc. — Continued. State or Territory. U niversalist. German and United Evangelical. Methodist Protestant. Institutions. Professors. Students. Endowment. Xfl £ O -4-3 £ tfl £ Professors. Students. Endowment. Institutions. Professors. Students. Endowment. United States _ 4 71 553 §2,011,016 4 28 277 $28, 805 o O 45 267 $80, 000 N orth Atlantic. Division 2 47 391 1,661,016 2 18 148 25, 000 South Atlantic Division 1 20 173 0 North Central Division. 2 24 162 350, 000 I 6 91 3, 805 2- 25 94 80, 000 Western Division . 1 4 38 0 N orth Atlantic Division : Massachusetts _ _ 1 35 287 1 , 300, 000 New York . . 1 12 104 361,016 Pennsylvania . 2 18 148 25,000 South Atlantic Division: Maryland . 1 20 173 0 North Central Division: Ohio . . . . 1 11 92 200, 000 Illinois . _ . 1 13 70 150, 000 1 6 91 3, 805 Michigan _ 1 13 64 80, 000 Kansas _ 1 12. 30 0 Western Division: Oregon . . 1 4 38 0 Table 12. — Nonsectarian and religious control of universities and colleges for men and for both sexes, etc. — Continued. State or Territory. Reformed. Seventh-Day Adventist. Other denominations. Institutions. Professors. Students. Endowment. Institutions. Professors, Students. Endowment. Institutions. Professors. W CD £ c n Endowment. United States _ r.r i 99 \ 681 $1,411,000 1 12 154 0 6 34 168 $354,633 North Atlantic Division 3 56 412 1. 030, 000 1 4 24 115, 633 South Atlantic Division 1 8 2L 32, 000 North Central Division. 3 35 248 349, 060 1 12 154 0 4 23 131 139, 000 Western Division . . ] 7 13 100, 000 N. Atlantic Division: New Jersey . 1 27 166 500, 000 Penn sjdvania . 2 29 246 530, 000 1 4 24 115,633 S. Atlantic Division: N orth Carolina . 1 8 21 32, 000 N. Central Division: Ohio . . . - 1 13 115 95,000 1 3 11 31, 000 Illinois . 2 13 110 108, 000 Michigan . . 1 12 87 230, 000 Wisconsin . . 1 10 46 24,000 Iowa . . . . 1 7 10 0 Nebraska . . 1 12 154 0 Western Division: Utah . . 1 7 13 100, 000 1 KQO J. U O Zl EDUCATION KEPOET, 1898-99. Table 13. — Prof essors and instructors in universities and colleges for men and for both sexes ( Table 38). State or Territory. Institutions. Preparatory departments. Collegiate departments. Professional departments. Total num‘ er (excluding du¬ plicates). Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States . . - 484 2,261 952 7,117 825 3, 821 59 12, 030 1,738 North Atlantic Division _ 84 384 103 2, 417 73 1,281 1 3,944 157 South Atlantic Division _ 73 244 103 799 71 406 2 1,313 165 South Central Division - 84 278 173 699 155 471 2 1, 328 320 North Central Division - 198 1,109 468 2, 594 430 1,226 41 4,314 904 W estern Division . . . 45 — 246 105 603 96 437 13 1, 131 192 North Atlantic Division: Maine . . . . . - - - 4 0 0 92 3 33 0 118 3 New Hampshire . 2 8 0 51 0 15 - 0 74 0 Vermont . . 3 0 0 54 0 28 0 81 0 Massachusetts . . 9 39 6 482 8 366 1 871 9 Rhode Island - - 1 0 0 71 1 0 0 71 1 Connecticut . . - . 3 0 0 218 0 92 0 315 0 New York . . . 23 191 53 764 24 441 0 1,358 C9 New Jersey . 5 20 4 131 0 4 0 143 4 Pennsylvania . . 34 126 40 554 37 302 0 913 71 South Atlantic Division: Delaware . 2 2 1 17 0 0 0 19 1 Maryland - - 11 72 8 184 14 52 1 270 17 District of Columbia..-. 7 31 1 149 4 247 1 422 10 Virginia . . 10 20 3 108 0 43 0 155 6 West Virginia. . 3 8 1 53 10 4 0 68 14 North Carolina. . 15 39 20 117 13 40 0 157 33 South Carolina . . 9 14 23 65 2 1 0 79 25 Georgia . . . 11 25 20 72 15 17 0 95 28 Florida . 5 33 S6 34 13 2 0 48 31 South Central Division: Kentucky . . 13 45 32 103 11 66 1 208 50 Tennessee . . 24 85 53 218 63 266 0 515 109 Alabama . . 8 9 6 74 4 26 0 108 10 Mississippi . . .. 4 18 4 29 3 8 0 47 5 Louisiana . 9 20 26 86 19 41 0 139 41 Texas . . 16 70 31 126 30 45 1 217 65 Arkansas . . 7 20 14 50 13 19 0 78 21 Oklahoma _ _ _ 1 10 1 8 1 10 o Indian Territory. _ 2 1 6 5 11 0 0 6 17 North Central Division: Ohio . . 34 194 65 454 61 210 1 773 135 Indiana . 13 74 14 211 16 21 0 274 28 Illinois . 31 188 69 543 75 300 28 954 182 Michigan . . 9 44 23 180 25 113 3 287 53 Wisconsin . . . 10 61 16 187 23 50 0 246 37 Minnesota . 9 38 14 180 31 171 2 364 44 Iowa _ _ _ 25 143 76 235 61 111 0 357 118 Missouri . . 27 118 88 220 44 85 0 413 124 North Dakota . . 3 16 9 18 4 0 0 21 11 South Dakota . 6 41 24 41 20 0 0 50 32 Nebraska _ _ _ .. 11 55 26 123 30 78 1 236 56 Kansas . . . 20 137 44 202 40 87 6 339 84 Western Division: Montana. . 3 13 11 13 10 0 0 18 16 Wyoming . 1 11 3 11 3 0 0 11 Q O Colorado. . 4 45 11 61 9 99 3 184 26 New Mexico. . 1 13 4 10 2 0 0 13 4 Arizona. . . . 1 6 3 11 2 0 0 12 4 Utah . . 4 26 9 27 2 Q 0 47 12 Nevada . 1 7 5 15 6 0 0 15 8 Idaho . . . 1 2 1 11 5 0 0 13 6 Washington . 8 22 9 74 11 0 0 82 20 Oregon. . 9 44 22 68 17 57 0 132 <5 California . 12 57 27 307 29 281 10 604 58 INSTITUTIONS FOE HIGHER EDUCATION 1593 Table 14. — Students in universities and colleges for men and for both sexes ( Table 38). Prepara¬ tory Collegiate depart¬ ments. Graduate depart¬ ments. Profes¬ sional Total num¬ ber (exclud- StatQ or Territory. depart¬ ments. Resident. Nonresi¬ dent. depart¬ ments. ing dupli¬ cates). - Male. Female. Male. Female. Male. Female. 6 i— * '*3 d s © 6 Female. J Male. Female. United States. . 31,156 15, 071 54, 760 17,757 3, 7G7 1,191 800 94 27,120 1,145 120, 441 37,879 North Atlantic Division. 5.931 1.091 20, 737 2, 402 1.617 242, 255 17 8,903 488 37,691 4. 425 South Atlantic Division. 3. 469 1, 315 5, 947 968 449 23 40 1 A 2, 721 60 12,762 2,865 South Central Division.. 5.244 3, 155 6, 219 2, 418 9,852 111 116 50 9 4, 153 61 16, 062 6,223 North Central Division . 13,968 7, 55c 18, 395 1.332 649 448 65 10,381 452 46, 603 19, 888 Western Division . 2,543 1, 95S 3, 462 2,117 198 161 7 2 962 84 7,323 4,478 North Atlantic Division: Maine _ — 0 0 808 188 6 0 0 0 195 0 1,003 188 New Hampshire _ 20 0 610 0 4 0 0 0 141 o 755 0 Vermont _ _ 0 0 339 111 3 3j 4 0 210 0 608 114 Massachusetts . . 379 17 3, 813 393 425 31 36 0 2, 199 114 6,819 555 Rhode island . . 0 0 661 165 45 39 12 3 0 0 718 207 Connecticut... . 0 0 2,115 73 217 43 33 0 399 0 2,792 185 New York . 3,649 616 5,408 594 575 89 .57 G 3,049 335 12, 720 1,642 New Jersey . 260 39 1.337 0 134 0 21 0 31 0 1,803 39 Pennsylvania . 1,603 419 5,648 878 208 37 92 5 2, 679 39 10,473 1,495 South Atlantic Division : Delaware . 15 9 95 7 6 0 0 0 0 0 116 16 Maryland _ 563 79 871 127] 216 0 0 0 251 42 1,901 248 District of Columbia. 481 34 483 137j 133 13 0 0 1. 400 15 2, 569 306 Virginia _ _ 278 88 1,068 37 44 0 5 0 422 0 1,833 123 West Virginia . 260 59 282 153 9 5 15 1 140 3 742 245 North Carolina _ 651 347 1, 308 152 20 2 13 0 365 0 2,349 628 South Carolina _ 442 302 677 67 6 0 7 0 25 0 1,157 369 Georgia . . 545 207 990 175 10 0 0 0 110 0 1,660 614 Florida _ _ 234 190 173 113 5 3 0 0 8 0 435 316 South Central Division: Kentucky . . Tennessee. . . . 1 , 055 757 1.164 279 19 2 9 hd 0 583 0 2,874 1.117 1,520 899 1,735 856 53 8 28 0 2,142 23 5,694 2, 143 Alabama . . 219 152 765 223 7 0 0 0 190 0 1,168 375 Missis sip; i . . . . 101 20 340 31 8 0 15 0 62 0 534 71 Louisiana . 378 182 627 198 r < 94 0 0 498 6 1,617 480 Texas . . 1.214 647 1.212 547 13 12 5 3 547 29 2, 902 1.239 Arkansas . . 495 317 340 254 1 0 0 0 108 0 949 583 Oklahoma _ 114 75 22 14 2 0 0 0 23 3 161 92 Indian Territory _ 148 106 14 16 i 0 0 1 0 0 163 123 North Central Division: Ohio . 2, 492 1.136 3. 220 1,817 117 56 201 11 1,686 12 8,007 3,226 Indiana . 978 241 1.769 715 103 37 0 1 211 7 3, 046 996 Illinois . . 2,298 1.188 3,357 2, 004 681 351 58 5 3,568 210 10, 376 4,108 Michigan. . 571 210 1,439 871 56 23 6 8 1,538 88 3,620 1.234 Wisconsin . 654 157 1.692 554 83 32 33 1 276 7 2, 747 751 Minnesota . 447 207 1,2*33 718 148 49 11 1 1.084 44 3,412 1.275 Iowa . . . . 1.662 1,278 1.708 942 44 33 53 10 858 32 4,437 2, 356 Missouri . . 2,042 1,078 1,724 736 31 16 19 0 545 3 4, 736 1,912 North Dakota _ 212 332 75 49 0 3 6 1 0 0 293 385 South Dakota . . 335 273 127 85 2 9 9 0 0 0 584 463 Nebraska _ 764 557 866 673 42 29 44 22 263 22 2,155 1, 321 Kansas _ _ 1,514 895 1. 185 688 25 18 15 5 352 27 3, 190 1,861 Western Division: Montana . . 112 111 46 51 1 0 0 0 0 0 159 162 Wyoming . 39 42 33 23 2 1 2 0 0 0 76 63 Colorado . . 365 274 333 240 21 11 0 0 248 19 960 537 New Mexico . . 30 36 10 0 3 0 0 0 0 0 43 36 Arizona . 20 20 53 38 0 2 0 0 0 0 73 60 Utah . . 471 616 92 80 0 0 0 0 0 0 563 696 Nevada . 63 87 94 78 2 7 0 0 0 0 159 172 Idaho. . 62 42 44 31 1 3 0 0 0 0 107 76 W ashington . 305 154 374 198 10 2 1 0 0 0 702 360 Oregon . 447 331 219 149 6 3 0 0 125 17 853 518 California . 629 245 2, 164 1,229 152 132 4 2 589 48 3,628 1,765 1504 EDUCATION REPOET, 1898-99. Taele 15. — Students pursuing various courses of study in universities and col¬ leges for men and for both sexes ( Table 38). State or Territory. Classical course. Other general culture courses. General science course. Agriculture. Mechanical engi¬ neering. Civil engineer- | ing. Electrical engi¬ neering. Mining engineer¬ ing. Architecture. Peda¬ gogy. Business. Military science and tactics. Male. Female. Male. Female. United States . 29, 878 18, 027 7,880 883 2, 160 1,928 1,534 592 415 4, 132 4, 698 5,102 1,432 12,033 North Atlantic Division. 11,939 3,982 2, 168 197 1,331 1,031 840 164 &35 730 452 726 24 2,497 South Atlantic Division. 4,131 904 854 75 74 73 35 _ „ _ _ 7 533 500 361 89 1.705 South Central Division.. 3,002 1,635 1.137 87 159 156 26 2 5 501 517 767 196 2, 085 N orth Central Division . . 9,241 9, 307 3,236 495 350 458 574 152 68 1,802 2,023 2,931 1, 028 4,593 Western Division . 1, 585 2,199 4S5 29 246 210 59 274 _ 566 1,206 317 95 1,153 North Atlantic Division: Maine . . - . 695 31 51 4 34 52 75 250 New Kamusliire . 327 115 165 11 9 0 V ermont . . . 146 121 5 24 21 67 27 260 Massachusetts . 2.551 257 201 23 647 129 147 24 127 113 0 Rhode Island _ 335 291 iy 23 28 40 12 Connecticut . 1.478 103 583. ... New York . . 2, 860 1,245 371 85 351 323 378 67 139 434 cvy ty Ot l 256 0 1,503 New Jersey . 880 270 50 102 15 8 o 14 0 117 Pennsylvania .. . 2, 667 1.819 515 11 255 319 198 » o 69 135 Go 447 24 367 South Atlantic Division: Delaware _ _ _ 11 29 5 8 5 11 11 73 Maryland . 582 173 126 31 32 3 41 41 0 361 District of Columbia. 332 6 114 .... 5 4 27 0 120 Virginia . . 1,052 28 36 6 156 6 30 5 West Virginia.. . 179 186 54 21 21 33 15 10 19 36 144 North Carolina . 698 304 241 2 4 134 189 91 11 235 South Carolina _ 478 146 79 O 2 80 50 3 75 Georgia _ _ 713 9 182 9 19 20 113 125 38 10 310 Florida . . 86 23 17 6 14 o 2 3 27 ryr 112 27 387 South Central Division: Kentucky . 427 273 181 4 73 oo 176 143 115 21 646 Tennessee . . 794 426 235 34 11 53 6 152 190 285 133 350 Alabama . 493 251 60 6 2 4 70 220 Mississippi _ _ 123 45 90 31 18 10 2 70 Louisiana . . . 257 102 145 42 68 37 5 8 29 112 0 229 Texas _ _ _ 743 435 387 24 117 112 164 35 195 Arkansas . . . 158 97 yo i 14 20 13 18 11 5 375 Indian Territory _ r* 6 17 North Central Division: Ohio . . . 1,986 1,705 414 88 59 56 106 17 9 305 259 423 173 716 Indiana . 644 687 134 0 20 15 21 0 0 147 87 63 10 332 Illinois . 1.660 2, 184 364 22 71 76 84 59 295 433 568 169 439 Michigan . 762 786 853 0 75 39 47 45 66 45 30 Wisconsin . 711 784 269 326 69 73 69 19 56 136 67 602 Minnesota . 557 713 400 33 35 55 62 104 56 82 8 750 Iowa . 919 1.010 519 0 0 49 5 0 6 291 360 399 130 371 Missouri . 961 425 241 50 16 56 27 73 190 153 252 82 639 North Dakota _ 26 49 49 5 20 23 3 83 South Dakota . 84 34 40 o 42 74 105 36 19 Nebraska, . 350 290 9 ry l 22 73 99 241 76 30 526 Kansas . 581 308 158 35 87 200 218 759 290 116 Western Division: ^ Montana . 48 16 17 5 2 4 8 8 7 25 Wyoming . 11 10 12 1 ry i 0 0 8 0 1 25 0 0 76 Colorado . . 164 237 69 23 35 111 21 24 0 0 ‘ New Mexico _ _ _ 3 ty 1 8 6 16 Arizona . 10 7 12 12 14 62 Utah . 45 37 154 313 Nevada . 106 2 5 4 55 6 8 57 19 15 151 Idaho . 9 13 19 5 2 10 107 W ashi ngton . . . 182 247 111 3 3 18 65 51 60 i 211 Oregon . . 145 106 102 1 1 9 30 88 73 27 California . 852 1,560 111 21 225 170 22 169 .... 293 635 115 9 521 INSTITUTIONS FOE, HIGHER EDUCATION 1595 Table 16. — Degrees conferred on men by universities and colleges for men and for both sexes ( Table 38) . State or Territory. W to pq d d d H A CJ M fcl) <1 PQ m 0 'd 0 pq o A d .3 pq H A pq r— < m w pq pq pq pq pq Pi pq pq pq pq United States - . 4, 910 1,689 857 308 14 31 2 28 8 18 10 30 6 2 1 1 North. Atlantic Division. 2,320 625 698 324 37 8 23 11 8 12 2 2 1 South Atlantic Division. 113 35 8 1 2 I 1 1 South Central Division.. 341 144 19 22 5 6 1 15 5 North Central Division.. Western Division . . 1, 406 212 632 438 207 5 4 10 2 102 41 34 3 8 4 1 North Atlantic Division: Maine _ _ _ U2 12 8 23 New Hampshire 64 27 23 Vermont _ 22 25 6 Massachusetts _ 719 76 2 ■Rhode Island _ 69 2 59 Oon n fiction t _ 352 12 147 2 New York _ 367 184 62 10 11 8 12 2 1 New Jersey _ . _ 155 75 Pennsylvania _ 486 285 48 4 South Atlantic Division: Delaware _ _ _ 11 2 1 2 1 Marvland 133 13 District of Columbia 35 31 Virginia . _ . 127 5 1 1 7 W est V irginia _ 23 12 3 1 1 1 North Carolina . . 150 18 15 South Carolina. . . 54 11 6 Georgia . . 86 16 16 Florida . ... 6 South Central Division: Kentucky _ _ 66 28 3 12 4 6 Tennessee . 109 84 2 2 3 3 Alabama . as 23 4 Mississippi . . 27 10 4 Louisiana _ _ 35 19 12 Tesas . . 43 25 2 8 Arkansas. . . 19 3 4 i 1 Oklahoma . . 3 Indian Territory _ North Central Division: Ohio . „ . . 1 Q 311 82 88 34 6 Indiana . . 164 23 106 13 Illinois . 237 149 80 6 Michigan . . 90 94 44 31 Wisconsin . . 91 54 19 50 Minnesota.. . 67 45 11 9 4 2 Iowa . . 108 71 70 1 1 3 2 Missouri . . 124 46 9 13 1 North Dakota . 10 South Dakota . . 9 4 2 Nebraska. . rfVf t i 39 i 49 Kansas . 118 25 8 1 1 1 Western Division: Montana _ * . 4 1 Wyoming . 2 Colorado^ . 14 19 8 13 4 Arizona . . 1 Utah . . . 1 4 Nevada. . 7 13 Idaho . 1 1 W ashington . 25 10 6 Oregon T. . . . 25 10 1 4 2 California . 135 42 32 17 3 1596 EDUCATION REPORT, 1898-99. Table 17. — Degrees conferred on men by universities cnid colleges for men and for both sexes ( Table 38) — Continued. State or Territory. A.M. M.S. C.E. M.E. E.E. M.L. Min. E. | Ped.M. Ph.M. 2 m 0 a Met. E. M.C.E. M. M. E. V Q A Ph Q 6 m United States . 1,016 149 158 140 55 16 17 8 16 1 1 O tJ 7 6 4 299 6 North Atlantic Division. 579 54 126 117 47 3 11 8 3 1 2 7 6 4 131 3 South A tlantic Division . 101 8 6 53 South Central Division _ 63 11 3 6 3 1 North Central Division. 279 61 26 20 7 7 5 13 1 105 2 Western Division . 34 12 1 1 1 ... 4 Nor ill Atlantic Division: Maine . . . 9 o New Hampshire _ 1 Vermont . _ _ . 6 3 21 Massachusetts . 143 6 31 1 Rhode Island . 13 7 4 o o Connecticut . 35 2 1 3 28 New York . . 158 7 48 89 26 3 8 8 1 2 rf i 4 45 1 New J ersey . . 77 11 15 9 3 1 Pennsylvania _ 138 25 32 21 19 3 3 6 21 South Atlantic Division: Delaware . . 2 i Maryland _ _ 17 44 District of Columbia . 19 7 4 5 Virginia _ _ 38 2 4 North Carolina . 21 South Carolina _ 2 Georgia . . o South Central Division: Kentucky . 12 5 3 1 Tennessee . . 15 7 3 1 Alabama . . 8 Mississippi . . 8 Louisiana . 9 1 Texas . . 11 1 5 North Central Division: Ohio . . . 61 9 rt 13 3 2 16 Indiana . . 38 3 8 1 i 14 Illinois . 55 16 2 1 i 40 Michigan . oo 4 2 i 3 2 Wisconsin . 6 8 1 2 20 Minnesota . . 5 4 2 4 G 3 2 1 Iowa . . . . 27 13 5 1 5 Missouri . . 28 3 i 1 4 South Dakota . 1 N ebraska . . . 18 2 Kansas . 18 2 i 2 5 Western Division: Montana . 1 1 W y oming . 1 Colorado . . 4 1 2 New Mexico . 2 Washington . 3 1 Oregon . . 3 1 California . 13 7 1 2 INSTITUTIONS FOR HIGHER EDUCATION 1597 Table IS. — Degrees conferred on women by coeducational colleges ( Table SS ) . State or Territory. A. B. B. S. m ,3 fh B. L. H VH pi m 3 g | B Paint. B. Ped. ai hi ei A. M. M. S. ,d Ph M. L. br-i m 3 ik Ped. M. Ped. D. United States - 913 296 445 377 3 49 5 37 5 116 23 10 19 2 8 1 N ortlx Atlantic Division. South Atlantic Division. South Central Division . North Central Division . Western Division . 227 55 93 24 8 o O 42 2 1 8 1 53 8 8 3 7 3 63 34 13 22 2 6 1 1 3 471 177 289 293 33 2 7 5 49 15 8 10 2 151 22 42 36 3 8 28 i2 2 6 _ N or th Atlantic Division : 38 1 4 \T 07*]Ti on 1- - _ 9 3 9 TYT p QQn.oli n F.ot.l.Si 48 18 1 1 Rhode Island . . 18 15 17 28 8 11 1 "NTpw Ynvlr - _ 57 21 34 4 7 3 15 1 8 ] 29 22 6 19 1 4 o South Atlantic Division: PolftrWRT’f* _ 1 15 3 Distri ct of Columbia. "V 1 V.cn 11 ID, _ 8 3 4 3 1 Wpijt Vi rein is. 3 4 North Carolina, _ 5 2 4 .... South Carolina _ 1 1 1 C-eoreia _ _ _ 16 Elorida, 5 2 South Central Division: Kentucky _ ii 8 6 Tennessee _ _ 22 10 6 1 2 2 1 Alahama, _. _ 2 4 "Mississippi _ 2 1 Louisiana, _ 11 6 1 1 Texas 11 4 12 3 3 A r lr ansa s 9 1 6 3 Indian Territory 1 North Central Division: Oh io _ _ _ 90 26 66 78 4 10 9 1 T n d i a n a, _ _ 56 5 25 8 1 2 L Illinois _ _ _ 76 28 46 31 4 5 3 2 5 2 Michigan _ _ 50 18 42 31 5 1 2 W isconsin _ 16 19 20 46 9 4 Minnesota, _ 19 21 16 56 5 4 4 i 1 Iowa _ 33 22 59 4 12 5 8 4 Missouri _ _ 25 18 4 23 1 1 3 1 2 North Dakota _ 1 South Dakota . . 1 2 3 2 Nebraska _ 50 11 5 7 Kansas _ 54 7 11 9 4 2 1 5 2 Western Division: Montana _ l _ 5 2 Wyoming’ _ _ _ _ 3 Colorado _ 10 2 6 l o O Utah _ _ _ 2 1 Nevada _ _ 10 Idaho . . . 2 3 Washington . 26 1 19 1 Oregon _ 11 6 1 3 9 2 California . 84 11 30 31 8 9 2 6 P rd & 20 8 11 1 8 1 1 cocouo 1598 EDUCATION REPORT, 1898-99. Table 19. — Honorary degrees conferred by universities and colleges for men and for both sexes {Table 38). State or Territory. ft ft LL.D. ft rd ft 32 D.C.L. L.H.D. •a ‘wn ft V w W £ A.M. 32 ft i % ft 3 rS ft cq < 32 ft Ph. E. | M.M.S. pi pi ft ft pi ft g United States . 307 16S 11 14 3 10 10 7 i 156 12 l 2 7 5 O o 1 l 9 9 fj North Atlantic Division. South Atlantic Division. South Central Division.. North Central Division . 95 70 5 K 3 5 6 5 72 6 i 1 4 2 3 1 53 20 i 1 i 1 21 1 1 33 27 i 8 1 18 42 3 120 44 4 4 3 1 i 5 1 1 i 2 8 r* 3 1 i i .... North Atlantic Division: TVT aino 5 4 1 5 4 1 Ne-ry TTn.m pshire 2 2 1 2 3 9 1 TVT q Q'-'!) eh n setts 5 13 3 3 12 T? h nd e T si a n (1 3 2 1 (den neoti r-n t 6 8 1 10 o O ... "Weiy Ynri? 20 20 7 9 1 1 14 5 l 1 f^PW .TfiVSftV 4 9 3 2 Pennsylvania 48 11 5 2 1 l 4 22 1 1 2 South Atlantic Division: Maryland 5 1 4 1 District of Columbia. "Virpinia, 10 l 1 4 10 5 1 North Carolina, 14 3 i 4 1 South (Carolina, 14 1 frftorp'ia. 9 1 8 South Central Division: Kentucky . 3 r' i 5 Tennessee _ _ _ 12 8 8 1 9 3 Alabama _ _ 9 2 2 Mississippi 4 i 1 Louisiana _ 2 3 1 Texas . _ _ _ 10 9 .... " Arkansas _ ^ Q Oklahoma 1 . North Central Division: Ohio 30 17 i 3 Indiana _ 11 O o i 1 11 Illinois . _ 18 3 9 O O 1 ... Michigan _ 11 3 i 1 2 Wisconsin _ 10 3 1 Minnesota _ 1 1 Iowa . . _ 8 6 i 1 3 1 2 Missouri _ _ 17 11 1 1 i North Dakota . . .. 1 1 South Dakota . . 1 1 Nebraska . . . . 3 1 Kansas . . . . 9 i 13 ... Western Division: Colorado . . 3 1 Idaho . 1 i W ashington _ _ 1 1 Oregon . 2 3 1 i California . . . . 4 2 INSTITUTIONS FOR HIGHER EDUCATION 1599 Table 20. — Property of universities and colleges for men and for both sexes ( Table 39). i £ Libraries. State or Territory. Number of fellc ships. Number of schol ships. Vol¬ umes. Pam¬ phlets. Value. Value of scientific appara¬ tus. Value of grounds and build¬ ings. Produc¬ tive funds. United States . 457 6,915 7,625,303 1,938,401 $9, 535, 211 $13,884, 783 $132, 815, 196 $137,588,288 1ST. Atlantic Division - 196 3, 720 3, 513, 211 1.010,160 4, 004, 032 7, 154, 264 58,372,058 69,018,820 S. Atlantic Division - 45 732 813, 573 238, 367 1,088,000 736, 720 14, 155. 872 9. 460. 178 S. Central Division _ 85 729 572, 416 122, 767 667, 850 823, 313 10, 689, 520 7,886,357 N. Central Division _ 1641,482 2,355,302 454, 703 3, 158, 892 4,118,602 39, 945, 322 31, 623, 455 Western Division . 17 252 370, 801 114,404 618,247 1,051,884 9, 652, 424 19, 597, 453 N. Atlantic Division: Maine . . . . 7 308 135, 545 28,500 384, 150 120,000 1,091,566 1,689,918 New Hampshire .... 1 201 82, 000 20, 500 82,000 115, 000 935, 000 1,500,000 V erm ont _ 0 197 85, 286 26, 600 130. 000 82, 500 730, 000 760, 500 Massachusetts _ 42 800 792, 050 455, 610 217, 000 1, 806, 000 8,427,425 17, 106, 689 Rhode Island . 2 100 105, 000 35, 000 200, 000 310, 000 1,177,967 817, 612 Connecticut. .. _ 25 120 384, 682 32, 000 375, 000 657, 890 6,731,300 6,575.772 New York . . 64 1, 427 1,003, 352 184, 807 1,781, 182 2,217,353 22, 121, 958 23, 584, 847 New Jersey. . . 13 109 287. 100 40, 200 334, 500 680, 000 4,046,500 4, 500, 000 Pennsylvania . . 42 458 658, 196 186, 943 700,200 1,135,521 13, 110, 342 12. 483, 482 S. Atlantic Division : Delaware . . . 11,000 8,300 107, 030 10, 500 238, 840 50, 500 179, 777 101,500 83, 0C0 3, 405, 000 Maryland _ District of Columbia 21 235 182, 500 2, 078; 226 11 128 149, 000 53, 500 159, 000 149, 268 4, 608, 321 1, 503, 138 Virginia - 4 120 160, 996 20, 831 249, 800 122, 500 2, 444, 200 1,780,915 West Virginia _ 9 0 14. 617 200 15, 500 31,000 50S, 000 114, 750 North Carolina _ _ 0 172 111,550 23, 806 297, 700 78,375 1,484,125 832, 373 South Carolina . 0 52 75,610 10,500 95, 900 25,350 830, 000 545, 000 Georgia . . . 0 IS 84, 650 8,300 68,800 76, 450 1,687,500 775, 702 Florida _ _ 0 fi t 23, 650 3,900 40, 050 23, 500 414,000 420, 300 S. Central Division: Kentucky . . 3 125 83, 036 20, 429 79, 200 93,900 1,290,500 1, 577, 149 Tennessee _ _ _ , 15 309 174, 832 53, 125 250, 600 328, 769 3, 650, 420 2, 469, 679 Alabama _ _ 5 22 105, 800 4, 025 84, 800 104, 950 1,036,500 351,000 Mississippi . . . 4 12 25, 000 5. 500 33,000 45, 400 470, 000 693, 000 Louisiana . . 0 235 74, 250 10, 900 74, 000 110, 450 1. 760, GOO 1, 918, 813 Texas . . 8 5 78, 030 13, 100 111,800 86, 050 1,837,500 721,216 Arkansas . . Oklahoma. . ' 21 24,718 5,000 1,750 12, 688 2.000 27,200 6, 000 1,250 46, 744 6. 000 1,050 514, 600 60, 000 70, 000 155, 500 0 Indian Territory u . . .. 0 0 1,000 0 N. Central Division: Ohio ... . . 23 382 480,417 105, 692 725, 750 664, 190 8,018,074 6. 837, 007 Indiana . . . 1 24 210, 420 9,182 306, 637 233, 674 3, 980, 000 2, 108, 000 Illinois _ . _ 80 396 603, 785 79,053 546, 788 804, 096 8,750,276 10,374,932 Michigan . 3 53 238.221 44, 024 300, 750 616, 554 2, 473, 757 1, 883, 085 Wisconsin . . 24 77 138, 272 38, 550 186, 487 300, 071 2,271,223 1.499,423 Minnesota . . . 2 22 96, 340 3,200 115, COO 160, 300 2, 766, 883 1,621,329 iowa . . 1 224 162,373 20,250 175,000 360, 602 2, 488, 309 1,571,918 Missouri . 6 217 193, 784 81,612 432, 950 391,025 4, 802, 000 3, 893, 839 North Dakota _ _ 0 0 10, 975 4, 500 21. 030 17,365 208, 300 30, 000 South Dakota _ 0 40 18, 132 5, 400 20, 500 16, 300 391,000 85, 000 Nebraska . . 24 28 77,580 12,340 163,500 257,000 1, 809, 000 1.311,657 Kansas . . 0 19 125,023 50, 900 164,600 297, 425 1,986,500 426, 665 Western Division: Montana . . . 1 1 8,700 6,940 3,420 4, 800 8,200 10,000 26, 800 62, 500 190,000 111,540 V/yoming" _ _ 0 0 0 Colorado . . . 6 81 59,300 29, 100 70, 500 100, 729 1,455,300 578, 720 New Mexico . Arizona . . . 9 3, 554 4. 000 870 5,475 6, 646 29, 627 3,500 40, 600 43, 900 50. 000 90. 000 0 0 Utah . 0 0 22, 048 6, 670 523; 829 295, 000 Nevada . . Idaho . . . 0 3 7,093 4,000 33,428 5,314 1,500 15, 900 12. 149 5; 000 56, 950 17,030 45, 000 40, 225 158,184 155,000 1,005,000 49, 000 165,000 Washington . . 0 17 Oregon . . 35 28, 575 193, 165 10, 593 36, 237 56, 100 357, 600 37, 600 634, 000 087, 900 5, 227, 671 442, 600 California . . 8 115 18,067.138 1600 EDUCATION REPORT, 18S8-99. Table 21. — Income of universities and colleges for men and for both sexes ( Table 30). State or Territory. Tuition and other fees. From pro¬ ductive funds. State or municipal appro¬ priations. United States Govern¬ ment appro¬ pri¬ ations. From other sources. Total income. Bene¬ factions. United. States - $8,010,070 $5, 91S, 052 $3,478,075 $982, 047 $1, 823, 795 $20, 242, 039 :j20, 327, G7 1 N orth Atlantic Division 3, 726, 563 2, 9.23, 949 649, 431 186, 630 852, 137 8,388,710 4, 150. 094 South Atlantic Division 767, 248 421, 824 355, 095 254, 100 181,719 1,979.983 503. 674 South Central Division. 633, 101 476,673 170, 136 133, 597 2-08,013 1, 621, 520 390, 501 N orth Central Division . 2,637,245 1,630,328 1, 701, 161 212,720 503, 127 6, 684, 581 3,080,668 Western Division . 275,913 465, 278 602, 252 195, COO 78, 799 1,617.242 12, 202, 733 N. Atlantic Division: Maine _ _ 73, 788 82,028 20, 000 39, 000 2, 504 217, 320 38, 560 New Hampshire - 48, 000 60, 000 5, 000 0 0 113, 000 160, 000 Vermont _ _ 18,545 36, 211 13, 400 32, 130 8, 666 103, 952 51, 655 Massachusetts . 893,590 727, 077 0 0 220, 311 1, 840, 978 1, 637, 281 Rhode Island - 100, 748 28. 188 0 0 744 129, 678 33, 000 Connecticut _ 554, 388 314,500 0 0 21,203 890, 091 242, 137 New York . 1, 052, 013 1.142, 842 258, 811 37, 500 391,560 2. 882, 728 1,160,533 New Jersev . . 170, 893 200, 000 0 39, 000 120, 003 529, 893 165. 000 Pennsylvania. . 814.598 3133, 105 352, 220 39, 000 87. 149 1.628,072 661,928 S. Atlantic Division: Delaware . . 5, 191 4, 980 0 39, 000 0 49,171 Maryland _ _ _ 220, 142 80, 569 142,200 39, 000 33, 337 515, 248 1,735 District of Columbia 234, 009 87,993 0 91,100 28, 4, 26 441.528 76. 695 Virginia _ .. 123, 450 90,082 58, 750 0 13, 295 285. 577 119. 120 West Virginia _ 8. 038 6, 558 88, 400 34, not) 27. 526 164, 522 North Carolina _ 92,077 48, 518 25. 045 0 34. 674 200,314 197.891 South Carolina . 30, 500 27, 922 27,000 0 13. 800 99 222 26, 500 Georgia . . 37, 691 51, 885 9.200 24,000 28, 161 150, 937 77, 7J33 Florida - - 16,150 23,317 4,500 27, 000 2.500 73, 467 4,000 South Central Division : Kentucky. . 65,165 76, 086 34, 660 35. 520 63, 538 274,969 206,185 Tennessee . . 199, 336 135, 121 21, 235 39, 000 86. 033 480, 775 73. 122 Alabama . . . 63, 958 26, 220 7,000 0 11 , 601 108, 779 34. 510 Mississippi . 14, 950 41 , 890 6. 000 0 17. 400 80, 210 6, 000 Louisiana . . 77, 170 105, 658 15. 500 26,623 9, 005 233, 954 29, 934 Texas . . 174. 997 80, 100 35, 000 0 12,736 302. 833 16. 150 Arkansas . 30,227 11.600 31,741 32, 454 4,700 110, 722 12,000 Oklahoma . _ 1,158 0 19,000 0 0 20,158 Indian Territory ... 6,090 0 0 0 3,000 9,090 12, 600 N orth Central Division : Ohio . . . 387, 468 440, 457 314, 926 24, 000 69, 913 1,236,764 727, 200 Indiana . 284, 314 110,970 87. 136 0 31,352 513, 772 52, 298 Illinois . 761, &30 468, 984 229,550 39,000 138, 811 1, 637, 655 1, 151. 761 Michigan _ 238, 570 9S.065 240, 000 0 35, 146 611,781 181,386 Wisconsin _ 66, 648 73, 779 282, 000 39,000 26. 087 487, 514 63, 707 Minnesota . . 163, 879 71,412 129, 335 39, 000 78,329 481,955 20, 282 Iowa . . 219, 931 92, 688 75, 500 0 18, 716 406, 835 402. 714 Missouri . . . 291, 173 166,539 57, 714 32, 720 21,343 569, 489 325. 157 North Dakota . . 4, 807 1.321 49,009 0 4. 500 59, 428 27. 590 South Dakota. . 20, 105 3,300 36, 000 0 18, 050 77, 455 11,300 Nebraska . . 54, 139 79, 772 80,000 39, 000 17, 465 270. 376 51.228 Kansas . . . . . 145,081 23,061 120, 000 0 43. 415 331. 557 66, 043 Western Division: Montana . . 11,642 11,000 19,000 0 0 41,642 12, 800 W ynmin p- 514 0 9,268 39, 000 437 49, 219 Colorado . . . . 42, 424 37,275 126,000 0 38,000 243, 699 33, 706 New Mexico - 385 0 11,371 0 0 11,756 10, 000 A vi '7.011 a 239 0 15,000 39. 000 2,680 56, 919 Utah . . . 13, 138 7,669 52, 798 0 15,250 88, 855 101,045 Nevada . . 17, 000 39, 000 522 56, 522 12, 000 Idaho 210 26, 000 39, 000 250 65, 460 Washington . 56.380 9,000 40, 250 0 1.000 106, 630 151,500 Oregon . . 28, 270 30, 580 30, 000 0 2, 625 91,475 15, 500 California . . 122. 921 369, 544 255, 565 39,000 18,035 805, 085 11,866,385 INSTITUTIONS FOR HIGHER EDUCATION 1601 Table 22. — Professors and students in colleges for women , Division A ( Table 40). State or Territory. N umber of inst i t u - tions. Professors and instructoi •s. Students. Prepara¬ tory de¬ partments. 4 Collegiate depart¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Preparatory. Collegiate. Graduate. Total number (excluding du¬ plicates). Male. Female. Male. Female. Male. J Female. United States _ 13 7 25 256 286 263 312 247 4,348 245 4,840 North Atlantic Division.- 9 0 5 232 234 235 242 43 3,809 239 4, 091 South Atlantic Division . . o 0 0 17 24 21 30 30 469 3 502 North Central Division.. . i 0 5 0 12 0 17 38 48 3 89 Western Division . i 7 15 - 16 7 23 136 22 0 158 North Atlantic Division: Massachusetts - i 0 0 146 150 146 150 0 2, 509 86 2,595 New York . 4 0 5 63 69 66 77 43 1,013 86 1 , 142 Pennsylvania . 1 0 0 23 15 23 15 0 287 67 354 South Atlantic Division: Maryland . . 1 0 0 12 16 12 16 0 276 0 276 Virginia . 1 5 8 9 14 30 193 3 226 North Central Division: Illinois . . . 1 0 5 0 12 0 17 38 48 3 89 Western Division: California _ 1 7 15 7 16 7 23 136 22 0 158 Table 23. — Students in various courses of study in colleges for women. Division A ( Table 40) . State or Territory. Classical course. Other general culture courses. General science course. Peda¬ gogy. Busi¬ ness. United States . . . . 2,674 1,160 259 182 1 North Atlantic Division _ _ _ _ 2,456 162 48 8 932 214 239 20 143 - 35 South Atlantic Division . . . . North Central Division . . . . W estern Division _ _ _ _ _ 14 4 1 North Atlantic Division: Massachusetts . . . . . 1,483 845 128 102 60 48 8 831 101 58 50 131 127 14 O A/ New York. . . . . . . Pennsylvania _ _ _ _ _ South Atlantic Division: Maryland . . . . 174 40 Virginia . . . 20 35 North Central Division: Illinois . . . . . Western Division: California _ _ _ _ 14 4 1 ED 99 — VOL II 101 1602 EDUCATION EEPOET, 1898-99. Table 24. — Degrees conferred by colleges for women , Division A ( Table 40). State or Territory. A. B. B. S. B.L., A. M. Mus. B. Ph.D. Honorary. LL.D. D.C.L. A. M. United States . . 592 14 109 53 3 5 1 1 1 North. Atlantic Division. - South Atlantic Division .. 531 50 14 108 43 7 O 5 1 1 1 North Central Division _ 10 Western Division _ 1 3 North Atlantic Division: Massachusetts _ 336 9 105 19 3 1 1 1 New York _ 152 5 1 20 2 Pennsylvania . 4-3 1 y { 3 South Atlantic Division: Maryland . . 46 2 Virginia _ 4 5 North Central Division: Illinois _ _ 10 Western Division: California _ _ _ 1 3 1 Table 25. — Property of colleges f or women, Division A ( fable 4Q). State or Territory. Num¬ ber of fellow¬ ships. Num¬ ber of schol¬ ar¬ ships. Libraries. Value of scientific appara¬ tus. Value of gi'ounds and buildings. Produc- tive funds. Vol¬ umes. Pam¬ phlets. V alue. United States - 20 389 1S8, 065 15, 800 $353, 193 $663,263 $6,394,198 $4, 717,098 North Atlantic Division. 16 321 165, 625 11, 700 318,193 577. 263 5,206,298 4, 136, 446 South Atlantic Division . 2 46 10, 200 2, 100 13, 000 59, 000 802, 900 439, 000 North Central Division.. & ty i 6,240 7, 000 25, 000 135, 000 63, 653 Western Division . 15 6,000 2,666 15, 000 2,000 250, 000 75,000 N or tli Atlantic Division : Massachusetts . . . 0 216 89, 500 2,350 180, 800 358,970 2,557,433 1,820,324 New York . . . 9 59 46, 700 2,350 77, 393 168,293 1,948, 865 1.316,122 Pennsylvania . . 14 46 29,425 7,000 60, 000 50, 000 700,000 1, 000, 000 South Atlantic Division: Maryland . 2 34 7.600 1,600 10,000 45, 000 680, 000 337,000 Virginia . . . 12 2, 600 500 3,000 14, 000 122, 900 102,000 N or th Central Division : Illinois . _ 2 rr i 8,240 7, 000 25, 000 135,000 68, 653 Western Division: California _ 15 6, 000 2,000 15,000 2,000 250, 000 75, 000 Table 23. — Income of colleges for women , Division A ( Table 40). State or Territory. Tuition fees. Prom pro¬ ductive funds. From other sources. T otal • income. Benefac¬ tions, United States . . $989,439 $228, 731 $96,216 $1,314,386 $629,200 North Atlantic Division . 859, 601 197, 803 81, 634 1.139,038 518,416 South Atlantic Division . 56, 457 24, 784 13. 500 94, 741 68, 500 North Central Division . 19,081 3,039 1.082 23, 202 22, 284 W estern Division . . . 54, 300 3, 105 0 57, 405 20,000 North Atlantic Division: Massachusetts . . . 592, 765 80,185 25,173 608. 123 417, 124 New York . . . . 310, 836 57,618 56, 461 424,915 76, 292 Pennsylvania . . 46, 000 60, 000 0 106, 000 25, 000 South Atlantic Division: Maryland . 29, 957 19,284 13, 500 62, 741 57, 500 Virginia . . . . 26, 500 5, 500 0 32, 000 11,000 North Central Division: Illinois . . . . 19,081 3,039 1.082 23,202 22, 284 Western Division: California . :... . 54, 300 3,105 0 0 k ? 20, 000 INSTITUTIONS FOE HIGHEK EDUCATION, 1603 Table 27. — Professors and students in colleges for women , Division B ( Table State or Territory. Num¬ ber of institu¬ tions. Professors and instructors. Students. Male. Fe¬ male. Ele¬ men¬ tary. Sec¬ ond¬ ary. Colle¬ giate. Gradu¬ ate. Total number (exclud¬ ing du¬ plicates). Gradu¬ ated in 1899. United States . 132 410 1,456 2,031 4, 842 10, 637 229 18,415 1, 425 North Atlantic Division. 12 66 186 115 1,160 793 20 2,087 180 South Atlantic Division. 45 161 464 591 1,006 4,298 76 6,164 516 South Central Division. . 52 110 507 1,136 1,548 4,286 113 7,238 492 North Central Division . 82 72 278 174 1,093 1,232 17 2, 845 228 Western Division . . 1 1 21 15 35 28 3 81 9 North Atlantic Division : Maine . . 2 11 12 8 224 27 6 265 16 Massachusetts . 1 11 20 0 15 124 1 140 29 New York . 1 5 45 37 476 120 7 604 35 N ew J ersey . . 1 8 7 6 33 5 1 45 5 Pennsylvania . . . 7 31 102 64 412 517 5 1,033 95 South Atlantic Division : Maryland . „ . 4 21 52 34 114 352 5 548 69 Virginia . . . 11 39 100 152 292 815 8 1,315 68 "West Virginia . 1 1 3 0 19 10 0 29 North Carolina . 9 29 96 85 255 831 7 1,245 91 South Carolina . 9 37 77 96 112 1,045 21 1.309 102 Georgia . . . 11 34 136 224 214 1,245 35 1,718 186 South Central Division: -Kentucky... . 11 24 105 230 238 852 7 1,327 73 Tennessee . . 12 30 135 303 374 1,155 25 1,857 129 Alabama . 9 17 78 156 181 592 24 1,096 130 Mississippi . 12 20 118 317 521 1,065 17 1,920 83 Louisiana . . . 2 3 15 58 62 86 1 207 • 5 Texas . 5 14 49 72 122 486 39 731 66 Arkansas _ 1 2 7 0 50 50 0 100 6 N orth Central Division : Ohio . . 4 8 77 20 207 213 8 469 37 Illinois . 3 11 31 33 286 127 2 453 42 Wisconsin . 1 0 16 0 115 32 0 147 2 Minnesota . 1 0 9 0 36 14 0 50 2 Missouri . . . . 11 48 127 66 360 781 7 1,436 189 Kansas. . . . 2 5 18 50 89 65 0 290 6 Western Division: California . 1 1 21 15 35 28 3 81 9 Table 28 . — Students in various courses of study in colleges for women, Division B ( Table 41) • State or Territory. A. B. course. M.E. L. or B. L. course. B. S. course. Other degree courses. Peda¬ gogy. Music. Art. United States - . 3,043 1,949 1,011 308 462 8,691 1,900 North Atlantic Division . 231 93 57 34 22 783 166 South Atlantic Division _ ♦ 1,460 409 460 86 135 3, 197 776 South Central Division . 1,074 949 426 188 228 3, 005 622 North Central Division . 250 493 68 47 1,629 77 306 Western Division _ _ _ 28 30 30 North Atlantic Division: Maine . . 15 12 8 80 75 44 Massachusetts . . ... 9 New Jersey . 5 14 24 8 Pennsylvania _ 216 88 57 22 604 1C5 South Atlantic Division: Maryland. . 84 25 77 • 15 269 60 Virginia . 214 53 77 11 4 631 164 West Virginia 40 6 North Cai’olina. . 331 79 25 72 702 223 South Carolina. . 382 170 140 10 6 609 132 Georgia . . . . 449 82 141 50 53 948 191 South Central Division: Kentucky. 199 68 130 27 600 113 Tennesse"e . 266 363 68 60 18' 820 136 Alabama 198 169 25 2 373 94 Mississippi . 313 227 133 1 150 561 129 Louisiana . 28 25 7. 65 13 1604 EDUCATION REPOET, 1888-99 Table 28. — Students in various courses of study in colleges for women, Division B ( Table 41) — Continued. State or Territory. A. B. course. M.E. L. or B.L- course. B. S. course. Other degree courses. Peda¬ gogy. Music. Art. SouthCentral Division— Con¬ tinued. Texas _ 54 122 GO 75 31 511 129 Arkansas _ 15 10 20 75 8 North Central Division: Ohio . . - 73 54 22 244 16 Illinois 31 22 187 51 Wisconsin __ . . 2 30 62 4 Minnesota _ _ 8 39 11 Missouri . . . 101 414 46 25 971 196 Kansas - . . . 35 126 28 Western Division: California . - . 28 30 77 30 Table 29. — Degrees conferred by colleges for women , Division B ( Table 41) - State or Territory. A. B. M. E. L. or B. L. B. S. A. M. Mus. B. B. Paint. L. A. i-i UH m r* S B. Ped. Mus. D. Q B. O. . United States . - . . 385 322 129 28 122 23 1 l 4 8 1 1 1 North Atlantic Division . . 35 18 8 3 n 1 1 South Atlantic Division . . 164 61 69 10 39 5 8 South Central Division . . ._ 138 177 37 10 36 13 1 N or th Central Division _ . _ _ . 39 66 15 5 36 5 4 1 1 Western Division . _ . . 9 North Atlantic Division: Maine . - . 3 2 1 l New Jersey . . 5 Pennsylvania, _ _ 32 13 8 3 9 South Atlantic Division: Maryland . - . 13 6 14 Virginia . . . . 20 O 6 3 6 North Carolina _ _ _ 19 12 1 7 3 2 South Carolina . . . . - 55 26 9 6 9 6 Georgia. . . . . 57 14 40 17 9 South Central Division: Kentucky . . 24 11 16 2 4 Tennessee . „ . 33 55 5 i 14 2 Alabama . . . . 43 46 4 7 Mississippi _ _ _ 24 31 5 i 7 Louisiana . 2 2 i Texas . . . . 11 33 9 5 3 4 1 Arkansas .. . . . . . 1 1 4 North Central Division: Ohio _ _ _ _ _ 6 10 4 3 1 1 Illinois.. _ _ _ 11 1 Wisconsin . . . . 2 Minnesota . 9 Missouri . . 18 54 11 5 31 5 4 Kansas. . . . . o 1 Western Division: California . 9 INSTITUTIONS FOE HIGHEE EDUCATION 1605 Table 30. — Property of colleges for ivomen, Division B ( Table J/.1 ). State or Territory. United States - North Atlantic Division . South Atlantic Division . South Central Division . . North Central Division.. W estern Division . . North Atlantic Division: Maine . . Massachusetts . New York . New Jersey . Pennsylvania . South Atlantic Division: Maryland . . Virginia . West Virginia . North Carolina . South Carolina . Georgia . South Central Division: Kentucky . Tennessee . Alabama . . Mississippi . . . Louisiana. . . Texas . Arkansas . . North Central Division: Ohio . . Illinois . . Wisconsin . Minnesota . Missouri . . . Kansas . . . Western Division: California . . Libraries. ■Value of Value of Volumes. Value. scientific apparatus. grounds and buildings. tive funds. 264, 584 $280, 037 $151,803 $8, 743, 471 $894, 725 53, 970 66, 012 22,958 1,352,047 195, 000 80, 565 82, 650 64, 610 2,927,000 253, 500 71, 756 70, 175 21, 685 2, 186, 000 77,000 51,793 54, 200 27, 550 2, 040, 424 369,225 6, 500 7, 000 15,000 238, 000 0 11,192 12,000 2,000 200, 000 150, 000 2, 300 3, 000 2,000 140, 000 0 7,678 12. 612 12, 958 222, 047 40, 000 3,000 4,000 200 25, 000 0 29,800 34, 400 5,800 765,000 5, 000 16, 300 17, 500 33, 450 540, 000 27,500 9, 585 9, 125 5, 450 585, 000 0 350 350 6,500 0 20, 300 23,800 4,000 648, 000 16,000 9, 900 11.3(H) 6, 110 432. 500 100, 000 24, 130 22, 575 15, 600 715,000 110,000 18, 300 14, 450 9,275 484,000 0 22, 431 25, 200 5, 500 550, 000 47,000 5, 900 6, 000 1, 100 370, 000 0 13, 950 11,875 3,450 450, 000 0 1,600 1,600 1,000 78,000 30,000 8, 575 10, 550 1,300 224, 000 0 1,000 500 60 30, 000 0 21,320 23, 000 16,000 564,424 90, 725 6, 000 4, 600 2,100 279, 000 8, 000 3,773 2, 500 2, 000 150, 000 150,000 1,000 1,000 500 40,000 0 17,200 20, 600 6, 950 685, 000 111,500 2,500 2, 500 322, 000 9,000 6, 500 7,000 15,000 238,000 0 1(50(3 EDUCATION BEPOKT, 1893-99. Table 31. — Income of colleges for women , Division B ( Table 41). State or Territory. Tuition fees. From produc¬ tive funds. State or municipal appropria¬ tions. From other sources. Total in¬ come. Benefac¬ tions. United States . $1,443,023 $45, 835 $23, ISO $409, 982 $1,922,030 $123,466 North Atlantic Division . 282,078 9,786 2.600 79. 817 374, 281 17,960 South Atlantic Division . 426, 182 12, 770 100 81.865 520, 917 56,375 South Central Division _ 394. 079 5,600 20, 490 131.273 551 , 442 17,675 North Central Division . 281,684 17,679 0 117,027 416, 390 30, 456 Western Division . 59, 000 0 0 0 59,000 1,000 North Atlantic Division: Maine . . . . . 8,000 7,700 2, COO 1,000 18, 700 1.000 Massachusetts . 15,000 0 0 60, 000 75, 000 0 New York . . 69. 903 2,086 GC0 817 73, 406 New Jersey . . 12; 000 0 0 0 12; 000 Pennsylvania . 177, 175 0 0 18,000 195, 175 16, 960 South Atlantic Division: Maryland . . . 45, 900 1,410 0 0 47,310 9. 000 Virginia . . 99, 350 0 0 7. uCO 106, 850 2. 175 West Virginia . 1.100 1,000 2. 100 North Carolina . — 87, 975 860 0 21,865 110, 700 500 South Carolina . 91, 469 6,000 0 12, 000 109,469 30, 000 Georgia . . 100, 3S8 4,500 100 39.500 144, 4SS 14, 700 South Central Division: Kentucky . 90, 325 0 0 2. 800 93, 125 300 Tennessee . 112, 100 2,600 0 45. 900 160, 600 15. 000 Alabama . 57. 640 0 0 15, 000 72.640 75 Mississippi . . . 77,500 0 20, 490 32,573 130,563 300 Louisiana . 11.950 3, 000 0 1 , 500 16.450 Texas . . . 40, 564 0 0 29,500 70,064 1. 000 Arkansas . . 4,000 0 0 4. 000 8.000 1.000 North Central Division: Ohio . 67. 138 3,520 0 27,809 S3, 465 11,600 Illinois . - . 57. 000 0 0 30, 000 87, 000 1,000 Wisconsin . 27, 955 6,000 0 546 34, 501 11, 556 Minnesota . 2,500 0 0 2. 500 5, 000 2, 500 Missouri . 104, 162 7,659 0 53. 672 165. 493 300 Kansas . . 22, 931 500 0 2.500 25,931 3,500 Western Division: California . 59,000 0 0 0 59, 000 1, 000 INSTITUTIONS FOR HIGHER EDUCATION 1607 Table 32. — Professors and students in schools of technology ( Table ££). Professors and instruct¬ ors. State or Territory. Number of institutions Prepar¬ atory depart¬ ments. Collegi¬ ate de¬ part¬ ments. Total number (exclud¬ ing du- pli- cates). Prepar¬ atory depart¬ ments. Collegi¬ ate de¬ part¬ ments. Gradriate de¬ partments. Total number (exclud¬ ing dupli¬ cates). Resi¬ dent. Non¬ resi¬ dent. Male. | Female. Male. | Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. United States.-. 43 98 26 1,058 83 1,116 100 2, 357 732 8,858 1,279 180 60 20 4 11,505 2,545 N. Atlantic Division. . 11 19 3 363 11 373 12 227 12 2, 502 232 20 0 2 4 2, 770 250 S. Atlantic Division-. 8 14 2 184 1 195 2 362 35 1, 681 14 34 0 0 0 2, 077 49 S. Central Di vision ... 5 18 1 87 2 105 3 479 54 902 53 27 4 0 0 1,408 111 N. Central Division 11 38 8 299 48 313 52 679 341 2,978 637 85 45 18 0 3, 760 1,473 Western Division .... 8 9 12 125 21 130 31 610 290 795 343 ■ 14 11 0 0 1,490 662 N. Atlantic Division: New Hampshire . . 1 5 0 20 0 21 0 8 0 101 9 2 C 0 0 111 9 Massachusetts - 3 0 0 212 9 212 2 0 0 1,482 47 18 0 1 0 1,501 47 Rhode Island . 1 3 2 16 7 16 7 28 9 84 36 0 0 1 4 132 51 Connecticut . . 1 0 1 10 1 10 2 9 3 55 24 0 0 0 0 64 27 New York . 3 0 0 74 1 74 1 0 0 426 106 0 0 0 0 426 103 New Jersey. . 9 11 0 31 0 40 0 182 0 354 10 0 0 0 0 536 10 S. Atlantic Division: Maryland . . 1 0 0 56 0 56 0 0 0 280 0 7 0 0 0 287 0 Virginia . 2 0 0 45 0 45 0 0 0 552 0 9 0 0 0 561 0 N orth Carolina. . . 9 4 2 36 1 37 2 76 35 249 14 15 0 0 0 340 49 South Carolina. .. 2 5 o 32 0 37 0 186 0 368 0 3 0 0 0 557 0 Georgia . 1 5 0 . 15 0 20 0 100 0 232 0 0 0 0 0 332 0 S. Central Division: Alabama. . . 1 1 0 29 0 30 0 38 0 283 17 16 9 rJ 0 0 837 19 Mississippi . 2 16 0 24 0 40 0 360 10 203 10 5 0 0 0 568 20 Texas . - . 1 0 0 21 0 21 0 0 0 352 0 4 0 0 0 356 0 Oklahoma, . 1 1 1 13 9 14 3 81 44 64 26 9 2 0 0 147 72 N. Central Division: Ohio . 1 0 0 20 0 20 0 0 0 240 0 10 0 0 0 250 0 Indiana . 2 0 0 78 6 78 6 0 0 718 69 25 22 18 0 761 91 Illinois ....... _ i 13 2 28 2 32 3 300 200 200 0 0 0 0 0 500 650 Michigan . 2 0 0 56 6 56 6 0 0 551 93 1 0 0 0 552 93 Iowa . . . . 1 50 17 50 17 95 34 480 120 13 2 (1 0 588 156 North Dakota .... 1 9 3 20 Q o 20 3 88 40 86 19 3 i 0 0 177 60 South Dakota ... . 9 12 1 18 4 24 5 106 47 243 75 9 4 0 0 358 126 Kansas . . 1 4 2 29 10 33 12 90 20 460 261 24 16 0 0 574 297 Western Division: Montana . . 1 0 2 n 6 11 8 109 70 29 17 0 0 0 0 138 87 Colorado . . 2 c i 40 2 40 3 31 14 356 64 0 0 0 0 435 95 New Mexico . 2 2 5 13 2 17 7 146 63 23 21 3 0 0 0 195 85 Utah . . . . i o O 1 19 3 20 3 248 91 90 47 2 J 0 0 340 139 Washington . i A tic 3 23 3 23 5 76 52 107 61 2 2 0 0 185 115 Oregon . i 0 0 19 5 19 5 C G 190 133 7 8 0 ( 197 141 Students. 1608 EDUCATION REPORT, 1898-99 Table 38. — Students in various courses of study in schools of technology ( Table 42) . State or Territory. General cul¬ ture courses. General sci¬ ence courses. Agriculture. Mechanical engineering. Civil engineer¬ ing. Electrical en¬ gineering. Mining engi¬ neering:. d Jh £ -(J O © 3 o f-4 < Peda¬ gogy. Busi¬ ness. Military tac¬ tics. Male. Female. Male. Female. United States - 416 708 1,710 2,216 622 786 440 212 6 21 115 48 4,983 North A Han tie Division 16 148 249 526 266 215 52 64 4 9 841 South A tl an tie Division 86 189 224 54 114 10 1 614 Smith Central Division 462 475 52 47 1 1 034 "North Central Division 4! KJ 383 685 807 185 382 181 138 709 Western Division. . 91 125 184 65 28 206 6 21 111 39 785 North Atlantic Division: New Hampshire .... 19 19 o 79 Massachusetts . . 4 129 218 J 22 144 52 64 392 Rhode Island . 33 65 10 46 4 9 75 Connecticut _ 68 64 New York . 16 4 10 134 23 231 New Jersey . 140 214 South Atlantic Division: Maryland.. . 230 Virginia 85 35 82 29 64 552 North Carolina _ 29 7 10 225 South Carolina . 125 135 25 50 557 South Central Division: Alabama _ - . 108 45 9 47 1 301 Mississippi _ _ 168 112 256 Texas _ _ _ 175 273 43 352 Oklahoma _ _ 11 45 125 North Central Division: Ohio . . . . 110 40 30 20 40 10 Indiana . 179 92 209 121 164 97 Illinois. . 75 100 25 Michigan . 270 165 117 Iowa- _ _ _ _ 94 109 35 34 98 1 339 North Dakota _ 57 35 1 120 South Dakota . 68 147 23 5 250 Kansas. . . 400 89 101 Western Division: Montana . . j . 12 8 5 3 15 41 13 Colorado . 60 23 50 47 185 48 17 245 New Mexico _ 19 1 6 5 6 6 22 4 Utah . 21 3 9 210 Washington _ . 21 13 9 19 16 140 Oregon . . 51 107 6 190 INSTITUTIONS FOE HIGHER EDUCATION 1609 Table 34. — Degrees conferred on men by schools of technology ( Table 42). Honorary. State or Territory. H H U fcn < d & <1 in H in LH t- \ d H w d P W n w in PQ t-H f=3 o S h m PQ PQ PQ p4 P w u-i •rH rn United States _ _ 721 70 29 29 40 6 9 31 8 3 4 1 2 i o * 3 North Atlantic Division. 231 54 26 7 13 2 1 South Atlantic Division. 74 3 3 4 Smith Central Division. -71 4 4 1 1 1 North Central Division . 294 51 9 2 15 19 6 9 14 7 1 1 i 1 Western Division . 1 20 1 2 3 1 1 N orth Atlan tic Division : New Hampshire _ 11 ”1 Massachusetts . 207 1 7 Rhode Island. . 12 Connecticut . New Id ork _ _ ------ . 26 ---- .... — ..... 13 .... — .... .... .... .... .... _ New Jersey - 53 2 1 South Atlantic Division: Virginia . . . 28 i 3 North Carolina . . 20 9 4 South Carolina _ 16 Georgia . .. 10 South Central Division: Alabama . 20 4 4 1 1 Mississippi 24 1 .... Texas _ _ 21 Oklahoma . . . 6 North Central Division: Ohm . . . 30 Indiana. . . . 117 32 9 2 3 i 1 Illinois . . . . Michigan 44 ' 19 1 Iowa _ - . 23 6 9 14 7 i North Dakota . . 2 1 South Dakota 6 3 Kansas _ _ 37 8 Western Division: Montana . 1 3 Colorado . 17 1 20 2 1 1 New Mexico . . 3 Utah . 9 Washington . 5 Oregon . 17 Table 35. — Degrees conferred on women by schools of technology ( Table 42). State or Territory. B. S. B. Agr. B. II. S. M. S. B. L. United States _ _ _ _ _ 61 5 17 7 15 North Atlantic Division . . . 10 5 South Central Division . . 9 2 North Central Division . . . 38 5 13 Western Division . . 4 17 2 North Atlantic Division: New Hampshire . . 2 Massachusetts . . . .. _ _ _ 3 Rhode Island . . . . . 5 Connecticut . . . . 5 South Central Division: Alabama 7 2 Oklahoma . . . . 2 North Central Division: Indiana . . 9 4 Michigan 3 Iowa . . . . . . 6 13 South Dakota 4 Kansas . . 16 1 Western Division: Colorado . . 1 Utah . . . . . 1 Washington . . . . . . . 2 2 Oregon .... . . 17 1610 EDUCATION REPORT, 1898=99. Table 36. — Property of schools of technology ( Table J^3). State or Territory. Num¬ ber of fellow¬ ships. N um¬ ber of scholar¬ ships. Libraries. Value of scientific appara¬ tus. Value of grounds and build¬ ings. Produc¬ tive funds. Vol¬ umes. Pam¬ phlets. Value. United States.-- 4 551 106,351 123, 68 6 $669,663 $3,311,803 $11, 962, 150 $10,922,498 N. Atlantic Division. . 1 2(51 152, 769 38, 231 211,953 1,016,732 1.503,130 1,588.533 S. Atlantic Division .. 3 269 65,111 8,597 83,500 398, 713 1,811,430 613. 751 S. Central Division ... 0 9 33.071 21,599 39. 861 261,872 758,545 659, 650 1ST. Central Division .. 0 9 119, 175 42,400 215, 911 1,309,201 3, 962. 870 4, 819, 646 Western Division . 0 0 35, 922 12, 856 58,132 328,282 926, 175 .210,918 N. Atlantic Division: New Hampshire .. 0 51 6,300 4,000 6,600 55. 500 204. 516 41.800 Massachusetts .... 1 186 71.511 17. 121 129, 000 299, 613 1.395,775 3,419,988 Rhode Island _ 7.830 7,500 12, 302 91,239 182. 650 50, 000 Connecticut . . . 0 0 6. 552 10, 000 7', 770 150, 000 135,000 New York. . . 0 0 50,246 9,613 61, 051 499. 580 2, 215, 139 441,765 New Jersey . 0 21 10, 330 20, 000 63,000 325,000 500, 000 S. Atlantic Division: Maryland _ 0 0 10. ooo 40, 000 100. 000 795, 898 0 Virginia . 3 200 13,014 1,997 29, 000 122,000 398, 000 361. 312 North Carolina ... 0 0 3. 100 2, 200 3.500 18,000 150,251 125, 000 South Carolina ... 0 68 8, 500 1,100 10, 000 93, 713 317,280 151,439 Georgia . 0 1 500 1,000 65, 000 150, 000 S. Central Division: Alabama . . 0 8 13, 767 1 . 706 11, 000 80, 000 110.000 253. 500 Mississippi . 0 1 9,709 12. 893 12, 861 104. 213 241, 210 197, 150 Texas 5. 000 3, 500 5.500 10.629 347. 335 209. 000 Oklahoma . 0 0 1, 598 3,500 7, 500 37,000 30, 000 N. Central Division: Ohio . . 2, 000 1.000 5, 000 200,000 500, 000 2, 000, 000 Indiana . 0 0 17. 950 5, 000 32, 500 389, 000 553, GOO 940,000 Illinois . . . . 0 6 18, 000 25, 000 1,500,000 Michigan . 0 3 35, 210 7, 100 79, 395 271. 062 457, 298 691,0(6 Iowa . 0 0 12,160 2. 000 50,000 180, 000 475, 000 682,833 North Dakota _ 0 0 8,000 2,500 10, 000 18. 000 117,000 0 South Dakota . 0 0 6, 400 10,200 10, 800 18. 000 117,000 0 Kansas . 0 0 19.125 11,600 33,219 230. 112 213, 572 502,813 Western Division: Montana . . 0 0 3,761 3,000 10,000 40. 000 130, 000 5.000 Colorado _ 0 0 13, 950 1,810 22,532 138, 113 301,875 68,612 New Mexico . 0 0 3, 710 1,700 7,900 36, 500 107.000 0 Utah. . . . 6,911 1,310 8, 000 10,869 165, 800 0 Washington _ 3, 530 2,036 5 , 000 55. 000 115, 000 0 Oregon . 1,000 5,000 17,500 106, 500 137,306 INSTITUTIONS FOE HIGHEK EDUCATION 1611 Table 37. — Income of schools of technology ( Table J/.3). State or Territor y- Tuition aud other fees. From produc¬ tive funds. State or munici¬ pal ap¬ propri¬ ations. United States Govern¬ ment ap¬ propria¬ tions. From other sources, Total income. Benefac¬ tions. United States §451,883 North Atlantic Division. South Atlantic Division.. South Central Division .. North Central Division. Western Division . 315, 876 40, 100 140 91,446 4,321 §480, 771 §785,837 §2,294, 684 §247,524 §4,260,699 §845, 099 172,374 35; 113 46,390 219. 362 7,532 103. 500 164.500 61,933 204, 878 251,026 607, 189 1, 080, 171 139, 324 234, 000 234. 000 31,221 17, 840 22, 774 140, 499 35,190 3,230,160 1,337,724 270, 561 890, 185 532,069 01, 599 27, 500 756,000 North Atlantic Division: New Hampshire . Massachusetts . Rhode Island . Connecticut . New iTork . . . New Jersey . South Atlantic Division: 254, 701 0 0 28,560 32, 615 4,800 116, 813 2,500 6, 750 21,511 20,000 5, 500 58, 000 15, 000 15, 000 0 10,000 39,000 39, 000 39, 000 31,500 458,689 0 22, 698 3,062 0 60 401 5,000 71, 998 471, 576 58,500 53,310 509, 161 67, 615 16, ‘665 0 99 51, 500 Maryland Virginia . 0 19,000 North Carolina. . South Carolina . Georgia . . . . South Central Division: Alabama . Mississippi . Texas . Oklahoma . . North Central Division: Ohio. . Indiana . . . Illinois . Michigan . . Iowa . North Dakota . South Dakota . Kansas . Western Division: Montana . Colorado . . New Mexico . Utah . Washington . Oregon . 17,100 4,000 0 140 0 25, 000 24, 786 30,000 7,787 3,266 338 269 3,000 0 1,321 0 21,859 7, 500 5,754 0 20, 280 11,830 14, 280 45, 000 49, 000 50, 403 47, 178 0 141 27, 640 3,532 0 0 4,000 0 45,000 17.500 77, 000 25,000 6,433 20. 500 27.500 7,500 64 j 525 50, 500 30, 203 27,700 16, 200 15.750 12, 000 75, 986 8,991 13. 750 113, 735 26, 584 998,171 31,000 24, 000 27, 000 0 28, 324 39, 000 33, 000 39,000 39,000 39AOO' 39, 000 39,000 39, 000 39, 000 39, 000 39,000 39,000 39,000 39,000 39,000 0 7,933 4,375 5,532 0 7,623 12, 908 0 2,243 23, 722 70,000 17, 829 0 4,608 8,423 15, 917 0 5,950 328 7,553 2, 557 18, 802 998.171 124, 792 53,375 132, 386 29, 000 62, 660 84, 378 74, 780 48, 743 70, 000 201, 033 100, G>00 165, 519 119, 647 71, 646 64, 033 98,307 54,000 124, 448 49, 640 60,303 155,292 88, 386 27,500 6,000 750,000 0 0 1612 EDUCATION REPORT, 1898-99. Table 38. — Statistics of universities and 1 9 3 4 6 7 8 9 10 11 13 13 14 15 16 17 18 19 20 21 22 23 24 25 2G 27 28 29 30 31 35! 33 34 35 3G 37 38 39 40 41 42 43 44 Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Professors and instructors. Prepar¬ atory depart¬ ment. Collegi¬ ate de¬ part¬ ment. 6 a 6 a © & c5 13 a © 'a a © 1 2 3 4 5 & 7 s ALABAMA. Fast Lake . Howard College . Bapt . 1841 9 o Greensboro . Southern University _ M. E. So _ 1859 1 o 6 o Hartselle . _ Hartselle College . . . Nonsect . 1882 0 2 3 2 Lafayette . Lafayette College . Nonsect . 1885 0 3 2 0 Lineville . ... Lineville College . Non sect . 1890 0 1 3 2 St. Bernard . St. Bernard College . . R. C . 1892 4 0 10 0 Spring Hill _ _ Spring Hill College . R. C . . 1830 4 0 23 0 University . . Universitv of Alabama . State..-. . 1831 0 0 18 o ARIZONA. Tucson . University of Arizona . Territory . . 1891 6 3 11 2 ARKANSAS. Arkadelphia . . Arkadelphia Methodist College.. M. E . 1890 0 1 5 3 _ do . _. Ouachita Baptist College . Bapt _ 188G 0 1 6 2 Batesville _ _ Arkansas College . Presb . . 1872 3 1 5 0 Clarksville . Arkansas Cumberland College. .. Cumb. Presb 1891 5 2 5 2 Conway . . Hendrix College _ _ _ M. E. So . 1884 3 0 6 0 Fayetteville . University of Arkansas a . State _ 1872 8 8 20 4 Little Rock . . . Philander Smith College . M. E . 1877 1 1 3 2 CALIFORNIA. Berkeley . University of California . . State . 1869 0 0 132 i Claremont . Pomona College _ _ Cong . . 1888 12 5 12 5 College Park . University of the Pacific . . M.E . 1851 6 2 8 3 Los Angeles . . Occidental College . . . Presb . 1887 4 5 6 5 _ do . St. Vincent’s College . R.C _ 1865 7 0 15 0 Oakland . California College . . . Bapt . 1870 2 2 2 2 Pasadena .. . Throop Polytechnic Institute _ Nonsect .... 1891 9 5 6 i San Francisco _ St. Ignatius College . . R.C . . 1855 3 0 18 0 Santa Clara.... Santa Clara College. . . R.C _ 1851 4 0 21 0 Santa Rosa . Pacific Methodist College . . M. E. So . 1861 0 2 2 3 Stanford Univer- Leland Stanford Junior Univer- Nonsect .... 1891 0 0 79 6 sity. sity. University _ . University of Southern Califor- M.E . . 1880 10 6 6 3 nia. COLORADO. Boulder . University of Colorado . State . 1877 9 4 23 3 Colorado Springs . Colorado College . . . Nonsect ... 1874 21 4 21 4 Denver . College of the Sacred Heart . R.C . 1876 7 0 5 0 University Pack University of Denver . M.E . 1881 8 3 12 2 CONNECTICUT. Hartford . Trinitv College . P.E . 1824 0 0 20 0 Middletown . Wesleyan University . M.E . 1831 0 0 35 0 N e w Haven . Yale University . Cong . . 1701 0 0 163 0 DELAWARE. Dover . . State College for Colored Stu- State _ 1882 2 1 3 0 dents. Newark _ Delaware College . . . . State . . 1834 0 0 It 0 DIST. OF COLUMBIA. Washington . Catholic University of America.. R.C . 1889 0 0 18 0 _ do . Columbian University . . Bapt ... _ 1821 0 0 66 0 _ do . Gallaudet College . . Nation . 1864 5 1 15 3 . . . .do . . . Georgetown University . R.C . 1791 12 0 27 0 _ do . Gonzaga, College . . R.C . 1821 5 0 10 0 . do . Howard University _ _ _ Nation . 1867 3 0 7 1 . do . . St. John’s College _ _ _ R.C . 1886 6 0 6 0 a Formerly Arkansas Industrial University. INSTITUTIONS FOR HIGHER EDUCATION 1613 colleges for men and for both sexes. Professors and instructors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate mei Resident. depart- lt. Non¬ resident. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Male. Female. Male. Female. Male. Female. 6 (— i Female. Male. Female. Male. Female. Male. Female. Male. Female. SO 11 12 13 14 15 143 &7 18 19 SO 21 S3 S4 0 0 9 0 13 0 120 0 1 0 0 0 0 0 134 0 1 0 0 7 0 14 6 124 7 0 0 0 0 0 0 138 13 2 0 0 3 4 35 45 65 70 0 0 0 0 0 0 100 115 3 0 0 2 3 60 75 50 39 0 0 0 0 0 0 110 114 4 0 0 3 3 30 26 93 80 0 0 0 0 0 0 123 106 5 5 0 18 0 8 0 78 0 0 0 0 0 15 0 101 0 6 0 0 27 0 59 0 71 0 0 0 0 0 0 0 130 0 7 21 0 39 0 0 0 164 27 6 0 0 0 175 0 332 27 8 0 0 12 4 20 20 53 38 0 f> fj 0 0 0 0 73 60 9 0 0 5 4 30 60 20 60 0 0 0 0 0 0 50 120 10 0 0 6 3 115 93 75 75 0 0 0 0 0 0 190 168 11 0 0 5 1 13 34 33 26 0 0 0 0 0 0 46 60 12 0 0 5 2 35 45 3 5 0 0 0 0 0 0 38 50 13 0 0 9 0 80 4 46 12 0 0 0 0 0 0 126 16 14 19 0 44 8 192 63 150 74 1 0 0 0 108 0 451 137 15 0 0 4 3 30 18 13 9 0 0 0 0 0 0 48 32 16 OQ1 9 363 10 0 0 853 679 99 89 4 2 485 38 1,531 908 17 0 0 12 5 54 28 55 46 0 0 0 0 0 0 109 74 18 0 0 13 0 77 63 35 21 0 0 0 0 0 0 112 84 19 0 0 6 7 36 21 7 8 0 0 0 0 0 0 43 29 20 0 0 17 0 50 0 90 0 0 0 0 0 0 0 140 0 21 0 0 4 4 25 23 8 10 0 0 0 0 0 0 33 33 22 0 0 9 5 86 30 10 1 0 0 0 0 0 0 96 40 23 0 0 21 0 110 0 223 0 0 0 0 0 0 0 3:33 0 24 0 0 25 0 50 0 170 0 0 0 0 0 0 0 220 0 25 0 0 2 5 16 6 10 10 0 0 0 0 0 0 26 16 26 0 0 79 6 0 0 639 420 51 43 0 0 0 0 690 463 27 50 1 53 10 125 74 61 34 2 0 0 0 104 10 295 118 28 28 1 59 8 135 175 173 103 18 r* t 0 0 92 11 411 289 29 0 0 26 7 69 66 95 98 3 4 0 0 0 0 167 168 30 0 0 12 0 100 0 20 0 0 0 0 0 0 0 120 0 31 71 2 87 11 61 33 45 39 0 0 0 0 156 8 262 80 32 0 0 20 0 0 0 132 0 3 0 0 0 0 0 135 0 33 0 0 35 0 0 0 251 73 5 2 0 0 0 0 256 75 34 92 0 260 0 0 0 1,732 0 209 41 33 0 399 0 2,401 110 35 0 0 5 1 15 9 11 7 0 0 0 0 0 0 26 16 36 0 0 14 0 0 0 84 0 6 0 0 0 0 0 90 0 37 10 0 34 0 0 0 0 0 49 0 0 0 119 0 168 0 38 106 0 173 0 0 0 241 105 57 13 0 0 625 0 923 118 39 0 0 15 3 19 13 45 26 0 0 0 0 0 0 64 39 40 78 0 113 0 135 0 106 0 27 0 0 0 366 0 634 0 41 0 0 15 0 127 0 30 0 0 0 0 0 0 0 157 0 42 47 1 60 7 106 21 36 6 0 0 0 0 290 15 504 149 43 0 0 12 0 94 0 25 0 0 0 0 0 0 0 119 0 44 1(314 EDUCATION REPORT, 1898-S9. Table 38. — Statistics of universities and Location. 1 FLORIDA. 45 De Land . 46 Lake City . 47 St. Leo. . 43 Tallahassee . 49 Winter Park _ GEORGIA. 50 Athens . 51 Atlanta . 52 _ do . . 53 ...do . - 54 Bowdon.. . 55 Daklonega . 56 Macon . . 57 Oxford . 58 South Atlanta . 59 Wrightsville _ . 60 Young Harris _ IDAHO. 61 Moscow _ _ ILLINOIS. 62 Abingdon . .. 63 Bloomington _ _ 64 Bourboxmais. . - 65 Carlinville . . . . 66 Carthage . 67 Champaign . 68 Chicago . 69 _ do _ _ _ 70 Effingham . . 71 Elmhurst . 72 Eureka . . 73 Evanston . . 74 Ewing . . . 75 Fulton . . 76 Galesburg . 77 - — do . . . . 78 Greenville . 79 Jacksonville . 80 Lake Forest . 81 Lebanon . . 82 Lincoln _ 83 Monmouth _ 84 Naperville . . 85 Peru . . 86 Quincy . . . 87 88 Rock Island . . 89 Teutopolis . . _ 90 Upper Alton . 91 Westfield _. . 92 Wheaton _ _ INDIANA. 93 Bloomington . 94 Crawf ordsville . _ . _ 95 Fort Wayne . 96 Franklin . . 97 ! Greencastle . Professors and instructors. Name. ) Religious or nonsectarian control. Year of first open- in or. Prepar¬ atory depart¬ ment. Collegi¬ ate de¬ part¬ ment. a5 Is PH Female. 6 i — i cS Female. 2 3 4 5 6 7 8 John B. Stetson University. . Bapt . 1887 .17 13 9 4 Florida Agricultural College . State . 1884 1 1 12 St. Leo Military College . . . R.C . . 1890 3 0 4 6 Seminary West of the Suwanee State . . 1857 4 2 4 9 fa River. Rollins College . . . Nonsect _ 1885 8 10 5 20 3 University of Georgia . State . 1801 0 0 0 Atlanta Baptist College., . Bapt . 1897 2 4 4 1 Atlanta University . Nonsect . 1869 5 5 4 4 Morris Brown College . A. M. E . 1885 3 9 A/ 4 1 Bowdon College . . Nonsect . 1857 1 2 2 1 North Georgia Agricultural Col- State _ 1873 1 1 rf i 0 lege. Mercer University... . . Bapt _ 1837 1 0 10 0 Emory College . . M.E.So _ 1837 3 0 10 0 Clark University . . . . M.E . . 1868 6 2 5 2 Nannie Lou Warthen College - M.E.So . 1888 0 2 2 4 Young Harris College . M. E. So _ 1835 3 2 4 9 University of Idaho . State . 1892 2 1 11 5 Hedding College . M.E . . 1853 6 3 5 9 IV Illinois Wesleyan University. .. M.E . . 1850 1 9 /V 10 1 St. Viateur’s College. . . . R. C . 1868 1859 5 0 18 0 Blackburn University . . Presb .......... 6 2 8 2 Carthage College _ _ _ Luth _ 1872 1868 2 1 rf o University of Illinois . State . 4 1 87- 17 St. Ignatius College - - R.C . 1869 16 0 14 0 University of Chicago . Bapt _ .... 1892 10 2 167 13 Austin College . . Nonsect . 1891 6 3 6 O o Evangelical Proseminary - Ger. Evang 1871 2 0 6 0 Eureka College . . . Christian ... 1855 6 2 8 1 Northwestern University . . . M.E _ 1855 12 7 44 0 Ewing College . Bapt . . 1867 5 2 5 1 Northern Illinois College _ . Nonsect .... 1865 1837 6 5 6 5 Knox College . Nonsect . 6 5 20 6 Lombard University . . . Univ . . 1S52 6 1 10 3 Greenville College . Free Meth .. 1892 5 2 5 0 Illinois College. . . . Nonsect _ 1829 8 0 1 5 o Lake Forest University _ _ Presb . 1876 10 18 12 0 McKendree College . M.E. . . 1828 13 1 1 ° 19 1 Lincoln University . Cumh. Presb 1866 2 1 4 1 Monmouth College... . Un. Presb.. . 1856 5 3 13 8 Northwestern College . . Ev. Assn - 1861 9 1 7 1 St. Bede College. . B. C . . 1891 3 0 10 0 Chaddock College . M. E . 1857 1 1 2 2 St. Francis Solanus College _ ... R. C . . 1860 3 0 9 0 Augustana College . . . Luth . 1860 10 0 10 0 St. Joseph’s Diocesan College . R. C. . . 1862 6 0 5 0 Shurtleff College . . . Bapt . 1827 3 2 6 0 Westfield College . . _ U. B _ J 865 5 1 5 1 Wheaton College.. . . . . Cong . 1860 6 3 7 2 Indiana University . . . I State.... _ 1825 0 0 64 1 Wabash College . . . Nonsect . 1832 4 0 17 0 Concordia College . Luth . . 1839 7 0 8 0 Franklin College . . . Bapt . 1834 5 2 rf l 2 De Pauw University . M. E . 1837 3 3 14 2 INSTITUTIONS FOE HIGEEE EDUCATION. 1615 colleges for men and for both sexes — Continued. Professors and instructors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Prof es sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Resident. Non¬ resident. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female, i ! 0 io 11 12 13 14 15 10 17 18 19 20 21 22 20 24 0 0 IS 15 93 96 19 IS 0 . 0 0 0 0 0 112 114 45 0 0 13 4 26 10 116 67 5 2 0 0 0 0 147 79 46 2 0 C 0 20 0 20 i 0 0 0 0 0 8 0 50 0 47 0 0 4 2 53 59 12 22 0 1 0 0 0 0 68 82 48 0 0 8 10 39 25 , 6 6 0 0 0 0 0 0 5S 41 49 5 0 24 0 0 0 197 0 8 0 0 0 43 0 248 0 50 1 0 5 5 86 0 9 0 0 0 0 0 15 0 110 0 51 0 0 5 5 75 8 23 10 0 0 0 0 0 0 98 165 52 5 0 8 O bJ 12 3 13 1 0 0 0 0 25 0 52 40 53 0 0 3 o O 60 84 50 46 0 0 0 0 0 0 110 130 54 0 0 8 1 75 20 119 23 0 0 0 0 0 0 194 43 55 4 0 15 0 40 0 186 0 2 0 0 0 22 0 252 0 56 2 0 15 0 53 0 276 0 0 0 0 0 5 0 329 0 57 0 0 G 3 36 18 12 4 0 0 0 0 0 0 54 71 58 0 0 9 (o' 6 26 83 44 52 0 0 0 0 0 0 70 84 59 0 0 4 4 82 42 61 39 0 0 0 0 0 0 143 81 60 0 0 13 6 62 42 44 31 1 3 0 0 0 0 107 78 61 0 0 9 6 40 29 23 8 2 1 0 0 0 0 74 46 62 8 0 19 3 105 53 273 42 58 0 438 95 63 3 0 26 0 50 0 130 0 0 0 6 0 20 0 200 0 64 0 0 8 o 35 45 7 7 0 1 1 0 0 0 43 53 65 0 0 9 1 62 65 32 16 0 0 0 0 0 0 94 81 66 •83 3 177 21 132 47 580 227 24 8 25 1 699 44 1,492 332 67 0 0 30 0 242 0 112 0 0 0 0 0 0 0 438 0 68 16 0 193 20 94 44 571 826 619 324 0 0 311 25 1, 665 1,450 69 0 0 6 n O 100 50 100 100 0 0 0 0 0 0 200 150 70 0 0 8 0 12 0 91 0 0 0 0 0 0 0 103 0 71 0 0 11 4 55 21 48 20- 0 0 0 0 21 3 123 52 73 137 24 195 37 235 162 281 258 22 12 2 2 1,331 131 1,800 592 73 0 0 5 5 60 30 20 3 1 0 0 0 0 0 81 33 74 U 0 6 5 35 40 23 14 0 0 0 0 0 0 58 54 75 0 0 21 15 60 34 176 143 0 0 0 0 0 0 236 177 76 4 1 10 5 15 14 32 33 0 1 0 0 9 9 61 55 77 2 0 7 2 19 17 6 10 0 0 0 0 7 2 32 29 78 0 0 15 0 126 0 110 0 3 0 0 0 0 0 239 0 79 33 0 55 IS 129 181 69 45 2 1 2 0 963 0 1, 165 227 80 13 1 36 38 1 1 2 0 J2 1 6 1 133 ^9 81 6 G 7 3 30 16 23 17 0 0 1 0 0 0 54 33 S3 0 0 13 8 65 56 99 73 0 2 1 0 0 0 165 131 83 3 0 15 5 93 42 65 29 0 0 0 0 39 1 229 77 81 0 0 13 0 50 0 12 0 0 0 0 0 0 0 108 0 85 4 0 7 O O 40 49 23 35 0 0 0 0 3 0 66 84 86 0 0 12 0 30 0 140 0 0 0 0 0 0 0 215 0 87 4 0 21 3 50 15 91 13 4 1. 13 1 63 0 367 91 88 0 0 11 0 90 0 82 0 0 0 0 0 0 0 172 0 89 12 2 4.3 24 46 23 2 0 1 0 38 1 136 48 90 0 0 5 1 62 57 12 11 0 0 0 6 0 0 74 68 91 0 0 10 9 61 61 39 37 0 0 0 0 0 0 117 101 93 3 0 67 1 0 0 582 302 63 14 0 0 87 2 732 318 93 0 0 21 0 82 0 102 0 0 0 0 0 0 0 189 0 94 0 0 8 0 59 0 124 0 0 0 0 0 0 0 183 0 95 0 0 8 3 37 28 77 75 4 1 0 1 0 0 118 105 96 0 0 17 5 105 33 217 103 8 4 0 0 0 0 330 145 97 1616 EDUCATION REPORT, 1898-99. Table 38. — Statistics of universities and Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Profess instrr Prepar¬ atory depart¬ ment. ors and ictors. Collegi¬ ate de¬ part¬ ment. © r— H d *03 a © d s d g c> 1 2 3 1 5 G 7 8 INDIANA — COllt’d. 98 Hanover _ Hanover College . . Presb .... 1833 6 1 10 0 99 Irvington . . Butler College. . Christian 1855 5 2 15 2 100 Merom _ Union Christian College . . Chri stian 1859 4 2 5 3 101 Moores Hill Moores Hill College . . . . . M. E 1 856 9 1 5 0 102 Notre Dame _ University of Notre Dame.. . R, C . ... 1842 23 0 33 0 103 Richmond Eariham College _ _ _ _ Friends . . 1847 1 0 H 3 104 St. Meinrad _ St. Meinrad College . . R. C. . 1857 4 0 10 0 105 Upland _ Taylor University . . . .. M.E- . 1S47 3 3 12 3 INDIAN TERRITORY. 106 Bacone - . . Indian University.. . . . Bapt 1880 0 4 9 5 107 Muscogee . . Henry Kendall College . Presb 1894 1 2 3 6 IOWA. 108 Cedar Rapids _ Coe College _ _ _ Presb 1881 4 3 109 Charles City . . Charles City College . Ger. M.E ... 1891 8 1 5 0 110 Clinton _ _ Wartburg College . . . . Luth .... 1868 1 0 6 0 111 College Springs .... Amity College _ _ _ _ Nonsect _ 1855 3 0 4 2 112 Decorah _ _ Luther College . . . .. Luth _ 1861 12 n 12 0 113 Des Moines _ Des Moines College . . . Bapt 1S65 1 l 5 3 114 _ do . . Drake University . . Christian 1881 17 8 21 3 115 Dubuque . . . St. Joseph’s College . . . . R. C _ 1873 6 0 6 0 146 Fairfield . . . . Parsons College _ _ Presb _ 1875 10 2 13 3 117 Fayette _ _ . Unper Iowa University . . . M.E _ 1857 7 7 8 2 118 Grinnell Iowa College _ _ Cong _ 1848 6 6 18 5 119 Hopin' n ton Lenox College . . . Presb . 1859 9 3 3 4 120 Indianola . Simpson College _ _ _ M.E _ 1867 6 10 6 5 121 Iowa City. State University of Iowa . . State _ 1855 0 0 43 3 122 Lamoni „ _ _ Graceland College . . . . L. D. S . 1895 g 3 3 4 123 Legrand . . Palmer College _ _ _ Christian . . . 1889 3 2 4 0 124 Mount Pleasant - . German College . . M.E _ 1873 3 1 3 1 125 .do _ Iowa Wesleyan University . . M.E _ 1844 9 9 9 1 126 Mount Vernon Cornell College _ _ _ M.E _ 1857 5 10 17 2 127 Oskaloosa . _ Penn College . . . . . Friends _ 1873 6 1 8 3 128 Pella . . . . Central University of Iowa . Bapt _ 1853 9 4 9 4 129 Sioux City Morningside College _ M.E _ 1890 3 2 r* 6 130 Storm Lake Buena Vista College . . Presb . . 1891 5 3 5 3 131 Tabor Tabor College . . . . Cong . . . 1866 7 3 7 3 132 Toledo _ Western College . . U.BW.- . 1856 5 0 6 1 KANSAS. 133 Atchison _ Midland College _ _ _ _ Luth . 1887 9 9 6 1 134 do _ _ St. Benedict’s College . . . R. C _ 1858 9 0 15 0 135 Baldwin . Baker University . . M.E . . 1858 4 6 8 2 136 Dodge City . . Soule College . . . M. E . 1893 2 1 6 1 137 Emporia, _ College ofEmporia . . . Presb . 1883 11 1 11 1 138 Highland . . Highland University . . . Presb . . . 1857 2 A. 3 2 139 Holton _ _ Campbell University . . . Nonsect.. .. 1882 12 5 12 5 140 Kansas City . Kansas City University . . . Meth. Prot. . 1896 5 1 11 1 141 Lawrence . . University of Kansas _ State. . 1868 0 0 46 5 142 Lecompton . . Lane University . U. B . . 1865 2 1 5 i 143 Lincoln . Kansas Christian College . Christian _ 1882 5 3 5 4 144 Lindsborg _ _ _ Bethany College.. . . Luth . 1881 9 1 9 1 145 Ottawa . . . Ottawa University . Bapt _ 1865 10 2 8 1 146 St. Marys . St. Mary’s College _ . _ R.C _ 1869 24 0 11 0 147 Salina . . Kansas Wesleyan University .. M.E 1886 4 2 4 2 148 Sterling . Cooper Memorial College _ Un. Presb . 1887 1 1 6 1 149 Topeka . . . Washburn College _ _ Cong . . 1865 6 3 10 4 150 Wichita . . . Fairmount College . Cong . 1892 14 6 14 6 151 Winfield _ St. John’s Lutheran College . . Luth _ 1893 5 0 4 1 152 . do . Southwest Kansas College . M. E... . 1886 10 5 8 1 INSTITUTIONS FOE HIGHEE EDUCATION 1617 colleges for men and for both sexes — Continued. Professors and instructors. 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). Sesident. 1ST on- resident. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. © a i 0 M.E _ 1876 4 3 4 2 Nonsect . 1783 y 2 5 2 State _ 1859 i 0 19 0 R.C . . 1857 10 0 12 0 R.C . 1848 13 0 16 0 R.C . 1808 O 1 0 15 0 Presb . . 1S43 1 1 3 2 Meth. Prot.. 1868 4 2 12 8 Nonsect .... 1821 0 0 33 0 R.C. . 1864 11 0 13 0 M.E. . 1872 0 0 21 2 Nonsect -... 1638 0 0 314 0 Nonsect _ 1885 6 6 6 6 Univ . 1854 7 0 85 0 Non sect _ 1793 0 0 32 0 Nonsect .... 1889 0 0 11 0 R. C . 1843 12 0 15 0 Meth. Prot.. 1859 1 1 8 5 M.E . College. 1843 9 6 10 2 INSTITUTIONS FOE, HIGHEE EDUCATION 1619 colleges for men and for both sexes — Continued. Professors and instructors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate me~ Resident. depart- nt. FT on- resident. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 9 10 11 12 13 14 15 1G 17 18 19 20 21 22 2 3 2-1- 0 0 3 0 13 i 8 ' 2 0 0 0 0 0 0 21 9 153 0 0 17 15 359 298 33 8 1 0 0 0 0 0 400 308 154 0 0 4 0 44 0 31 0 0 0 0 0 0 0 75 0 155 3 0 14 0 59 0 149 0 8 0 2 0 26 0 221 0 158 0 0 12 9 102 55 147 71 0 0 0 0 0 0 249- 157 157 0 0 2 4 25 35 15 10 0 0 0 0 0 0 40 45 158 0 0 6 5 16 14 80 55 0 0 0 0 0 0 98 69 159 0 0 24 1 85 14 210 50 8 2 0 0 0 0 370 110 160 24 1 33 2 13 r/ i 162 55 2 0 0 0 181 0 363 62 161 39 0 67 10 150 135 110 10 0 0 0 0 376 0 666 145 162 0 0 6 0 48 0 58 0 0 0 0 0 0 0 104 0 163 0 0 9 0 41 0 30 0 0 0 0 0 0 0 71 0 164 0 0 11 4 97 194 101 18 0 0 0 0 0 0 198 212 165 0 0 19 0 98 0 186 0 3 0 0 0 0 0 287 0 166 0 . 0 14 0 36 0 78 0 0 0 0 0 0 0 112 0 167 0 0 6 0 70 0 58 5 0 0 0 0 0 0 128 5 168 0 0 4 2 9 6 24 42 0 0 0 0 0 0 33 48 169 0 0 18 0 81 0 62 0 0 0 0 0 0 0 250 0 170 0 0 4 5 14 23 18 4 0 0 0 0 0 0 30 27 171 r* i 0 13 7 14 27 6 7 0 0 0 0 32 0 52 34 172 3 0 4 11 56 46 6 1 0 0 0 0 9 3 71 50 173 31 0 57 16 0 80 193 139 4 94 0 0 457 3 654 316 174 18 0 35 0 0 0 234 0 0 0 0 0 126 0 360 0 175 7 0 23 1 0 0 160 120 0 0 0 0 39 0 187 120 176 8 0 46 0 0 0 287 0 6 0 0 0 30 0 329 0 177 0 0 14 2 0 0 127 68 0 0 0 0 0 0 127 68 178 0 0 11 0 51 0 80 0 0 0 0 0 0 0 131 0 179 45 1 127 1 0 0 187 0 210 0 0 0 210 42 607 42 180 0 0 15 0 118 0 60 0 0 0 0 0 0 0 178 0 181 2 0 6 3 15 JL 10 1 0 0 0 0 13 0 38 5 182 0 0 5 2 30 30 31 27 0 0 0 0 0 0 61 57 183 0 0 20 0 18 0 84 0 6 0 0 0 0 0 108 0 184 0 0 22 0 SO 0 49 0 0 0 0 0 0 0 139 0 185 0 0 20 0 66 0 164 0 0 0 0 0 0 0 230 0 186 5 0 29 0 107 0 102 0. 0 O' 0 0 28 0 237 0 187 0 0 3 3 13 6 16 14 0 0 0 0 0 0 29 20 188 0 0 12 8 55 39 88 85 0 0 0 0 0 0 143 124 189 0 0 32 0 0 0 376 0 2 0 2 0 0 0 380 0 190 0 0 20 0 255 0 200 0 0 0 0 0 0 0 455 0 191 118 0 142 2 0 0 121 297 72 30 0 0 680 62 842 389 192 195 0 509 0 0 0 2,289 0 308 0 14 0 1,301 0 3,912 0 193 0 0 6 6 49 17 10 1 0 0 0 0 0 0 59 18 194 53 1 92 1 5 0 192 95 7 1 0 0 218 52 420 148 195 0 0 32 0 0 0 365 0 0 0 20 0 0 0 385 0 196 0 0 11 0 0 0 0 0 36 0 0 0 0 0 36 0 197 0 0 27 0 70 0 260 0 0 0 0 0 0 0 330 0 198 2 0 8 5 38 14 37 27 0 0 0 9 23 0 75 41 199 0 0 14 12 74 44 130 95 2 1 5 7 1 0 0 1 233 160 | 200 K> to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to ZJi -U- 4-»- 4*- 4— 4-- 4— 4*- CO CO CO CO Oi CO CO CO CO CO J O tO tO iO tO iO tO tO tO JO 1 h— ) — 1 h-* h-4 k— 1 M 4-1 K-4 4-* O O O CO O < — ) O 05 1620 EDUCATION BEPOET, 1898-99. Table 38. — Statistics of universities and Location . Name. Religious or nonsectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. © ►H © a © fb © c3 a 6 a © 1 2 3 1 5 6 7 8 MI CHIG AM — COI1 1 ‘ tl . Alma _ _ Alma College . . . Presb . . 1887 4 3 5 f) Ann Arbor . _ University of Michigan _ _ _ State _ _ 1837 0 0 112 G Detroit _ _ Detroit College _ _ _ R. C . 1877 16 0 10 6 1 Hillsdale _ Hillsdale College _ Free Bapt _ 1855 1 3 8 i . Holland _ Hope College .. _ _ _ _ _ Reformed _ 1865 11 1 11 i Kalamazoo _ Kalamazoo College _ . Bapt _ 1855 i 4 8 9 Olivet _ - Olivet College _ _ Cong _ 1859 5 5 8 3 MINNESOTA. College ville . St. John's University . . . R.C _ 1867 4 0 26 0 Minneapolis . . _ Augsburg Seminary . . . Lutli . 1S69 6 0 8 0 do _ _ University of Minnesota . State.. 1868 0 o 96 18 N orthfield _ - Carleton College _ _ _ Cong .. 1S70 1 4 10 3 _ do . . St. Olaf College . . . . Lutk _ _ 1875 6 9 G i St. Paul _ Hamline University . . . . M.E 1851 5 2 16 9 _ ..do _ Macalester College . . . Presb . _ _ 1885 5 2 6 2 St. Peter. . _ Gnstavus Adolphus College . Luth 1862 9 2 9 2 Winnebago City... Parker College . Free Bapt .. 1888 O 4 9 3 o O MISSISSIPPI. Clinton . . Mississippi College . . . . Bapt . . 1S52 6 0 rf 0 Holly Springs _ Rust University . . M.E _ 1868 8 4 4 9 Jackson . . Millsaps College . . . M.E. So... 1892 4 0 6 0 University . . University of Mississippi _ State . 1818 0 0 12 1 MISSOURI. Albany _ _ Central Christian College _ Christian 1892 0 1 4 0 . .do . . . . . Northwest Missouri College _ M. E. So _ 1893 1 1 6 2 Bolivar _ _ _ Southwest Baptist College . . Bapt _ .. 1878 3 2 4 3 Bowling Green - Pike College./. . . 7 . Nonsect .... 1882 0 1 1 3 Cameron _ Missouri Wesleyan College.. . M.E _ 1887 4 4 4 2 Canton . . _ Christian University _ _ _ Christian . 1855 4 o 12 Cape Girardeau _ St. Vincent’s College . . R.C _ 1813 2 0 9 0 Clarksburg _ Clarksburg Baptist College . Bapt _ 1876 1 9 4 1 Columbia _ University of the State of Mis- State . . 1811 0 0 41 1 souri. Edinburg . . Grand River Christian Union Christian _ . . 1851) 9 rV o 4 4 0 College. Fayette _ _ Central College . . . . . M.E. So _ 1857 2 0 ry ( 0 Fulton . . Westminster College . . . Presb . . 1853 i 0 9 0 Glasgow . . _ Pritchett College . Nonsect _ 1866 0 4 5 2 Lagrange _ _ _ _ Lagrange College . . Bapt _ 1858 9 5 9 5 Liberty . . William Jewell College . Bapt . 1819 15 0 13 0 Marshall . . . Missouri Valiev College _ Cumb. Presb 1889 8 3 8 3 Morrisville _ Morrisville College. M. E. So . 1872 2 1 4 3 Neosho . Scarritt Collegiate Institute _ M.E. So _ 188S 3 4 3 4 Odessa . Odessa College . Nonsect .. . 1883 0 1 2 2 Park ville . . Park College . Presb . . 1875 4 9 ib 0 St. Louis _ Christian Brothers College . . R.C . . 1851 9 0 10 0 _ do _ St. Louis University . . R.C _ 1829 6 0 9 0 _ do _ _ _ Washington University . . . Nonsec fc _ 1859 29 34 24 0 Springfield . . Drury College . . . Cong _ 1873 2 4 10 2 Tarkio . . . Tarkio College . . U. Presb _ 1883 2 5 5 3 Trenton . . Avalon Colleg'e . U.B _ 1869 5 i 5 1 Warrenton _ Central Wesleyan College . . . M.E _ 1864 4 i 5 0 MONTANA. Deer Lodge . College of Montana * _ Presb . 1878 1 9 2 2 Helena . . . Montana Wesleyan University _ M.E. . 1890 5 4 4 3 Missoula . . University of Montana . State . 1895 J 5 (=) 1 ' o 3 4 5 G 7 8 NEBRASKA. 251 Bellevue _ _ T7ni versify of Omaha _ . Presb . 1883 5 5 5 5 252 Bethany _ Cotner University . . . . Christian ... 1889 4 3 6 5 253 College View . Union College _ 7 D. Adv .... 1891 6 4 11 1 254 Crete . Doane College . . _ _ . Cong _ . . 1872 7 1 7 1 255 Grand Island . Grand Island College _ _ Bant _ 1892 4 2 4 9 256 Hastings . . .. Hastings College . . _ _ Presb . . 1882 5 3 6 l 257 Lincoln _ University of Nebraska State _ 1871 59 10 258 Neligh . . Ga tes College ci Cong . . 1882 4 3 4 3 259 Omaha. . Creighton University . . R.C- — . 1879 6 0 8 0 260 University Place.. Nebraska Wesleyan University ._ M.E _ 1S88 11 3 9 1 261 York . York College _ U. B... . 1890 3 2 it 1 NEVADA. 232 Reno _ _ _ State University of Nevada. State _ 1S86 i 5 15 6 NEW HAMPSHIRE. 263 Hanover . . Dartmouth College _ Nonsect _ 1769 0 0 41 0 264 Manchester _ St. Anselm's College _ E. C . 1893 8 0 10 0 NEW JERSEY. 265 Jersey City _ St. Peter’s College . . E, C . 1878 5 0 i 0 268 Newark . . . St. Benedict’s College R. C _ 1868 1 0 7 0 267 New Brunswick _ Rutgers College... — . Reformed... 1766 6 4 27 0 268 Princeton _ . . Princeton University _ Nonsect . 1746 0 0 81 0 269 South Orange _ Seton Hall College . _ R, C . - 1856 8 0 9 0 NEW MEXICO. 270 Albuquerque . University of New Mexico . . Territory... 1SS2 13 4 10 o hJ IN EY»r YORK.* 271 Alfred . . . Alfred University . . 7 D. Bapt _ 1836 4 3 14 5 272 Alleecany _ St. Bon a.ven tore’s Uolleo’e . R.c .! _ 1859 8 0 i o 273 Annandale . . . St. Stephen’s College.. _ _ P.E _ 1860 1 0 8 0 274 Brooklyn . . Adelphi College . Nonsect _ 1896 24 47 16 9 275 _ do . . Polvtechnic Institute of Brooklyn Nonsect . 1855 24 3 12 0 276 _ do . St. Francis College _ _ R.C ... . 1859 13 0 13 0 277 _ do . . . St. John’s College _ R. C _ 1870 6 0 9 0 278 Buff alo. . Canisius College . . . R.C . . 1870 17 0 8 0 279 Canton. . St. Lawrence University Univ _ _ 1858 0 0 11 I 280 Clinton . Hamilton College. _ Nonsect _ 1812 0 0 18 0 281 Geneva . . Hobart College. . P.E . . 1822 0 0 15 0 282 Hamilton . Colgate University . . . Bapt . . 1819 9 0 16 0 283 Ithaca . Cornell University. . Nonsect _ 1868 0 0 202 5 284 New York . . College of St. Francis Xavier R. C . . 1847 28 0 23 0 285 _ do... . College of the City of New York City _ 1819 17 0 43 0 286 _ do . . Columbia University . .. Nonsect _ 1754 0 0 189 0 287 _ do . . . Manhattan College . „ R.C _ 1863 9 0 20 0 288 _ do . . New York University . Nonsect. 1831 0 0 32 0 289 _ do . . . St.. John’s College . R.C _ 1846 14 0 13 0 290 Niagara University Niagara University . . . . R.C _ 1856 17 0 12 0 291 Rochester . University of Rochester Bapt . 1850 0 0 15 0 292 Schenectady . Union College . Nonsect . 1795 0 0 23 0 293 Syracuse . Syracuse University . M.E . . 1S71 0 0 45 4 NORTH CAROLINA. 294 Belmont . . . St. Mary's College.. . . R. C . . 1878 4 0 8 0 295 Chapel Hill _ University of North Carolina .... State . 1795 0 0 99 0 296 Charlotte . Biddle University . . . Presb . 1867 4 0 7 0 297 Davidson . Davidson College _ _ _ Presb . 1837 0 0 10 0 298 Durham . . Trinity College. . . . . M. E. So . 1851 6 0 13 0 299 El on College . Elon College."! . . Christian . . . 1S90 6 2 8 4 a Discontinued college work in June, 1899. INSTITUTIONS FOB HIGHEE EDUCATION 1623 colleges f or men and for both sexes — Continued. Professors and instructors. 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. Non¬ resident. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. © 3 o Male. Female. © 10 11 12 13 14 15 16 17 18 19 20 21 22 O ‘3 24 0 0 5 5 25 42 16 13 0 0 5 5 0 0 46 60 251 26 0 33 5 25 11 12 5 2 0 0 0 54 5 93 20 252 0 0 17 4 97 71 76 78 0 0 0 0 0 0 173 119 253 0 0 10' 1 36 29 45 41 0 1 0 0 0 0 81 71 254 G 0 6 4 48 15 17 12 0 0 1 1 0 0 86 39 255 0 0 6 4 51 48 30 20 0 0 0 0 0 0 ' 81 68 256 14 0 81 19 140 96 529 446 40 28 38 16 116 2 981 591 257 0 0 4 3 32 84 9 5 0 0 0 0 0 0 41 89 258 °8 1 52 1 121 0 55 0 0 0 0 0 S3 15 269 15 259 0 0 15 7 126 109 72 45 0 0 0 0 0 0 198 154 160 0 0 ry i 3 63 52 5 8 0 0 0 0 0 0 106 65 261 0 0 15 8 63 87 94 78 2 rr i 0 0 0 0 159 172 262 14 0 55 0 0 0 579 0 4 0 0 0 131 0 694 0 263 1 0 19 0 20 0 31 0 0 0 0 0 10 0 61 0 264 0 0 12 0 103 0 54 0 0 0 21 0 0 0 178 0 265 0 0 8 0 24 0 70 0 0 0 0 0 0 0 94 0 266 0 0 31 4 99 39 166 0 2 0 0 0 0 0 267 39 267 0 0 81 0 0 0 967 0 132 0 0 0 0 0 1,099 0 268 4 0 11 0 54 0 80 0 0 0 0 0 31 0 165 0 269 0 0 13 4 30 36 10 0 3 0 0 0 0 0 43 36 270 3 0 17 7 47 53 42 24 1 2 0 1 2 0 92 80 27 L 6 0 18 0 35 0 50 0 0 0 0 0 70 0 155 0 272 0 0 9 0 10 0 51 0 0 0 0 0 0 0 61 0 273 0 0 24 49 448 563 15 92 0 0 0 0 0 0 463 655 274 0 0 36 3 520 0 82 0 1 0 0 0 0 0 603 0 275 0 0 26 0 199 0 42 0 0 0 0 0 0 0 241 0 276 4 0 19 0 116 0 58 0 0 0 0 0 60 0 234 0 277 0 0 25 0 185 0 39 0 0 0 0 0 0 0 224 0 278 rr i 0 18 1 0 0 73 31 0 0 13 8 15 5 96 43 279 0 0 18 0 0 0 150 0 0 0 0 0 0 0 150 0 280 0 0 15 0 0 0 92 0 0 0 0 0 0 0 92 0 281 8 0 33 0 141 0 131 0 1 0 0 0 49 0 322 0 282 77 0 279 5 0 0 1,208 249 149 41 0 0 439 26 1,885 316 283 0 0 50 0 449 0 197 0 0 0 35 0 0 0 681 0 284 0 0 60 0 687 0 1,017 0 0 0 0 0 0 0 1 , 704 0 235 150 0 339 0 0 0 862 0 271 0 0 0 1.075 0 2,208 0 286 0 0 29 0 570 0 146 0 0 0 0 0 0 0 716 0 287 118 0 151 0 0 0 219 0 129 32 0 0 1,116 297 1,364 329 288 0 0 27 0 161 0 86 0 0 0 0 0 0 0 247 0 289 8 0 22 0 81 * 0 92 0 0 0 0 0 59 0 232 0 290 0 0 15 0 0 0 196 0 8 0 9 0 0 0 213 0 291 0 0 23 0 0 0 186 0 0 0 0 0 0 0 186 0 292 60 0 105 4 0 0 372 198 15 14 0 0 164 7 a551 ct219 293 4 0 14 0 28 0 67 0 0 0 0 0 14 0 95 0 294 17 0 28 0 0 0 339 7 12 2 0 0 133 0 480 9 295 5 0 12 0 135 0 69 0 0 0 0 0 19 0 223 0 296 0 0 10 0 0 0 152 0 1 0 13 0 35 0 173 0 297 0 0 19 0 63 7 123 20 7 0 0 0 0 0 193 27 298 0 0 8 4 28 20 32 20 0 0 0 0 o 0 60 40 299 a In tlie college of fine arts there are 55 men and 342 women, with 23 instructors. 1624 EDUCATION REPORT, 1898-99. Table 88. — Statistics of universities and 300 301 302 303 304 305 306 307 308 809 310 oil 312 313 314 315 316 317 318 319 320 321 QOO 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 243 344 345 346 347 348 349 350 351 352 353 354 355 Location. Name. Religious or nonsectarian control. 1 Year of first open¬ ing. Profess instn Prepar¬ atory depart¬ ment. ;ors and ictors. Collegi¬ ate de- part- ment. 6 a 6 a o Ph © a 6 r-H a o 1 2 3 4 5 6 7 8 NORTH CAROLINA— continued. Guilford College - . Guilford College _ _ _ Friends 1837 0 3 6 4 Hickory. _ _ Lenoir College . _ Lutli 1 891 3 2 4 0 Mount Pleasant . . - North Carolina College . Lutli . 1859 2 0 3 0 Newton . Catawba College _ _ _ Reformed 1851 6 2 6 2 "Raleigh _ Shaw University __ _. _ Rapt 1865 5 1 o 1 RutherforcLCollege Rutherford College _ Nonsect 1853 0 3 5 0 Salisbury . . T,i vine-stone Collep-e _ . _ A . M. F,. Zion 1882 0 5 4 0 Wake Forest _ _ Wa.ke Forest Coll ee-e _ _ Bapt 1834 0 0 13 0 Weaver vide . Weaverville College _ M.E. So 1873 3 2 3 o hJ NORTH DAKOTA. Fargo _ _ _ Fargo College . . . . . Cong . ... 1887 6 3 4 1 University. . . University of North Dakota _ _ State . 1884 9 4 11 1 Wahpeton _ Red River Valley University . . .. M.E 1892 1 2 3 2 OHIO. Akron . . Rnehtel College . . . Univ . 1872 6 3 ry i 4 A1 liance . . . Mount Union College _ _ _ M.E . 1846 8 3 9 1 Athens. . . Ohio University . _ State _ 1809 4 4 11 3 Berea, . . . Baldwin University _ _ _ M.E ... .... 1846 6 1 7 1 do . . . German Wallace College _ . M. E 1864 3 0 8 0 Cedarville _ _ Ced a, rville College . . . . Ref. Presb . . 1894 3 1 o O 3 Cincinnati _ St. Xa.vier Colles-e _ _ _ R. C . . 1840 11 0 14 0 . do . . University of Cincinnati . . City. . 1874 0 0 28 3 Cleveland _ St. Tp-na.tins Oolleg'o _ _ _ _ R.C . . 1886 8 0 6 0 . do . . Western Reserve University _ Nonsect _ 1826 4 5 61 9 Columbus . . Capital University _ _ _ Lutli . 1850 5 0 8 0 _ do _ Ohio State University . . State.. . . 1370 0 0 93 4 Defiance, _ _ Defiance College _ _ Nonsect _ 1885 3 2 3 1 Delaware _ Ohio Weslevan University . M.E _ 1844 12 5 16 9 •V Findlay _ Findlay College _ _ _ Cli. of God . . 1886 3 0 3 0 Gambler , _ Kenyon College _ _ P.E . 1825 9 0 11 0 Granville .... Denison University _ _ Bapt . . 1831 6 0 15 0 Hiram Hiram Coilege _ _ .. _ Christian _ 1850 13 2 12 1 Lima . . Lima, College . _ _ Lutli . . . 1893 3 2 G 4 Marietta _ Marietta College _ _ Nonsect _ 1835 3 1 13 1 New Athens _ Franklin College * _ _ _ Nonsect ... 1825 3 3 4 3 New Concord. _ Muskingum College _ _ _ U. Presb _ 1837 6 1 5 1 Oberlin Oberlin College _ Nortsect _ 1833 7 8 24 3 Oxford .. _ Miami University _ _ State. . 1824 ty i 0 13 0 Richmond _ _ Richmond College _ Nonsect ..... 1835 5 2 5 2 Rio Grande Rio Grande College . . . . Free Bapt _ 1876 4 3 4 3 Scio _ Scio College _ _ _ _ M. E...T _ 1857 8 3 8 2 Springfield .. _ Wittenberg College . . . Lutli . 1845 6 1 9 0 Tiffin° . Heidelberg University . Reformed . . 1850 11 0 11 2 Westerville . Otterbein University _ U. B._ . 1847 5 1 10 I Wilberforce _ Wilberforce University . . A. M. E. . 1856 4 4 6 2 Wilmington _ Wilmington College . . . . Friends _ 1870 2 2 4 2 Wooster . . _ University of Wooster _ Presb . 1870 8 2 9 1 Yellow Springs.... Antioch College . Nonsect _ 1852 8 6 8 2 OKLAHOMA. Norman _ Universitv of Oklahoma _ Territory... 1892 10 1 8 i OREGON. Albany Albany College _ _ Presb . 1866 4 4 7 i F.n gen e University of Oregon . . . State . 1876 14 1 20 9 Forest, Grove Pacific University _ Cong _ 1854 2 1 10 2 T ,R.fa,yette Lafayette Seminary . . . Un. Evang .. 1889 1 1 4 0 McMinnville McMinnville College _ _ _ Bapt _ 1858 1 1 4 0 N ewberg Pacific College _ Friends . 1891 3 3 4 4 Philomath Philomath Colleo’e _ _ U. B _ 1867 5 4 4 3 Sal e m Willamette University . . . M.E . 1844 5 5 5 4 University Park. . . Portland University a . M.E . 1891 9 2 10 1 * Statistics of 1897-98. a Consolidated with Willamette University, Salem, Oreg. INSTITUTIONS FOR HIGHER EDUCATION 1G25 colleges for men and for both sexes — Continued. Professors and instructors. 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. 1ST on- resident. Male. Female. Male. Female. Male. Female. Male. Female. Male. CD a © Male. Female. Male. Female. Male. Female. S 10 11 12 13 14 15 16 17 18 IS 20 1 JL 22 23 24 0 0 6 4 71 50 70 29 0 0 0 0 0 0 141 79 300 0 0 6 2 40 32 29 5 0 0 0 0 0 0 69 37 301 0 0 4 0 28 0 25 0 0 0 0 0 0 0 53 0 302 0 0 6 4 79 47 18 3 0 0 0 0 0 0 97 50 303 12 0 17 9 26 26 21 10 0 0 0 0 117 0 202 163 304 1 0 6 3 20 20 50 30 0 0 0 0 6 0 76 50 305 0 0 4 5 108 131 19 1 0 0 0 0 0 0 127 132 306 1 0 14 0 0 0 231 0 0 0 0 0 41 0 272 0 307 ■ 0 0 3 2 25 14 63 27 0 0 0 0 0 0 88 41 308 0 0 6 3 47 31 18 10 0 0 0 0 0 0 03 41 309 0 0 11 4 100 223 52 37 0 3 6 1 0 0 158 264 310 0 0 4 4 65 78 7 2 0 0 0 6 0 0 72 80 311 0 0 8 5 36 38 43 49 0 0 0 0 0 0 79 87 312 0 0 15 7 143 65 75 22 0 0 0 0 0 0 295 109 313 0 0 15 5 163 91 69 31 0 0 0 0 0 0 232 122 314 0 0 8 1 22 14 42 26 2 0 1 1 76 0 161 56 315 11 0 73 16 45 5 5 0 0 0 27 0 150 21 316 0 0 4 4 7 4 28 35 0 0 0 0 0 0 35 39 317 0 0 25 0 257 0 111 0 30 0 0 0 0 0 481 0 318 76 0 104 3 0 0 170 184 28 23 0 0 767 0 938 207 319 0 0 14 0 157 0 33 0 0 0 0 0 0 0 190 0 320 81 0 117 14 63 39 182 183 13 12 0 0 311 0 565 234 321 3 0 8 0 10 0 45 0 0 0 0 0 33 0 88 0 322 !) 0 102 4 0 0 715 177 29 12 0 0 190 1 934 190 323 1 0 6 4 63 59 22 17 0 0 0 0 2 0 87 76 324 10 0 40 13 285 115 293 233 4 4 22 9 fV 87 5 691 364 325 1 0 4 0 5 3 8 3 0 0 0 0 15 1 28 7 326 5 0 24 0 74 0 94 0 0 0 0 0 18 0 184 0 327 0 0 20 0 98 24 138 73 0 0 0 0 0 0 236 97 328 0 0 18 6 122 84 131 47 1 0 4 0 0 0 271 136 329 0 0 7 4 30 13 11 13 0 0 0 0 0 0 90 81 330 0 0 16 2 50 37 76 35 0 0 0 0 0 0 126 72 331 0 0 7 3 19 16 55 25 0 0 0 0 0 0 74 41 332 0 0 10 5 33 18 50 25 0 0 0 0 0 0 83 43 333 10 0 49 19 192 124 179 240 9 (j A. 0 0 38 1 414 398 334 0 0 15 0 80 12 55 0 i 6 0 0 0 0 136 12 335 o o 5 2 20 14 3 1 23 15 336 0 0 4 3 21 6 13 6 0 0 0 0 0 0 34 12 337 2 ] 16 3 71 45 44 23 0 0 0 0 4^. 3 213 92 338 3 0 14 1 90 26 100 ro > 0 0 11 1 33 0 234 79 339 5 0 24 4 72 29 74 41 2 1 12 1 22 0 204 104 340 0 0 17 3 44 53 47 43 0 0 1 0 0 0 92 96 341 4 0 13 i 28 31 76 82 0 0 0 0 23 1 132 134 342 0 0 4 5 34 50 29 26 0 0 0 0 0 0 63 76 343 0 0 21 2 84 64 143 101 0 0 150 6 0 0 377 171 344 0 0 8 6 46 46 21 9 0 0 0 0 0 0 67 55 345 10 2 114 75 22 14 2 0 0 0 23 3 161 92 346 0 0 9 5 27 rf l 14 10 0 0 0 0 0 0 99 66 347 23 0 40 2 59 40 39 21 1 3 0 0 81 15 179 78 348 0 0 12 3 117 59 24- 22 0 0 0 0 0 0 141 81 349 0 0 5 2 4 2 22 16 0 0 0 0 0 0 28 18 350 0 0 5 3 30 19 28 23 0 0 0 0 0 0 57 47 351 0 0 4 4 26 44 30 18 0 0 0 0 0 0 56 62 352 0 0 5 4 41 38 28 14 0 0 0 0 0 0 69 52 353 29 0 38 9 51 52 13 14 5 0 0 0 43 9 112 68 354 5 0 14 3 92 70 21 6 1 0 0 0 0 1 0 114 76 355 1626 EDUCATION KEPOET, 1898-99. Table 38. — Statistics of universities and Location. N ame. Religious or nonsectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. d r— I c3 bH 03 'is s © © d 'S a 0) 1 2 3 4 5 G 7 8 PENNSYLVANIA. 356 Allegheny . Western University of Pennsj’l- Nonsect _ 1819 0 0 16 0 vania. 357 Allentown . Muhlenberg College . . Luth . 1867 2 o 10 0 358 Annville _ _ Lebanon Valley College . . U.B . ] 866 6 i 9 1 359 Beatty _ _ _ St. Vincent College _ _ R.C . _ _ 1846 6 o 8 o 360 Beaver _ Beaver College . . . M. E . 1853 0 4 2 o 361 Beaver Falls _ Geneva College . . Ref. Presb 1849 1 2 6 I 363 Bethlehem Moravian College . . . . . Moravian 1807 0 o 4 o 363 Carlisle _ _ Dickinson College _ „ _ _ M.E . 1783 6 6 15 1 364 Chester . . Pennsylvania Military College _ Nonsect 1863 12 o 365 College ville _ Ursinus College . . Reformed 1870 11 4 13 2 360 Easton . . . . Lafayette College . . . . Presb _ _ 1833 0 0 28 o 367 Gettysburg _ Pennsylvania College . . Luth . . . 1833 4 o 13 o 368 Greenville _ _ Thiel College . . . . . . . Luth _ 1870 5 1 7 o 369 Grove City . Grove City College . Nonsect _ 1884 o O 8 9 0 370 Haverford . Haverford College . . Friends 1833 0 o 19 o 371 Huntingdon _ Juniata College . . . Ger. Bapt. 1876 14 2 11 0 Breth. 373 Lancaster . _ Fran klin and Marshall College .... Reformed .. 1836 r* i 0 14 0 o?o Lewisburg _ Buckneil University . . . Bapt . 1846 5 7 21 1 374 Lincoln Univer- Lincoln University* . . . Presb _ 1854 0 0 8 0 sity. 375 Meadville _ Allegheny College . . . . M.E . 1813 5 2 13 1 376 Myerstown _ Albright College _ _ _ Un. Evang . . 1881 3 1 8 5 377 New Berlin .. . Central Pennsylvania College _ Un. Evang .. 1855 3 0 4 1 378 Lew Wilmington.. 'Westminster College . . . . Un. Presb. .. 1853 4 4 6 4 379 Philadelphia _ Central High School . . . City . . 1337 0 0 45 0 380 _ do . . . La Salle College . . R.C _ 1867 8 0 9 0 381 . do . . University of Pennsylvania . . Nonsect _ 1740 0 0 106 6 383 Pittsburg Holy Ghost College . . R.C . 1878 9 o (3 o 383 Selinsgrove _ Susquehanna University _ Luth . 1858 4 6 6 6 384 South Bethlehem.. Lehigh University . . Nonsect .... 1866 0 0 43 0 385 State College _ Pennsylvania State College . State . . 1859 3 0 40 3 386 Swarthmore.. . Swarthmore College . . . Friends _ 1869 0 0 -J9 9 387 Villanova . Villanova, College . . R.C-... . 1843 6 0 13 0 388 V oiant . . V oiant College . . . Nonsect . . 1890 5 1 7 2 389 Washington . Washington and Jefferson College Presb . 1803 8 0 13 0 RHODE ISLAND. 390 Pi’nvidence Brown University . . . Bapt _ .... 1764 0 o 71 1 SOUTH CAROLINA. 391 Charleston . . .. . College of Charleston _ _ City. . . 1791 0 0 7 0 393 Clinton . . Presbyterian College of South Presb . . 1880 1 0 6 0 Carolina. 393 Columbia, . _ Allen University . . . A.M. E . 1881 1 6 5 0 394 _. .do. . . South Carolina College _ _ State _ 1805 0 0 12 o 395 Duewest . . . Erskine College . . . . A. R. Presb 1839 1 0 5 o 396 Greenville _ Furman University. . Bapt . 1853 4 0 10 0 397 Newberry . . Newberry College . . . Luth . 1858 1 0 7 0 398 Orangeburg . Claflin University. . . . M.E... . 1869 4 17 6 2 399 Spartanburg .... Wofford College . . M. E. So . 1854 9 0 7 d SOUTH DAKOTA. 400 Hot Springs . Black Hills College * . M.E . . 1890 3 3 3 4 401 Huron ... . Huron College _ _ _ Presb . 1883 5 5 5 2 403 Mitchell _ Dakota University _ _ M.E... . 1885 8 1 7 1 403 Redfield . . Redfield College* . . . . . Cong . 1887 6 3 6 3 404 Vermilion . University of South Dakota. . State . 1883 !4 7 14 7 405 Yankton . Yankton College . . . Cong . 1883 6 1 5 6 3 * Statistics of 1897-98. INSTITUTIONS FOE HIOHEE EDUCATION 1627 colleges for men and for both sexes — Continued. Professors and instructors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate me Resident. depart - at. Non¬ resident. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Male. Female. Male. r— < a 23 24 88 0 102 0 l 0 0 150 3 2 0 0 0 610 11 hh- 14 358 0 0 12 0 86 0 119 0 0 0 0 0 0 0 155 0 357 0 0 11 5 52 23 87 24 0 0 16 1 0 0 155 48 358 5 0 27 0 115 0 91 0 18 0 0 0 43 0 27'3 0 359 0 0 2 6 4 11 9 35 0 0 0 0 0 0 89 48 360 0 0 rr i 3 68 29 23 11 0 0 0 0 0 0 91 El 361 4 0 4. 0 0 0 24 0 0 0 12 0 11 0 47 0 362 9 0 28 1 115 6 208 31 0 0 0 0 99 2 422 39 363 0 0 14 0 39 0 101 0 0 0 0 0 0 0 140 0 364 7 0 23 5 59 10 74 rv i 1 0 0 0 21 0 155 17 365 0 0 28 0 0 0 276 0 9 0 24 0 0 0 309 0 366 0 0 17 0 46 20 178 7 0 1 2 0 0 0 226 28 367 0 0 8 1 29 24 42 14 0 0 0 0 0 0 71 38 368 0 0 12 8 181 99 144 51 0 0 O & 0 0 0 365 160 389 0 0 19 0 0 0 117 0 0 0 0 0 0 0 117 0 370 5 0 19 3 11 3 14 0 0 0 0 0 29 24 209 132 371 6 0 26 0 122 0 165 0 0 0 0 0 59 0 332 ' 0 372 0 0 25 7 70 64 204 65 1 0 26 4 0 0 293 133 373 8 0 10 0 0 0 156 0 0 0 0 0 47 0 203 0 374 0 0 14 9 78 47 110 63 0 1 0 0 0 0 188 111 375 0 0 11 6 27 9 44 46 0 0 0 0 0 0 71 55 376 0 0 6 1 50 5 43 15 0 0 0 0 0 0 93 20 377 0 0 7 7 47 27 125 53 0 0 0 0 0 0 172 80 378 0 0 45 0 0 0 1,275 0 32 0 0 0 0 0 1 , 307 0 379 0 0 15 0 104 0 108 0 0 0 0 0 0 0 212 0 380 165 0 258 0 0 0 622 304 123 35 0 0 1,724 2 2, 449 341 381 0 0 14 0 80 0 100 0 0 0 0 0 0 0 180 0 382 3 0 11 2 70 22 62 5 0 0 0 0 15 0 147 27 383 0 0 42 0 0 0 304 0 11 0 10 0 0 0 325 0 384 0 0 42 3 31 0 227 10 3 0 0 0 0 0 319 10 385 0 0 12 9 0 0 74 114 0 0 0 0 0 0 74 114 386 4 0 19 0 47 0 94 0 0 0 0 0 21 0 162 0 387 0 0 7 2 30 20 25 20 8 0 0 0 0 0 63 40 388 0 0 16 0 92 0 253 0 0 0 0 0 0 0 345 0 389 0 0 71 1 0 0 661 165 45 39 12 3 0 0 718 207 390 0 0 7 0 0 0 41 0 0 0 0 0 0 0 41 0 391 0 0 6 0 8 1 24 16 0 0 0 0 0 0 82 17 392 0 0 6 6 58 53 14 5 0 0 0 0 0 0 72 58 393 1 0 13 0 0 0 135 18 6 0 0 0 25 0 166 18 394 0 0 6 0 9 0 71 0 0 0 0 0 0 0 80 0 395 0 0 14 0 26 0 150 5 0 0 0 0 0 0 176 5 896 0 0 8 0 40 0 95 12 0 0 7 0 0 0 142 12 397 0 0 10 19 251 248 20 7 0 0 0 0 0 0 271 255 8)98 0 0 9 0 50 0 127 4 0 0 0 0 0 0 177 4 399 0 0 4 5 12 20 11 8 1 0 2 0 0 0 32 33 400 0 0 i 5 37 30 8 0 0 0 0 0 0 0 75 35 401 0 0 10 4 85 43 26 15 0 0 0 0 0 0 169 102 402 0 0 8 4 16 6 15 4 0 0 0 0 0 0 38 29 403 0 0 14 7 106 111 40 42 1 o 0 0 0 0 164 180 404 0 0 7 7 79 63 27 16 0 0 0 0 0 0 106 79 405 1628 EDUCATION KEPOET, 1893-99. Table 88. — Statistics of universities and Location. 1 403 TENNESSEE. Athens . . 407 Bristol . 403 Clarksville _ 409 Harriman _ 410 Hiwassee College.. 411 Jackson.. . . 412 Knoxville . . 413 _ _ do . . . 414 Lebanon . 415 McKenzie.. . . 416 Maryville . . 417 Memphis. . . 418 Milligan . . 419 Mossy Creek - 420 N ash viile . . 421 . .CIO . 423 _ do . . . 423 _ do . . 424 _ do _ _ 425 Sewanee . . 428 Spencer . . 427 Sweetwater . . 423 Tusculum _ 429 Washington Col- 430 lege. TEXAS. Austin . . . 431 _ clo . . 432 Brown wood . . 433 Campbell . . . 434 Fort Worth. . . 435 _ do . . . 438 Galveston - 437 Georgetown . 438 Greenville.. . . 439 Marshall . . 440 San Antonio . 441 Sherman - - 442 Teliuacana - 443 Waco . . . 444 _ do _ 443 . do _ 446 UTAH. Logan . 447 Salt Lake City _ 448 . do . . . 449 . do . 450 VERMONT. Burlington _ 451 Middlehury... . 452 Nortlifield . . . Name. Cb U. S. Grant University . . King College . . Southwestern Presbyterian Uni¬ versity. American Temperance Univer¬ sity. Hiwassee College - - - Southwestern Baptist Univer¬ sity.* Knoxville College . - . University of Tennessee . . Cumberland University . . Bethel College . . Maryville College . - . Christian Brothers College* .... Milligan College..- . . Carson and Newman College.... Central Tennessee College. . Bisk University . . . Roger Williams University . University of Nashville . Vanderbilt University . University of the South . . Burritt College . . . Sweetwater College * . . . Greene viile and Tusculum Col¬ lege. Washington College . . . St. Edward’s College . University of Texas . . Howard Payne College — . Henry College . . . . Fort Worth University. . Polytechnic College _ St. Mary’s University *. . Southwestern University . . . Burleson College . Wiley University . . St. Louis College . . . . Austin College . . . . Trinity University.. . . . Add-Ran Christian University ... Baylor University . . . . Paul Quinn College . Brigham Young College Salt Lake College . Sheldon Jackson College University of Utah . University of Vermont and State Agricultural College. Miadlebury College . . . Norwich University . . Religions or nonsectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. Male. Female. Male. Female. 3 4 5 G 7 S M. E. . . 1887 10 7 10 7 Presb . 1867 4 0 4 0 Presb . . 1855 0 0 11 0 Nonsect _ 1893 10 3 16 5 Nonsect _ 1849 5 1 Bapt . . 1847 2 1 9 1 Un. Presb. .. 1875 4 7 5 3 State _ 1794 0 0 27 1 Climb. Presb 1842 2 0 7 0 Cumb, Presb 1S50 3 4 3 4 Presb . . 1819 4 4 8 0 R. C _ 1871 5 0 6 0 Christian ... 1882 1 2 5 1 Bapt .. - - 1851 8 4 8 4 M.E _ 1866 3 1 4 1 Cong . 1886 5 7 6 4 Bapt . . 1865 3 3 4 2 Nonsect . 1785 7 5 16 12 M. E. So _ 1875 0 0 35 0 P. E _ 1868 6 0 15 0 Christian ... 1848 1 1 4 6 Nonsect _ 1874 1 1 2 6 Presb . . _ 1794 4 o fV 5 3 Presb _ 1795 2 1 3 9 R. C _ 1881 13 0 5 0 State . . 1883 0 0 31 7 Bapt . 1890 3 3 3 0 Nonsect . 1892 2 1 7 1 M. E. . 1881 6 5 8 2 M. E. So .... 1891 6 2 V o 0 R. C_— . 1854 2 4 10 0 M. E. So .... 1873 3 2 13 4 Bapt . . 1893 4 0 4 3 M.E _ 1873 5 4 5 4 R. C _ 1894 10 0 5 0 Presb _ 1850 4 0 8 0 Cunib. Presb 1869 6 2 5 1 Christian ... 1873 O bJ 1 7 4 Bapt _ 1845 1 3 7 0 A. M. E _ 1881 3 4 3 4 L. D. S . 1878 14 9 hj 7 0 Cong . 1895 1 l 2 1 Presb . . 1897 1 4 9 bJ 0 State . . . 1850 10 2 16 1 State . 1800 0 0 33 0 Nonsect _ 1800 0 0 11 0 Nonsect . 1834 0 0 10 0 * Statistics of 1897 -98. INSTITUTIONS FOE HIGHER EDUCATION, 1629 colleges f or men and for both sexes — Continued. Professors and instructors. Students. Profes¬ sional de¬ partments. rotal num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate mei Resident. depart- it. Non¬ resident. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Male. Female. Male. Female. Male. Female. Male. Female. Male. d Is a Male. Female. Male. Female. Male. Female. 4) io 11 12 13 14 15 16 17 18 19 20 21 9,9, 23 24 50 0 60 7 100 100 29 10 0 0 1 0 | 253 O t-J 569 216 406 0 0 4 0 25 0 58 0 0 0 0 0 0 0 70 0 407 6 0 12 0 0 0 117 0 1 0 0 0 26 0 142 0 408 8 0 25 5 85 38 36 10 3 1 27 0 15 0 197 106 409 0 0 5 1 40 20 0 0 0 0 0 0 40 20 410 10 1 28 0 127 22 0 0 0 0 60 0 22-s 47 411 7 0 13 10 106 133 10 8 0 0 0 0 7 0 123 141 412 42 0 64 1 0 0 228 73 4 2 0 0 367 0 595 75 413 9 0 18 0 51 4 48 3 7 0 0 0 120 0 225 7 414 0 0 3 4 60 62 50 30 0 0 0 0 0 0 110 92 415 0 0 12 4 206 103 45 26 0 0 0 0 0 0 251 129 416 0 0 13 0 93 0" 51 0 0 0 0 0 0 0 179 0 417 0 0 6 3 64 47 52 30 0 0 0 0 0 0 116 77 418 0 0 8 4 80 60 100 65 0 0 0 0 0 0 180 125 419 27 0 34 2 14 4 11 1 0 0 0 0 219 14 257 70 420 3 0 9 22 77 11 47 10 0 0 0 0 4 0 131 118 421 5 4 50 7 13 2 0 0 0 0 16 0 98 32 422 20 0 47 23 180 200 202 404 0 0 0 0 317 3 699 607 423 54 0 93 b 0 0 193 18 34 5 0 0 570 4 739 27 424 40 0 56 0 100 0 120 0 4 0 0 0 168 0 391 0 425 0 0 5 6 44 38 62 46 0 0 0 0 0 0 106 84 426 0 0 3 6 4 11 54 50 0 0 0 0 0 0 58 61 427 0 0 5 o O 78 43 22 12 0 0 0 0 0 0 100 55 428 0 0 5 o O 75 38 20 16 0 0 0 0 0 0 95 54 429 0 0 18 0 130 0 20 0 0 0 0 0 0 0 150 0 430 26 1 57 8 0 0 287 165 10 10 0 0 337 26 589 201 431 0 0 6 4 66 48 27 25 0 0 0 0 0 0 93 73 432 0 0 9 o 60 40 155 70 0 0 0 0 0 0 215 110 433 17 0 26 5 126 84 21 16 1 0 0 0 142 3 290 103 434 0 0 7 7 160 80 50 18 0 0 0 0 0 0 210 98 435 0 0 12 4 80 100 126 0 0 0 0 0 0 0 206 100 436 0 0 13 6 113 89 151 75 0 0 0 0 0 0 264 164 437 0 0 8 3 90 60 40 20 0 0 0 0 0 0 130 80 438 0 0 5 4 23 20 7 4 0 0 0 0 0 0 30 24 439 0 0 15 0 88 0 20 0 G hJ 0 0 0 0 0 no 0 440 0 0 8 0 39 0 69 0 0 0 0 0 0 0 108 0 441 0 0 10 5 51 21 53 16 0 0 0 0 0 0 115 38 442 0 0 9 5 28 27 99 40 0 0 0 0 0 0 127 67 443 2 0 11 8 144 73 77 87 0 2 5 3 65 0 226 165 444 0 0 3 4 16 5 10 11 0 0 0 0 3 0 29 16 445 0 0 21 2 209 260 10 3 0 0 0 0 0 0 219 263 446 0 0 3 4 16 29 2 5 0 0 0 0 0 0 18 34 447 0 0 3 4 35 41 5 3 0 0 0 0 0 0 40 44 448 0 0 20 2 211 286 75 69 0 0 0 0 0 0 286 355 449 28 0 60 0 0 0 229 63 3 1 3 0 j 210 0 a 497 64 450 0 0 11 0 0 0 60 48 0 o /V 1 0 0 0 61 59 451 0 0 10 0 0 0 50 0 1 0 0 0 0 I o 0 50 0 452 a Includes 52 men in dairy school. 16 453 454 455 456 457 45S 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 47S 479 480 481 482 483 484 30 EDUCATION REPOET, 1893=09. Table 38. — Statistics of universities and Location. Name. 1 2 VIRGINIA. Ashland . Bridgewater. . Charlottesville _ Emory _ _ Fredericksburg ... Hampden-Sidney. . Lexington . . . Richmond . . Salem _ _ Williamsburg _ Eandolph-Macon College . . Bridgewater College . University of Virginia . Emory and Henry College . - Fredericksburg College. . . . Hampden- Sidney_College - Washington and Lee University . Richmond College. . . Roanoke College . . . . College of William and Mary . WASHINGTON. Burton. . Colfax . Seattle . Spokane _ Sumner _ Tacoma - Vancouver. . Walla Walla Vashon College . Colfax College a . . University of Washington Gonzaga College . Whitworth College b . Puget Sound University * St. James College . . Whitman College . WEST VIRGINIA. Bar bours ville . Bethany _ Morgantown _ WISCONSIN. Appleton . . Beloit . Franklin . Galesville . Madison _ Milton . Milwaukee _ _ do . Ripon . . . Watertown _ Barbours ville College - Bethany College * - West Virginia L'niversity Lawrence University - Beloit College - - - Mission House. . * Gale College . . University of Wisconsin.. Milton College . Concordia College . . Marquette College . . Ripon College _ _ _ Northwestern University WYOMING. Laramie _ University of Wyoming Religious or nonsectarian control. Year of first open¬ ing. Profess instri Prepar¬ atory depart¬ ment. ors and ictors. Collegi¬ ate de¬ part¬ ment. Male. Fomalo. 6 o s o h 3 4 5 G 7 8 M. E. So . 1833 0 0 11 0 Ger. Bapt... 1882 3 3 4 0 State _ .. 1825 0 0 21 0 M. E. So _ 1838 o & 0 5 0 Presb . 1893 6 0 8 0 Nonsect . 1776 0 0 9 0 Nonsect... . 1749 0 0 19 0 Bapt .... _ 1832 0 0 14 0 Luth . . 1853 o 0 10 0 State. . . 1693 7 0 7 0 Nonsect . 1892 4 4 8 3 Br.pt . 1885 3 3 State.. _ 1S62 25 2 R. C . . 1887 1 6 12 0 Presb - 1890 3 0 3 2 M. E _ 1890 2 3 9 0 R. C . . 1858 3 0 6 0 Cong . . 1863 9 9 rV 8 1 M. E. So _ 1888 0 1 3 4 Christian ... 1841 0 0 9 9 State _ 1863 8 0 41 2 M. E _ 1S49 8 6 9 4 Nonsect _ 1847 8 0 16 2 Reformed... 1859 9 0 10 0 Presb . . 1859 3 3 12 4 State _ . . 1849 0 0 104 8 7 D. Bapt _ 1844 4 2 6 2 Luth _ 1881 9 0 9 0 R. C . . 1881 9 0 8 0 Nonsect . 1853 8 5 8 3 Luth _ 1885 3 0 5 0 State . .. 1887 11 3 11 3 Statistics of 1897-98. a Closed in 1900. b Removed to Tacoma, Wash. INSTITUTIONS FOE HIGHER EDUCATION, 1631 colleges for men and for both sexes — Continued. F rofessors and instructors. 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. Non¬ resident. 6 a Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. a3 1 Female. Male. Female. 9 IQ ii 12 13 14 1 5 IG 17 18 19 29 21 22 23 24 0 [A 0 11 0 0 0 114 0 3 0 o O 0 0 0 120 0 453 0 0 6 3 52 48 18 6 0 0 0 0 0 0 70 54 454 32 0 51 0 0 0 238 0 28 0 2 0 324 0 595 0 455 0 0 7 0 33 0 65 0 0 0 0 0 0 0 98 0 456 0 0 9 3 30 40 21 15 0 0 0 0 0 0 62 52 457 0 0 9 0 0 0 114 0 2 0 0 0 0 0 116 0 458 8 0 26 0 0 0 117 0 8 0 0 0 42 0 159 0 459 3 0 17 0 0 0 208 4 0 0 0 0 56 0 258 4 460 0 0 12 0 20 0 122 12 o O 0 0 0 0 0 161 13 461 0 0 7 0 143 0 51 0 0 0 0 0 0 0 194 0 462 0 0 8 5 53 13 13 4 0 0 0 0 0 0 78 28 463 0 0 3 3 42 69 0 0 0 0 0 0 42 69 464 0 0 25 9 24 18 110 102 8 2 0 0 0 0 142 122 465 0 0 12 0 30 0 113 0 0 0 0 0 0 0 149 0 466 0 0 3 2 4 7 11 9 0 0 0 0 0 0 15 16 467 0 0 11 o O 93 72 21 4 2 0 1 0 0 0 117 76 468 0 0 9 0 40 0 44 0 0 0 0 0 0 0 84 0 4(9 0 0 11 5 55 39 20 10 0 0 0 0 0 0 75 49 470 0 0 3 4 9 15 40 42 0 0 0 0 0 0 49 67 471 0 0 9 4 0 0 69 25 0 0 0 0 0 0 69 25 472 4 0 56 6 251 4-1 113 86 9 5 15 1 140 o O 624 153 473 0 0 14 9 99 63 64 47 16 4 0 0 0 0 179 114 474 0 0 24 2 152 0 140 64 0 0 0 0 0 0 292 64 475 4 0 17 0 33 0 46 0 0 0 0 0 16 0 95 0 476 0 0 17 6 20 15 30 20 0 0 30 0 0 0 80 35 477 46 0 124 13 0 0 1,102 364 67 28 3 1 260 7 1,441 400 478 0 0 8 2 23 48 32 99 0 0 0 0 0 0 55 68 479 0 0 9 0 57 0 133 0 0 0 0 0 0 0 190 0 480 0 0 17 0 167 0 56 0 0 0 0 0 0 0 223 0 481 0 0 8 5 38 29 37 23 0 0 0 0 0 0 75 52 482 0 0 8 0 65 4 52 14 0 0 0 0 0 0 117 18 483 0 0 11 3 39 42 S3 23 2 1 2 0 0 0 76 66 484 1632 EDUCATION REPOBT, 1898-99. Table 39. — Statistics of universities and colleges Name. ‘ Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Volumes. ?H D •S^O{pduiUcJ l-i Value. Tuition fees. XI. 0> CD <4-. CD rP -J-3 o Lowest. Moderate. I • i 4 5 G 7 8 9 SO ALABAMA. 1 Howard College . . . . $60 SI 5 8200 $250 1 . 500 2 Southern University _ _ 50 8 150 160 19 10, 000 $5, 500 3 Hartselle College . 30 1 54 72 3 200 25 200 4 Lafayette College . 13 75 100 0 0 200 300 100 5 Linevilie College _ _ _ _ 10 75 90 900 200 500 0 St. Bernard College . . . a 180 0 0 3, 000 500 7. 000 7 Spring Hill College . . 60 10 200 240 75,000 8 University of Alabama . b 40 130 175 5 15,000 3, 000 25, 000 ARIZONA. 9 University of Arizona _ 0 140 175 4,000 6,646 ARKANSAS. 10 Arkadelphia Methodist College __ 60 90 120 0 11 1,000 100 500 11 Ouachita Baptist College . . 50 5 75 95 3,000 3, 000 12 Arkansas College _ A . . 50 5 82 108 4 3, 500 1,000 5, 000 13 Arkansas Cumberland College 40 130 150 3, 000 200 4, 0C0 14 Hendrix College . . ! _ CO 4 90 110 6 5.300 4,500 5, 000 35 University of Arkansas . b 30 5 63 110 6 0 8,118 6, 688 9,000 1G Philander Smith College . 12 48 65 800 200 700 CALIFORNIA. ir University of California . 0 0 150 300 G 87 79. 124 18 Pomona College . __ . GO 8 120 3, 000 1,000 6, 000 19 University of the Pacific . 25 100 0 0 4, 000 2, 000 6, 000 20 Occidental College . . 60 125 175 0 1 1,000 200 1,000 21 St. Vincent's College . 50 200 3,000 500 3, 000 po California College . 70 200 200 3, 100 600 2,000 23 Throop Polytechnic Institute _ 105 4 140 220 0 17 1,700 1,200 2,100 24 St. Ignatius College . . . . 80 26 27, 941 7, 737 1,800 70, 000 25 Santa Clara College . . . a 350 22, 300 25, 00 ) 26 Pacific Methodist College . . 70 133 170 «> <4/ 8 1 ; 000 200 1,500 27 Leland Stanford Junior Univer- 0 20 225 0 0 43, 000 18,000 45, 000 sity. 23 University of Southern California 60 2 100 175 0 o 4,000 3,000 6,000 COLORADO. 29 University of Co.o; ado . . 620 150 250 6 20, 000 3,060 33, 000 30 Colorado College . 35 3 150 225 70 25,000 20,000 25, 000 31 College of the Sacred Heart? . 30 5 150 220 9 4, 500 100 1,500 32 University of Denver . 30 6 110 225 6 o 9,800 6, 000 11,000 CONNECTICUT. 33 Trinity College . 100 30 250 400 1 69 39, 682 32, 000 25, 000 34 Wesleyan University . . 75 33 200 325 2 55, 000 50, 000 35 Yale University _ I . . . 150 350 545 24 49 290, 000 DELAWARE. 3G State College for Colored Stu- 6 20 2 76 95 400 300 500 dents. 37 Delaware College _ . 660 n 150 200 10, 600 8,000 10, 000 DISTRICT OF COLUMBIA. 38 Catholic University of America.. 75 350 500 17 30, 000 39 Columbian University . 100 0 200 250 0 45 12; 000 3,000 15, 000 40 Gallaudet College . . . 4 60 4, 000 4, 000 41 Georgetown University . 100 12 175 325 6 85, 000 50, 000 90,000 42 Gonzaga College 40 1 , 000 500 1,000 43 Howard University _ 0 0 0 0 14,000 44 St. John's College . . 100 3, 000 5, GOO 6 To nonresidents a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION 1633 for men and for both sexes — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Prom tuition and other fees. Prom produc¬ tive funds. State or munici¬ pal appropria-, tions. From United States Govern¬ ment. From other i sources. Total income. S 1 a '2 14 15 1 1 7 18 19 ‘JO 8100,000 Si, ooo 013,000 S80 0 0 0 013,080 034, 500 1 $16, ouo 100, 000 50, 000 5,258 2. 140 0 0 02,294 9, 692 2 1 4,500 0 1 , 800 0 $300 0 0 2, 100 3 500 15,000 0 1,500 0 1,200 0 300 3, 000 10 4 450 4, 000 0 1,800 0 500 0 0 2, 300 5 4, 000 88, 000 0 10, ooo 0 0 0 0 10. 000 6 40, 000 500, 000 0 30, 000 0 0 0 0 30, 000 7 50, 000 225, 000 300, 000 600 24, 000 5,000 0 9,007 38, 600 8 40, 600 90,000 0 239 0 15,000 039, 000 2,680 56,919 9 2, 000 40, 000 10 1.500 85, 000 0 9,000 0 0 0 0 9, 000 11 1,000 20, 000 5, 500 1,700 200 0 0 1,200 3, 100 12 1, 000 40, 000 20, 000 3. 000 1,000 0 0 0 4,000 13 0.000 60, 000 0 3, 500 0 0 0 1,200 4. 700 12, 000 14 37, 644 239. 600 130,000 3, 055 10,400 31, 741 32, 454 0 77, 650 15 600 30, 000 0 1,472 0 0 0 2, 300 3,772 16 370. 000 1, 775, 671 2, 843, 093 0 176, 876 56o 39, 000 13, 735 485,176 757, 000 17 3, 000 75, 000 100, 000 8,500 6,000 0 0 0 14, 500 65.000 18 4,000 200, 000 30, 000 20, 000 900 0 0 100 21,000 1.500 19 500 17, 000 0 1,800 0 0 0 0 1,800 2,500 20 1,000 55, 000 21 1.000 40, 000 35, 000 2,000 2, 500 0 0 0 4, 5(H) 5, 000 22 20, 000 70,000 28, 200 14, 000 1,600 0 0 0 15, 600 27,885 23 115,000 800, 000 0 4, 509 0 0 0 0 4,509 24 55, 000 95, 000 0 35, 000 0 0 0 0 35. 000 25 500 30, 000 10, ooo 1,500 500 0 0 500 2. 500 26 60, 000 2, 000, 000 15, 000, 000 22, 000 180, 000 0 0 0 202, 000 ii, 600,000 9*7 9 4,000 70,000 20, S45 6, 612 1,168 0 0 3, 700 11,480 7,500 28 39, 129 230, 300 80, 000 3, 524 4,000 126, 000 0 0 133, 524 29 21,600 425, 000 323, 635 10, 400 19, 764 0 0 0 30, 164 27, 460 30 4, 000 150, 000 0 11,000 0 0 0 0 11,000 31 36, 000 650, 000 175, 085 17, 500 13, 511 0 0 38, 000 69, on 6,240 32 15, 000 1, 200, 000 762,000 18, 000 33,000 0 0 0 51,000 30, 000 33 142. 890 531, 300 1,258,943 36, 188 60, 858 0 0 11,623 108, 669 11,910 34 4, 554, 829 500, 200 220, 642 0 0 9, 580 730, 422 200, 197 35- 8,500 18, 800 0 1,251 0 0 4,800 0 6,051 36 42,000 82, 700 83, 000 3,940 4,980 0 34,200 0 43, 120 37 91,868 756, 821 1,017,063 7, 740 47,545 0 0 21, 926 77,211 43, 195 38 20, 000 1, 000, 000 256, 075 83, 556 29,814 0 0 0 113,370 39 1 , 000 700, 000 0 0 0 57, 500 57.500 40 25,000 1, 215, 500 50,000 120, 216 2,134 0 0 0 122, 350 30, 000 41 500 100, 000 0 1,000 42 700, 000 180, 000 8, 497 8,500 0 33, 600 6, 500 57, 097 2,500 43- 900 136, 000 0 8 , 000 0 0 o 0 8,000 44 ED 99 — YOU II - 103 1684 EDUCATION KEPOET, 1898-99. Table 39. — Statistics of universities and colleges 45 46 47 4S 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 68 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 81 85 86 87 88 89 90 91 92 93 94 95 98 Name. Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. xn © 3 r— < O > © f— H A a eg fh © rH m o -4-3 © £ o i-4 © c3 rH © O 1 2 3 4 5 1 6 7 8 8 10 FLORIDA. j i 1 .John B. Stetson University _ $60 $148 0 3 9,000 $20, COO Florida Agricultural College _ aO $6 89 3 2. 650 2, 600 6. 050 St. Leo Military College . . 25 0 140 $175 6 1 7,000 1,000 10, 000 Seminary West of the Smvanee 0 10 120 160 0 0 1, 500 300 1,000 River. Rollins College . . . . . 50 132 3,500 3,000 GEORGIA. University of Georgia . . 0 15 125 184 SO 000 30, 000 Atlanta Baptist College . . 12 0 80 o o 2 500 100 1 . 500 Atlanta University - - 18 0 80 80 0 6 10, 500 GOO 10, 000 Morris Brown College . . . 9 60 70 1 500 500 1,500 Bourdon College . . 30 1 90 115 0 0 1.950 1.000 2, 000 North Georgia Agricultural Col- 0 10 75 100 0 0 1,500 1,000 2,000 lege. Mercer Universit}7- . 50 75 100 o 18 15 000 5, 000 Emory College . . 60 3 75 125 20 000 5, 000 15. 000 Clark "University * . . . 1, 000 1,000 Nannie Lou Wai’then College - 20 90 100 200 100 300 Young Harris College * . 10 72 72 5( )0 500 IDAHO. University of Idaho . . 60 85 170 4,000 1.500 ILLINOIS. Hedding College* . . 38 9 140 175 0 24 2, 000 1,000 2.000 Illinois Wesleyan University . 40 10 175 225 0 2 6. 000 3, 000 St. Viateur’s College . . . c 20-0 10, 000 5, 000 1 Blackburn University _ 35 9 fj 100 125 9 3,000 2,000 1 Carthage College . . . . 32 95 114 1 5 000 3, 000 University of Illinois _ _ 0 24 159 233 4 63 47 1 000 13, 500 60, 000 St. Ignatius College _ _ 40 0 1 20. 000 5, COO 25, COO L'niversitv of Chicago . 120 5 165 250 7g 145 342, 000 254, 138 Austin College . . . 40 80 1‘>0 4 000 1,000 5,000 Evangelical Proseminary . . 50 75 100 1 406 53 700 Eureka College _ 39 50 150 6 0 3 200 2,800 3, 500 N orth western University . . . 69 5 140 232 9 m 4-> © l—H A a c3 Ah © £ rcS > 1 2 3 4 5 6 7 8 9 io Indiana— continued. De Pauw University _ $37 $100 76 $200 _ ' 24 630 3 482 $36 970 Hanover College . . . 0 21 133 12, 000 2,’ 000 15’ 000 Butler College . . . . $313 90 108 10,000 15 000 Union Christian College _ 30 120 150 3, 890 200 4 000 Moores Hill College _ 34 125 160 3, 000 2,000 4 500 Universitv of Notre Dame _ a 300 6 4 50, 000 75 000 Earlkam College . _ . 77 139 6. 000 10, 000 St. Meinrad College. . . . a 155 0 0 14, 000 14, COO Taylor University . . . 36 72 72 0 0 3, 000 1,000 6,000 INDIAN TERRITORY. Indian Universitv.. . 18 125 140 500 500 Henry Kendall College.. . 23 90 6 0 1,250 1,000 750 IOIVA. Coe College. . . . . 37 0 130 150 0 25 2, 500 500 3,000 Charles City College . . 39 82 102 1,500 100 1, 500 Wartburg College. . . 40 15 90 2,233 3, 500 Amity College . . . . . 30 5 125 200 9 4, 000 1,000 5, 000 Luther College . . 0 22 74 0 0 9,291 9, 000 Des Moines College . . . . 36 3 1261 170 0 16 3, 000 2, 000 4.000 Drake University _ 40 8 100 150 7,000 10, 000 St. Joseph's College _ _ _ 40 5 155 Q O 2, 500 650 3, 800 Parsons College . . 38 3 150 200 16 5, 000 5,000 Upper Iowa University . . . 36 1 68 87 2 5, 000 1,500 10, 000 Iowa College . 50 76 133 0 15 25, 000 10, 000 Lenox College .. . . . 30 7 78 90 2, 800 2, 000 3, 000 Simpson College _ _ _ 32 6 95 133 _ .. 3, 200 1 , 800 4, 700 State University of Iowa . . 25 0 200 300 0 0 43,000 50, 000 Graceland College _ 32 5 80 100 0 ' 900 200 1,000 Palmer College. . . . . . 30 75 100 1,000 KX) 500 German College . 30 5 125 150 1,000 Iowa Wesleyan University.. . 13 30 120 150 4,000 2, 000 Cornell Colfege . 41 7 87 150 0 100 17,249 5, (XX) 25, 000 Penn College . . . . 38 • 75 150 1 2 5,000 1,300 5,000 Central University of Iowa _ 24 135 175 18 4, 000 3, 000 Morningside College . 34 2 108 127 0 0 '700 100 1,000 Buena Vista College _ _ _ 36 90 130 0 0 1 , 200 200 2, 000 Tabor College _ 39 150 250 0 18 8.300 3,800 Western College . 36 1 100 150 3, 000 3,000 KANSAS . Midland College . . . 40 125 150 5, 000 1.000 4,000 St. Benedict’s College . . . . 50 150 0 1 17, 400 1 , 600 Baker University . . . . 28 72 150 7,000 1,500 25, 000 Soule College . . . 39 3 108 125 1,200 200 i; 200 College of Emporia . . . 30 85 115 0 i 4,000 500 3,000 Highland University _ _ 25 3 100 150 2 5,000 3, 500 Campbell University . . 40 110 130 2,800 500 3. 000 Kansas City University . . . . . 33 114 152 ' 500 ' 500 University of Kansas _ _ _ b 0 100 150 3 30, 823 7, 000 65, 000 Lane University . . . . 27 3 73 90 1,00*0 500 2, 000 Kansas Christian College 29 0 75 100 3, 000 200 3, 000 Bethany College . . . 40 2 90 110 5, 000 1,000 4, 000 Ottawa University _ . 30 4 120 160 2, 500 1,000 2, 000 St. Mary’s College 30 150 200 8,000 Kansas Weslevau Universitv . 33 5 80 133 3i 000 1,500 3,500 Cooper Memorial College 30 140 175 1,01X1 200 1,000 Washburn College . . 40 0 130 150 12 8.000 2, (XX) 5,000 Lairmount College . . 25 25 80 110 6 _ 18, 000 30, 000 10, 003 St.John’s Lutheran College 33 70 120 300 200 400 Southwest Kansas College . 30 110 150 0 6 1,500 2,000 2,500 a Includes tuition. b Nonresidents, $10. INSTITUTIONS FOR HIGHER EDUCATION 1637 for men and for both sexes — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. 1 From tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 12 13 14 1 5 16 17 18 20 So, 794 $250, 000 $216,000 $15,988 $8, 470 0 0 $7, 390 $31,848 $12, 480 97 5,000 125, 000 175, 000 98 7, 500 150, 000 250, 000 5, 000 15, 000 0 0 0 30,000 99 1,780 50, 000 38; 000 2; 180 2,300 0 0 600 5; 080 6,290 100 800 30, 000 18,000 3, 000 2,000 0 0 550 5,550 500 101 25, 000 2, 000, 000 102 15, 000 ' 300; 000 130,000 13, 000 6,000 0 0 5, 000 24, 000 00 103 30,000 300,000 0 12,000 0 0 0 5,000 17, 000 0 104 2,000 00, 000 0 4,500 0 0 0 0 4, 500 2,000 105 50 35,000 0 450 0 0 0 3,000 3, 450 5,100 106 1,000 35, 000 0 5,640 0 0 0 0 5,640 7,500 107 7,000 120,000 50,000 3,200 3,000 0 0 800 7,000 5, 000 108 200 50,000 18,000 2, 900 1,030 0 0 1,600 5, 530 10,000 109 1,500 75,000 0 2, 757 0 0 0 5,389 8, 146 1,965 110 2,000 40, 000 30,000 3, 000 2,500 0 0 1,000 6, 500 111 3, 000 80, 000 8,527 2,214 386 0 0 0 2, 600 113 2,210 65, 000 56, 500 3,122 3, 769 0 0 0 6,891 4, 203 113 15,000 150, 000 150, 000 30, 000 10,000 0 0 0 40. 000 63, 600 114 10, 000 150, 000 115 20,000 100, 000 160, 000 5, 000 10,000 0 0 0 15, OOO 20,000 116 2,000 125, 000 50, 000 6, 490 2,250 0 0 0 8, 740 6, 800 117 15, 000 150, 000 400, GOO 23, 000 22, 000 0 0 2,000 47, 000 40, 000 118 1,500 30, 000 8, GOO 2.966 450 0 0 125 3,541 119 2,300 100, 000 65,322 8,261 4,068 0 0 0 12,329 1,338 120 200, 000 500, 000 232, 000 61,000 14, 800 $75, 500 0 0 151,300 0 121 200 30,000 0 600 0 0 0 0 600 122 10 10, 000 2, 000 600 120 0 0 0 720 600 123 20,000 27. 000 916 2, 167 0 0 752 3. 835 124 13, 000 150, 000 57, 900 7, 620 3,888 0 0 1,665 13, 173 1,800 125 39,000 204, 925 100,000 20, 901 4,107 0 0 1,879 26, 887 140, 000 126 3, 500 75,000 30, 000 8,383 1.500 0 0 400 10.283 3, 000 127 2,000 50, 000 23, 349 2, 190 1, 538 0 0 0 3, 728 1,993 128 500 50, 000 0 7,500 0 0 0 0 7, 500 80,000 129 200 30,000 600 2,800 15 0 0 85 2, 900 5, 715 130 24, 470 53,384 103, 620 4, 935 5, 100 0 0 461 10, 496 2, 700 131 5, 000 80, 000 0 5, 576 0 0 0 2, 560 8,136 15, 000 133 3,500 45, 000 24.165 3,392 1.689 0 0 5, 373 10, 434 133 134 15, 000 60, 000 40, 000 12, 000 1,000 0 0 5,000 18, 000 20,000 135 500 100, 000 0 1,100 0 0 0 800 1,900 136 2, 000 100, ooo 0 2, 000 0 0 0 8,000 10, 000 137 500 22, 000 40. 000 600 2, 400 0 0 0 3,000 1,125 138 2, 500 75,000 0 12, 595 0 0 0 0 12, 595 139 1,000 200,000 0 2,000 0 0 0 3,000 5, 000 8,666 140 250, 000 470, 000 135, 000 1,500 5, 000 120, 0-00 0 0 126, 500 141 1,000 40, 000 12, 000 2,000 800 0 0 1,000 3,800 19, 000 142 75 15, 000 500 2,000 30 0 0 50 2,080 143 1,000 125,000 0 15,000 0 0 0 10,000 25, 000 2,000 144 3,000 56,000 80,000 7,000 5, 600 0 0 1.621 14,221 145 180, 000 0 45, 000 0 0 0 5, 000 50, 000 0 146 800 50, 000 0 8, 200 0 0 0 1,500 9, 700 147 250 27, 000 25, 000 2, 000 2,000 0 0 300 4,300 5,000 148 3,000 200,000 70, 000 8,394 4,562 0 0 1,771 14, 727 5,018 149 800 62, 000 150 5, 000 50, 000 0 1,600 0 0 0 0 1,600 2,900 151 2,500 59,500 0 7,500 0 0 0 0 7,500 3, 000 152 1638 EDUCATION REPORT, 1898-99. Table 39. — Statistics of universities and colleges Name. Expenses in collegiate de¬ partment. Living ex¬ penses. fellow- O r— « Library. Volumes. tr* +3 CJ 1 -H a Ph Value. Tuition fees. Other fees. Lowest. Moderate. i Number of : | ships. » -J =w P. C'S u 77 © i — » a £ 1 2 3 4 o G 1 « 9 10 KENTUCKY. 153 Union College . §38 §90 §120 5 1,000 300 SI. 500 154 Berea College . . . . 0 §14 ICO 125 15,000 1,000 10,900 155 Ogden College . .. .. 40 10 ICO 120 6 40 3, 360 1, 500 6,500 158 Centre College. . _ . 50 16 120 250 _ ■±7 12, 988 4,120 10, oco 157 Georgetown College _ 45 10 75 120 0 0 12, 000 1,500 10, coo 158 Liberty College . . 40 0 150 ISO 0 0 0 0 0 159 South Kentucky College.. . 40 5 120 130 _ 10 1, 000 1,060 160 Agricultural and Mechanical Col- 15 5 175 225 3 0 3, 688 5, 309 7, 500 lege of Kentucky. 161 7\Vr»t,n clru T Tm* o 20 95 153 15 000 1 200 15 000 163 Central University . . . 60 15 100 uo 20 8,000 L000 5, OCO 163 Bethel College . .... 55 80 100 5, 000 2. 000 5, COO 164 St. Mary's College 30 126 2 4, 000 1,500 5, 000 165 Kentucky W esleyan College . 40 15 110 150 0 1 2; 000 i,ooj 2,000 LOUISIANA. 166- Louisiana State University . 0 1 o 113 21, 000 2, 000 21.000 167 Jefferson College.. _ * _ 50 180 200 6 4,000 2,000 10, 000 168 Centenary College of Louisiana.. 50 5 95 125 3 4,000 400 6, 000 169 Keatchie College . . .. 50 135 150 6 0 1,250 1,500 170 College of the Immaculate Con- 60 10, 000 10,000 ception. 171 Leland University . . 0 8 85 1,500 1,000 172 New Orleans University . . 1 64 5. 000 500 2, 000 173 Straight University ..." . 8 88 88 0 0 2, 509 1.000 2, 500 174 Tul&ne University . 105 0 226 25,000 5, 000 20, 000 MAINE. 175 Bowdoin College . 75 8 148 185 0 98 64,861 2,000 93, 600 176 Bates College . . . 50 17 90 140 0 49 20, 684 25, 000 177 University of Maine . 30 30 125 200 7 101 15i 500 6, 500 15. 550 178 Colby College . . . 60 0 95 125 0 GO 34, 500 20, 000 50,000 MARYLAND. 179 St. John’s College . . 75 5 150 200 0 67 6,000 2,000 5,000 180 Johns Hopkins University . 150 20 150 200 21 67 90, 000 100, 000 116, 340 181 Loyola College . 50 13 30, 000 30, OCO 182 Morgan College. . . 12 1 50 8 3; 000 1,000 4,500 183 Washington College . 50 0 131 145 2. 500 3.000 184 Maryland Agricultural College 15 a 150 26 2, 500 1,000 3,500 185 Rock Hill College . . . 60 6 200 260 0 0 ?; 500 530 6; (HO 186 St. Charles College 0 a 180 14. 000 14, 000 187 Mount St. Mary’s College . a 300 o 20’ 000 2,000 50, 000 188 New Windsor College . 45 130 130 0 0 2,000 500 1,500 189 Western Maryland College . 45 0 200 52 5, 000 MASSACHUSETTS. 190 Amherst College . . 110 350 500 2 57 70, 000 50,000 191 Boston College^ . . 60 30; 000 192 Boston University . 100 10 •150 225 2 280 35, 000 193 Harvard University . . . 150 0 35 257 540, 000 420, 000 194 French- American College _ 40 6 i O 10(1 2, 800 500 3, 000 195 Tufts College . T . 100 10 133 152 2 59 43.000 16, 000 40; 000 196 Williams College. . 105 8 260 370 1 142 40, 750 15, 110 16, 500 197 Clark University _ 180 250 17, 500 2, COO 198 College of the Holy Cross . 60 15 200 5 13, 000 2; 000 19,500 MICHIGAN. 199 Adrian College . . 15 126 6,000 500 4,000 200 Albion College . O] 1 110 12; 000 5, 000 20; 000 201 Alma College . . . . 30 130 160 0 30 17, 000 10, 000 17, 000 202 University of Michigan . b 40 114 190 130,000 22, 000 * Statistics of 1897-98. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION 1639 for men and for both sexes — Continued. Value of scientific apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. From tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 12 13 14 15 16 1? IS 19 20 $10,000 $8,000 $2,000 $130 0 0 0 $2, 130 §1 , 7C0 $21,8CO ll9j 500 301,670 4,709 5,251 0 0 $43,290 53, 160 184. 485 1,500 40, 000 130, 000 1,405 7, 692 0 0 0 9,097 0 5, 000 100, 000 250, 000 6,000 14,000 0 0 0 20,000 2,000 194, 000 225, 000 10, 250 12, 875 0 0 275 23, 400 0 25, 000 0 4,200 0 0 0 0 4,200 0 100 57, 000 167,000 165,000 1,416 8,645 $34, 660 $35,520 16,631 96,872 0 250 000 203, 479 5. 085 11,593 0 0 232 16,910 3, COO 120, 000 160, 000 15, 000 8,000 0 0 2,000 25, 000 15,000 1, 500 100,000 100,000 3, 500 6, 0C0 0 0 0 9,500 . 50 000 2, COO 55, 000 34,000 2,500 1,900 0 0 1,200 5, 6C0 5,000 50 000 150 000 318,313 14, 556 15, 500 26,623 5, 655 82, 334 5, 080 so! 000 0 22, 000 0 0 0 0 22; 000 0 1,500 80, 000 0 6,000 0 0 0 0 6, 000 1,000 3,000 20; 000 0 5,000 0 0 0 0 5,09*0 2,000 5,000 200 120,000 117, 500 0 5,600 0 0 0 5,600 26,409 500 100, 000 0 7, 170 0 0 0 3.50 7,520 250 100. 000 6,000 2. COO 500 0 0 3, 000 5,500 525 45, 000 810,000 1,477, 000 20, 000 85, 000 0 0 0 105, 000 50,000 500, 000 844, 665 29, 163 33,567 0 0 0 62, 730 4. 760 10, ooo 200,000 352, 000 10, 099 20, 481 0 0 0 30,580 19, 090 35, 000 191,566 219, .900 22,212 9,915 20,000 39,000 2, 504 93,631 0 25,000 200, 000 473,353 12, 314 18, 065 0 0 0 30,379 14, 800 10, 000 250,000 0 8,000 0 14,200 0 0 22,200 117, 177 747, 626 3,250,000 47,500 72,227 100,000 0 0 219, 727 5, 000 250 000 1,000 45, COO 20, 0C0 1,100 1,000 0 0 5,523 7,623 15,500 1, 000 60, 000 30,000 3,000 1,200 5,000 0 0 9,200 30, 000 113, 600 105, GOO 12, 542 6,142 23,000 39,000 27, 464 108,148 0 5,600 67,000 0 24,000 0 0 0 0 24, COO 0 150, 000 5.000 175, 000 0 55,000 0 0 0 0 55,000 20, 000 0 2, 000 0 0 0 350 2, 350 5, 000 200,000 0 45,000 0 0 0 0 45; 000 0 200,000 800,000 1,400,000 50, 000 50, GOO 0 0 0 100,000 65,000 400, 000 0 0 SCO, 000 790, 000 77, 331 65, 891 0 0 91,820 235,042 2,951 1, 500, 000 4,500,000 11, 766, 372 644, 564 462, 867 0 0 127,309 1,234,740 1,544.330 2, 500 75, 000 2,000 2,300 0 0 0 200 2,500 25, 000 40,000 600, COO 1,300,000 45, 000 600,000 0 0 0 105, 000 10,000 452, 425 1,048,317 35, 595 48, 319 0 0 982 84, 896 3,500 300, 000 0 19, 800 0 0 0 0 19, SCO 0 3,000 120,000 80, 000 5,750 3, 474 0 0 3. 220 12, 444 1,700 15, 000 80, 000 230, 000 12, 909 10, 500 0 0 6,040 29, 449 17, 150 6,300 60, 000 218, 401 3,000 5,700 0 0 2,317 11,017 131,513 540,000 1,610,000 554. 946 184,126 38, 500 240,000 0 18, 726 481, 352 t>For residents; $65 for nonresidents. 153 154 155 156 157 158 159 160 161 162 163 164 loo 166 167 168 169 lit) 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 1640 EDUCATION [REPORT, 1898-99. Table 39. — Statistics of universities and colleges Name. Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. J Number of scholar¬ ships. 1 1 Volumes. Library 4-5 7 8 IO Michigan— continued. 203 Detroit College . . $40 23 14. 000 514 000 204 Hillsdale College _ _ 9 $19 $95 $140 11.000 3, 000 20,000 205 Hope College . . . . 18 128 200 15, 000 206 Kalamazoo College . 26 5 150 2(/0 Q O 0 6,721 3,524 3, 750 207 Olivet College _ _ _ _ 23 22 120 150 23, 500 MINNESOTA. 208 St. John’s University _ _ 2,000 3 000 209 Augsburg Seminary _ _ 25 60 80 1,000 1 000 210 University of Minnesota _ _ 15 200 350 2 99 55, 000 70 000 211 Carleton College . . . 34 6 125 175 if 666 15j 000 212 St. Olaf College. . . 0 10 60 80 0 0 2, 040 600 91 Q Ilamline Universitv . . 30 6 60 90 0 0 6, 500 400 6, 000 214 Macalester College _ 30 15 150 200 7,000 200 2! 5 Gustavus Adolphus College . 30 20 90 140 7,200 2, 000 216 Parker College _ _ _ _ 10 10 80 120 600 500 MISSISSIPPI. 217 Mississippi College . . &5 85 100 0 1 3, 000 1, 000 3 000 218 Rust University . 14 54 72 2, 000 500 5,000 219 Millsaps College _ _ 30 5 72 108 0 5 5,000 2,000 5[ 000 220 University of Mississippi - 0 10 108 120 1 6 15, 000 2,000 20, 000 MISSOURI. 221 Central Christian College . 40 5 95 105 190 12 200 242 Northwest Missouri College . 50 5 100 140 4 1,000 200 800 993 Southwest Rap fist College 36 72 100 1.000 800 1 , SCO 224 Pike College . . _ _ _ 40 114 75 0 0 0 nor. Missouri Wesleyan College - _ 37 76 133 1,000 500 226 Christian University . . 39 3 80 120 0 0 1, 000 500 1,000 227 St. Vincent’s College a 200 12, 050 2,100 223 Clarksburg Baptist College. . 35 5 120 150 . _ 1.500 500 1 , 600 229 University of the State of Mis- 0 5 76 133 6 — SO, 000 35, 000 44,000 souri. 230 Grand River Christian Union Col- 30 75 100 800 400 1,000 231 lege. Central College . . 50 10 130 175 6, 000 10, 000 232 Westminster College . . . 50 0 90 250 . 5 6,000 600 6, 500 233 Pritchett College. _ 46 175 200 6 14 750 750 234 Lagrange College _ . 40 60 100 5. 000 1.000 1 000 235 William Jewell College . . 40 10 125 175 19 11,000 2,000 15,000 236 Missouri Valley College . 40 6 90 100 .... 57 4, 900 1,500 il, 000 237 Morrisville College . 45 10 66 85 1 , 300 238 Scarritt Collegiate Institute _ 42 0 0 2,000 200 2,000 239 Odessa College . . . 38 0 60 80 0 0 '200 100 300 240 Park College . . . 30 60 150 12,000 5, 000 80, 000 241 Christian Brothers College . . 50 10 20, 000 200 12. 000 242 St. Louis Universitv 60 40. 000 10, 000 200, 000 243 AVn.shinp'ton University 150 0 225 350 30 5.000 244 Drury College . 48 3 150 200 0 8 24,000 26, 666 15, 000 245 Tarkio College . . 30 5 100 140 1,094 1,000 2, 000 246 Avalon College 40 80 100 247 Central WMsleyan College 36 4 90 120 5 6,000 8, 0C0 MONTANA. 248 College of Montana.* _ . 50 200 275 1 1 3, 200 900 1,200 249 Mnntarifl Wpslpvnu I Tivi v^rsitv 50 192 236 2,090 2. 000 250 University of Montana . 0 10 150 165 0 0 3,500 2,520 5, 000 NEBRASKA. 251 University of Omaha . 36 6 108 125 0 3,500 40 5, 000 252 Onfner University 30 48 76 0 6 500 500 253 Union College . . 35 120 3,000 * Statistics of 1897-98. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION 1641 for men and for both sexes — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Prom tuition and other fees. From p rodu c- tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 12 13 14 15 16 17 18 19 20 $160. 000 203 $5,000 150, 000 $240, 000 $2, 080 $11,943 0 0 0 $14,023 $3. 000 204 75,000 230, 000 2, 561 11,041 0 0 $445 14,047 1,905 205 1,000 60, 000 219,433 6, 135 12,273 0 0 4,398 22, 806 950 206 46,254 158, 757 90, 205 13, 009 4,634 0 0 0 17, 643 25, 168 207 o 3 c Tuition fees. Other fees. w o hJ | Moderate. 1 2 3 4 5 G 7 8 9 10 NEBRASKA — continued. 25 1 Doane College . . $24 $4 $100 $140 7 7,800 4,900 $5, 000 255 Grand Island College . . . 25 2 116 169 0 1 2,160 1,209 3, 000 255 Hastings College _ _ _ 27 100 110 0 0 3, 600 1,000 4, 000 257 University of Nebraska _ _ 0 160 190 ?A 10 41, 000 120,000 258 Gates College. _ _ 29 10 5, 000 3, 000 7, 000 259 Creighton University _ 0 0 156 208 7, 000 1, 000 10,000 260 Nebraska Wesleyan University.. 20 100 175 3, 000 ' 900 4,509 261 Y ork College _ _ _ 26 1 75 100 1,000 300 2; 009 NEVADA. 262 State University of Nevada . 0 150 175 0 3 7,093 5,314 12, 149 NEW HAMPSHIRE. 263 Dartmouth College . . . . . 100 6 300 560 1 2G0 80, 000 20,000 80,000 26-1 St. Anselm’s College . . 60 1 2,000 500 NEW JERSEY. 265 St. Peter’s College. . 40 15,000 266 St. Benedict’s College . . . . 60 .... 1 , 100 200 1, 500 267 Rutgers College _ _ 75 24 171 200 0 40, (XX) 5, 000 268 Princeton University . 150 329 450 13 106 193, 000 35, 000 269 Seton Hall College . . . 60 260 3 18,000 NEW MEXICO. 270 University of New Mexico . . 5 5 ISO 225 O tJ — 3,554 870 5,475 NEW YORK. 271 Alfred University. . . . . 38 100 200 0 12, 136 6,129 18,500 272 St. Bonaventure’s College . 60 140 3 8,617 580 273 St. Stephen's College . . .“ . . 0 0 225 225 0 46 16, 768 7, 150 20, 000 274 Adelphi College . . . | 180 \ 320 360 o 5 7,860 6,608 1 160 I - 275 Polytechnic Institute of Brooklyn 200 0 240 275 0 o 7,500 0 15, 000 276 St. Francis College . 60 5 125 200 0 4, 200 1,100 10, 200 277 St. John's College . . . 60 4 4,000 4, 500 278 Canisius College _ . . . 40 ISO 200 2*3 21, 165 15 40; 000 279 St. Lawrence University . 50 6" 108 141 0 22 12; 953 5, 887 15,000 280 Hamilton College _ _ _ 75 100 130 1 50 40, 000 20, 000 100, 000 281 Hobart College . 75 31 350 500 0 50 36, 439 9,055 45,000 282 Colgate U ni versify . _ . 60 5 114 152 o 80 28,215 50,000 283 Cornell University . . . / 100 l 23 567 225, 024 36, 600 452, 668 284 College of St. Francis Xavier _ \ 12o 60 1 ' o' 29 50, 000 41,000 285 College of the City of New York. 0 0 0 0 32; 326 1,162 69, 000 286 Columbia University . . . 150 5 230 400 35 230 275,000 75; 000 525, 000 287 Manhattan College. _ _ 100 250 275 0 40 9,352 2, 629 17, 498 288 New York University . 100 20 236 292 4 68 49; 945 70; 576 289 St. John’s College . 60 10 37; 000 3, 000 63, 200 290 Niagara University . . 100 100 0 5 10; 000 1,500 25; 000 291 University of Rochester _ 60 15 133 190 0 2 35, 626 58, 732 292 Union College . . . 75 225 280 142 32, 608 293 Syracuso University . 75 30 250 350 1 48 46, 618 15, 000 92, 500 NORTH CAROEINA. o94 St. Mary’s College. . . . a 200 11,000 2, 000 $95 University of North Carolina* 60 23 72 108 29 j 000 12, 000 100,000 £96 Biddle University . 75 90 10; 500 6 i>7 Davidson College . 60 20 80 115 16 12, 000 2,000 20, 000 $98 Trinity College . 50 14 75 90 3 12, 000 20, 000 $99 Elon College . . 50 5 125 160 L500 2; 000 3°0 Guilford College . 52 0 45 81 6 id 1 4.000 5. 000 * Statistics of 1897-98. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION 1643 for men and for both sexes — Continued. Value cf scientific apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. From tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 13 14 15 16 17 18 19 29 $19,000 $132, 000 $76, 657 $3,039 $5, 372 0 0 $1, 956 $10, 367 $16, 903 254 5,000 60, 000 35, 000 3, 000 1,500 0 0 0 4. 500 125 255 3,000 75, 000 15,000 3, 500 500 0 0 1,500 5.510 1,000 256 180,000 750, 000 1,000,000 16,000 64,500 $80, OCO $39, 000 0 199, 5! 0 0 257 1, 000 40,000 0 1,800 0 0 0 0 1,800 4,000 258 18, 000 175, 000 180,000 0 7, 600 0 0 0 7,600 4,500 259 5,000 150, 000 0 5, 000 0 0 0 12, 909 17, 909 1,000 260 5, 000 45, 000 0 2,000 0 0 0 0 2,000 (vGO 281 17 C30 1 r>6, 18-4 17, COO 39,000 522 55. 522 12, 000 £>39 100,000 800, 000 1,500, OCO 38,000 60,000 5, COO 0 0 103. 000 160, 000 263 15, 000 135, 000 0 10,000 O' 0 0 0 10, 000 284 265 30, 000 2(i(i 70,000 366, 500 500,000 0 39,000 0 (.7.253 267 268 10, 000 500, 000 . 269 3,500 50,000 0 385 0 11,371 0 0 11, 758 10,000 270 30,000 90,000 279, 945 5,340 13, 766 94? 0 23, 906 43, 959 5, 1 5 271 8,175 257,500 0 25, 475 0 0 0 2,907 28,382 0 272 6,000 206, 000 110, 412 0 6, 861 0 0 12, 356 19,217 6,551 273 49,013 495,329 2,0-30 89, 556 80 114 0 0 89, 750 2,384 274 30,500 325,000 50,000 15, 675 1,851 100 0 5, 162 22, 788 0 275 13,215 161,300 0 17,000 0 0 0 27, 927 44,927 £00 276 1,000 850, 000 0 15,900 0 0 0 0 15. 900 277 10,000 342; 000 0 9,600 0 0 0 10, 852 20,452 1,851 278 12, 000 109,000 361,018 3,165 16,334 0 0 4,296 23, 795 10, 991 279 20,000 500,000 400, 000 8,000 20, 000 150 0 1,850 30,000 5, 010 280 16,300 168,957 451, 874 6, 413 19, 296 0 0 8,894 34, 603 44,065 231 26,000 604,000 1, 719, 345 14,050 46, 240 0 0 2,371 62, 661 30, 600 282 1,183,971 1, 805, 373 6, 467, 435 193, 416 376, 033 70,000 37,500 3,349 680,298 04, 855 283 23,000 750, 000 0 26,000 0 0 0 1,100 27,100 5, 000 284 57, 000 665, 000 45,050 0 1,982 187,500 0 0 189, 482 500 285 235,000 8,500,000 9,500,000 350, 448 458. 529 0 0 45,350 854, 327 518, 667 286 39, 610 622, 056 0 10, 829 0 0 0 28,538 39, 3-57 100 287 01,810 1, 446, 613 1,699,859 143, 506 82, 995 0 0 41, 438 267,939 327. 830 288 11,200 840, 000 0 13, 920 0 0 0 76,594 90,514 288 289 15,000 300, 000 0 40, OCO 0 0 0 10, 000 50, 000 3, 000 290 71.381 398, 130 724,301 8, 465 33,368 0 0 0 41.833 400 291 93,700 500,000 5,111 18,401 0 0 49, 309 72, 821 20, 896 292 205, 448 2, 185, 700 1, 313, 610 50, 144 47, 106 0 0 35,361 . 132,611 112, 140 293 12,000 90,000 0 20, 000 0 0 0 0 20, 000 4, COO 294 10, 000 300, 000 100,000 18, 000 5,000 25,000 0 5,000 53, 000 295 7,000 140, 000 7,000 4,000 250 0 0 3, 760 8,000 298 10, 000 150, 000 120,000 9, 5G0 8, 000 0 0 0 17,500 8,000 297 210, 000 230, 000 4,500 18, 000 0 0 8,000 30, 500 152, 000 298 2,000 75, 000 0 4,000 0 0 0 0 4,000 299 5, 000 100, OCO 50,000 6,000 1,000 0 0 0 7,000 0 310 1(344 EDUCATION REPOET, 1898-99. Table 89. — Statistics of universities and colleges Name. Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. V olumes. Pamphlets. Value. Tuition fees. Other fees. Lowest. Moderate. 1 2 d 1 i o 6 7 8 i) io NORTH CAROLINA— continued. 801 Lenoir College . . . $38 0 $68 $78 0 0 300 100 $500 302 North Carolina College _ 40 $4 56 70 2, 000 500 2, 500 303 Catawba College . 40 o 50 70 1 3, 000 100 1. 500 301 Shaw University . _ _ _ 12 42 64 100 2, 000 1 , 500 305 Rutherford College _ _ _ 30 50 75 5, 000 2, 000 6,000 306 Livingstone College . - .. 25 5 70 150 0 20 4,000 2, 000 4, 500 307 Wake Forest College . . GO 10 75 150 _ 22 15,000 3. 000 25, 000 308 Vv eaveryille College _ _ _ 36 3 75 110 250 100 200 NORTH DAKOTA. 309 Fargo College . . 30 8 108 150 2. 875 500 3, 030 310 University of North Dakota _ 0 5 120 140 0 0 6, 500 3, 500 15, 000 311 Red River Valley University .... 30 o 72 128 0 0 1,600 500 3,000 OHIO. 313 Ruchtel College . . . 40 6 125 175 0 49 7, 500 10, 500 313 Mount Union College . . 30 6 105 180 4, 700 3, GOO 3, 500 311 Ohio University . . . 10 5 120 220 0 0 15, 000 15, COO 315 Baldwin University _ _ _ 36 76 114 0 0 7 030 3, 500 10, 000 German W aliace College _ _ 20 80 120 2. 050 2, 500 317 Cedarville Colles'e _ _ _ _ 22, 5 116 150 ’ 950 50 1 000 318 St. Xavier College . . 60 10 18, 000 18,000 319 University of Cincinnati _ 75 114 190 5 0 3,400 160. 000 320 St. Ignatius College . . . 40 7 7.’ 000 18. 060 321 Western Reserve University _ 85 0 145 200 4 110 36. 050 12,000 40, 000 323 Capital University . . . 40 0 125 150 20 6, 000 323 Ohio State University . . 0 15 144 221 14 31, 000 7,000 77,500 321 Defiance College _ _ 32 0 75 100 400 150 750 325 Ohio Wesleyan University . . 10 36 100 200 0 0 35, 000 3,000 40, 000 320 Finlay College _ _ _ 32 ry*' ( o 100 1 000 2,000 327 Kenyon College - - 75 18 130 200 15 35,000 20, 000 328 Denison University... . 39 8 100 150 _ 30 20,000 12, 666 25,000 329 Hiram College . . . . 45 0 76 114 6 20 8, 000 5.000 330 Lima College. _ _ _ 40 o 90 120 800 150 1 , 000 331 Marietta College _ _ 30 10 135 26 62 000 15,000 65,000 382 Franklin College *_ . . 40 5 90 95 3, 000 3.000 333 Muskingum College _ _ _ 38 100 125 3 280 3, 000 331 Oberlin College . . . 75 200 300 89 50 ’ 000 34,000 105; 000 335 Miami University _ _ _ _ 0 10 150 200 15 120 500 330 Richmond College . . 36 3 100 1-50 2 3, 000 400 3,000 337 Rio Grande College . . . 28 0 80 100 0 0 1,200 500 500 338 Scio College . . . . 36 54 66 1,000 339 Wittenberg College . . . . 50 100 120 12 000 1,000 12,000 340 Heidelberg University . 18 18 120 150 0 0 14,000 2, COO 20, 000 311 Otterbein University. _ _ _ 36 150 225 o 9 000 3 042 9, 000 312 Wilberforce University . . 17 0 78 100 0 23 5, 000 R500 5, 000 313 Wilmington College . . . 39 1 75 100 0 1 2, 000 500 1,500 311 University of Wooster . 45 15 108 140 44) 20, 756 3,000 20, GOO 315 Antioch College. . . . 38 100 125 7,000 OKLAHOMA. 31(3 University of Oklahoma . 140 175 5, COO 2,000 OREGON. 817 Albany College . 50 0 76 95 0 0 2,500 0 1,000 318 University of Oregon - - 0 10 76 114 0 0 7, 000 1,000 15,000 319 Pacific University . 45 3 100 200 _ 9,000 4,000 15, 000 350 Lafayette Seminary . . . 26 40 80 300 500 400 351 McMinnville College. 33 108 140 2, 400 1,000 5,000 352 Pacific College . . . 35 3 150 175 0 12 1,000 500 LOCO 353 Philomath College . . 25 80 100 800 600 1,200 351 Willamette University . . 45 80 100 23 4, 575 2, 693 ie; 000 355 Portland University . . 52 31 150 167 6 0 1,000 300 1,500 * Statistics of 1897-98. INSTITUTIONS FOR HIGHER EDUCATION 1645 for men and for both sexes — Continued. Value of scientific apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. From tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. _ From United States Govern¬ ment. ! From other sources. Total income. 11 IS 13 14 15 14» 17 18 19 24) SI, 000 $25,000 0 CO o 8 0 0 0 0 $2, 000 $1,500 301 1,000 15,000 $6, 000 1, 500 $360 0 0 0 1, 860 302 600 12, 000 32,000 2,200 1,920 0 0 0 4, 120 10,000 303 7, 875 82, 125 31, 238 3,677 275 0 0 $11. 814 15, 866 12, 361 304 10, 000 0 2, 000 0 0 0 0 2,000 305 1,500 125, 000 0 1,000 0 $45 0 6,000 7,045 4, 500 306 20, 000 100, 000 256, 135 8,700 13, 723 0 0 0 22, 423 5, 530 307 400 20, 000 308 2, 165 40, 300 30, 0G0 1,507 1,321 0 0 0 2, 828 27, 460 309 15. 000 125,000 0 2, 000 0 49,000 0 2. 500 53, 500 0 310 200 43, 000 0 1, 100 0 0 0 2, (XX) 3, 100 130 311 21,000 225, 000 200. 000 4,200 8,400 0 0 2,600 15, 200 312 5,000 50, 000 62, 800 10, 200 3, 700 0 0 1,300 35,200 1, 0(H) 313 25, 000 250, 000 150, 000 3, 500 11,000 31,000 0 0 45, 500 314 2,000 133, 584 80, 987 3, 175 3,906 0 0 1,470 8, 551 557 315 1 , 000 97, 049 93, 933 10.145 81 f> 200 20, 000 20,000 1,200 1,200 0 0 1,100 3, 500 1, 100 317 7, 000 100, 000 0 318 35, 000 315, 000 800, 000 24,01X1 33, 600 66,000 0 0 123, 600 170, 000 319 2, 000 150, 000 0 4, 000 0 0 0 0 4,000 320 95. 000 979,090 1.113,718 65, 000 158, 779 0 0 0 223, 779 124, 500 321 2,000 125, 000 36, 793 2, 330 1,410 0 0 6, 766 10, .506 322 150,000 2,278,000 553, 065 30,281 33, 065 176, 058 $24, 000 14. 169 277, 573 1,000 323 250 20, 000 0 1.798 0 0 0 300 2, 098 50 324 5, 000 524. 000 744. 000 32, 500 29, 500 0 0 0 62, 000 250, 000 325 500 100, 000 31, 000 2,217 1.116 0 0 0 3,333 1,936 326 45, 240 312, 651 293, 608 2, 591 17, 589 0 0 2, 470 22, 650 44, 700 327 18, 000 160,000 420, 000 6, 500 22,000 0 0 2,500 31.000 20, 000 328 10,000 100, 000 135,000 8,700 5,000 0 0 5, 144 18, 844 329 2, 000 50, 000 0 3, 000 0 0 0 2, '400 5. 400 30, 666 330 18,000 120, 000 120, 000 5, 300 7, 700 0 0 0 13, 000 800 331 3,000 12, 000 0 2, 500 0 0 0 0 2, 500 333 2, 500 30, 000 36, 500 4. 575 2, 569 0 0 0 7,144 8, 893 333 91,500 562, 700 912,803 75, 107 50, 350 0 0 9,552 135,009 19, 790 334 30, 000 150,000 60, 000 1,800 4,000 25, 000 0 6.000 36,800 335 1,000 40, 000 0 3, 000 0 0 0 0 3,000 1,000 336 500 35,000 69,000 2, 200 3,900 0 0 0 6,100 200 337 4, 000 50, 000 0 8, 400 0 0 0 0- 8, 400 338 5, 000 350, 000 200, 000 10, 000 10,000 0 0 0 20, 000 339 500 125, 000 95, 000 4,403 5, 187 0 0 0 9, 590 2, 500 340 25. 000 65, 000 69, 000 4,200 4, 800 0 0 2,000 11,000 8, 000 341 14,000 114,000 30, 400 2,364 1,638 18, 868 0 6, 142 27, 010 8,629 312 4,000 25, 000 40, 000 4,000 2,500 0 0 0 6,500 2,000 343 40, 000 250, 000 370,000 17,500 10. 355 0 0 3,000 30, 855 19,200 344 2,000 100,000 100,000 3,527 2, 500 0 0 0 6,027 1,200 345 G, 000 60, 000 0 1,158 0 19,000 0 0 20, 158 346 1, 500 37, 900 1,600 4,500 80 0 0 0 4, 580 2,300 347 20, 000 110,000 150, 000 2, 000 10,000 30,000 0 0 42, 000 0 348 2, 500 150, 000 200, 000 6, 000 14, 000 0 0 2,500 22. 5000 5,000 319 600 8.000 0 850 0 0 0 125 975 350 3, 000 35, 000 38, 000 2, 100 2,500 0 0 0 4,600 1,000 351 500 25, 000 8, 000 2, 500 500 0 0 0 3, (KM) 6, 000 352 1 , 500 12, 000 5,000 1,600 800 0 0 0 1,900 353 6,000 160, 000 40,000 3, 700 3,200 0 0 0 6,900 354 2,000 150. 000 0 5, 020 0 0 0 0 5,020 1,200 355 1646 EDUCATION KEPOKT, 1898-99. Table 39.— Statistics of universities ancl colleges 056 357 358 359 360 361 382 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 890 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 Name. Expenses in collegiate de¬ partment. Living ex¬ penses. tellow- Number of scholar¬ ships. Library. co 0 a p r— ( o c n -M 0 r— 1 x) P. a c3 fb 6 2 Is C/3 0 0 CM o -M m 0 0 «M 0 M r—H O m 0 * o 0 -M eg M 0 H0 O a tM 02 O P. 3 * ,0 f-i M £ 1 2 3 4 5 G 7 8 9 1G PENNSYLVANIA. Western University of Pennsyl- §100 §20 §133 $190 26 16,060 $20,000 vania. Muhlenberg College . 50 10 117 156 OQ oo 10, 500 3,000 Lebanon Valley College . 40 5 146 5 10, 000 10,000 St. Vincent College ... . - 50 150 40,000 40 ; 000 Beaver College . . . 60 2 210 1,000 1,500 Geneva College . . 42 0 76 85 4, 000 4, 00(3 Moravian College - . . 50 0 200 250 0 0 7,000 1,000 20, 000 Dickinson College _ _ 6 70 150 175 45, 000 20, 000 Pennsylvania Military College _ a 500 0 0 1 . 600 Ursinus College . . . 6(1 34 100 140 15 7, 500 Lafayette College . . 100 130 197 0 0 20. 600 20, 000 Pennsylvania College . . 30 26 151 193 0 50 24, 000 2(3, 0(30 Thiel College _ _ 50 120 150 0 21 6,378 1,500 15, 000 Grove City College . . 43 0 3,000 1 100 3,000 Haverford College . . . . 150 850 1 44 36, 000 4 000 50, 000 Juniata College. A . . . . 40 3 123 133 0 6 17, 000 4, 000 6,000 Franklin and Marshall College... 0 45 120 130 34, 435 3, 820 Buckneli University . 75 200 300 55 20, 0(4) Lincoln University * . _ 25 20 rrrf 77 15, 000 4 000 15, 000 Allegheny College . . . 45 6 120 160 12. 00 0 2,000 50, 000 Albright College . . 40 too 1 200 Central Pennsylvania College. ... 48 4 85 100 4 5.200 325 5, 000 Westminster College . . 42 135 160 12, 000 2,000 12, 000 Central High School . . 0 0 3, (XX)' 3, 000 LaSalle College . . 80 8,000 1,000 6, 000 1 University of Pennsylvania _ f 150 \ 200 355 500 39 125 145, 000 125,000 123, 500 Holy Ghost College . . 60 200 800 0 2 3, 000 500 4, 000 Susquehanna University . . 40 22 100 125 0 3 5, 000 1,000 2, 000 Lehigh University . . / 60 l ‘>>0 350 0 83. 008 32, 198 100, 000 Pennsylvania State College . f 100 0 J 190 15, 166 Swarthmore College * . . 150 a 250 2 62 18, 809 ' Villanova College . . 250 1 14,000 Volant College . 24 1 70 125 300 500 500 Washington and Jefferson Col- 24 36 130 180 _ 6 14, 000 2-3,000 lege. RHODE ISLAND. Brown University . 105 45 200 320 i-V 100 105,000 35, 000 200, 000 SOUTH CAROLINA. College of Charleston . 40 118 135 14 13, 000 2, 000 Presbyterian College of South 40 5 64 80 0 6 1,400 2,000 1,800 Carolina. Allen University. . 8 i 60 210 200 100 South Carolina College . 40 18 135 165 6 33, 000 49,000 Erskine College . . 35 115 125 1,000 300 2, 000 Furman University _ 50 13 54 72 12 4. 000 2,000 N e wberr y College . 40 60 85 14 8, 000 Ciafiin University . . 14 0 50 7', 000 4,000 7,000 Wofford College ." . 40 15 120 180 8,000 SOUTH DAKOTA. Black Hills College* . 30 100 120 600 400 700 Huron College . . . 30 3 100 125 1.5(30 Dakota University* _ 24 6 75 100 2,332 500 4,00(3 Redfield College*.”. . . 30 0 100 135 3,000 500 3; 000 University of South Dakota .. 4 125 175 4, 000 Yankton College . 30 100 125 40 6,700 4,666 7,300 * Statistics of 1897-98. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION 1647 '(for men and for both sexes — Continued. t V aluo of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. From tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 12 13 14 15 1G 17 18 10 30 $50, 000 $318, 000 $425,000 $76, 000 $18, 000 $1,750 0 $2,000 $97, 750 $45, 000 2,000 100,000 155, 780 4, 347 7, 500 0 0 5,000 16,847 15, 119 2,000 95, 000 75, 000 1 50, 000 0 0 4, GOO 66, 000 0 7,000 0 0 0 3,000 10, GOO 2, 000 175,000 150, 000 5. 000 6,000 0 0 0 11,000 5,000 100, 000 115; 633 '498 5,592 0 0 0 6 . 090 3, 336 10,000 303,300 305,000 37, 104 14,000 0 0 2, 706 53,810 150, 000 0 15, 000 120, 000 185,000 6,800 7,600 0 0 3,000 17, 400- 28 80,000 650, 00-9 258. 250 22, 758 17,559 0 0 0. 40, 315 10, 000 75,000 249, 000 210, 000 14, 100 9, 126 0 0 1,226 24, 452 2, 300 2,000 60,000 62, 509 4, 500 3,500 0 0 2, 500 10,500 2,200 5,000 2C0, 000 20, 000 0 0 0 0 20, 000 80,000 400, 000 725, 000 43; 958 25, 599 0 0 0 69,557 12, 775 10, (.00 100, 000 0 7,224 0 0 0 0 7, 224 1,747 75,000 255,000 345, 000 12, 000 13,000 0 0 0 30,000 10, 000 350, 000 400,000 15, 030 17, 5011 0 0 17,500 50,000 30,000 -34,000 200, ooo 467, 650 1,250 30, 000 0 0 10,000 41.250 10,000 200, 000 200, 000 13; 000 9,000 0 0 3,000 25; (MX) 3, 000 40, COO 0 7,436 0 0 0 5, 300 12, 736 1,100 22, 000 25,000 2. 910 230 0 0 '839 3, 979 1,200 40, 000 200, 000 200. 000 16, 128 7,872 0 0 0 24.000 10,000 15,000 1,011,363 0 0 0 107,054 0 0 107, 054 800 250, 000 0 509,021 4,037,179 5, 110, 539 331, 566 72,533 125,000 0 0 529, 099 510, 658 1,000 100,000 0 8,000 0 0 0 0 8,000 2,000 2,000 60, 000 43,000 5, 000 2,000 0 0 0 7,000 50,000 1,200,000 2,000,000 23,500 0 75,000 0 7,000 105,500 60,000 790, 000 517,000 100 31,070 43, 416 $39, 000 17,244 130, 780 20,000 500,000 250, 000 49,613 12,300 0 0 4, 434 66, 347 2, 000 350, 000 0 ' 600 6, 000 0 1,500 0 0 0 400 1.900 15, 000 272,500 258, 130 18,308 15,174 0 0 0 33,482 565 340, 0C0 1,177,967 817, 612 100, 748 2S, 186 0 0 744 129, 678 33,000 2,000 75, 000 291. 000 500 10, 572 2,000 0 0 13,072 500 15,000 5,000 1,300 150 0 0 0 1,450 1,500 0 25,000 0 600 0 0 0 3,500 4,100 10,000 300,000 0 7,000 0 25, 000 0 0 32, 000 350 70. 000 86,000 3,800 5,000 0 0 0 8,800 15,000 80, 000 65, 000 6,000 5,000 0 0 0 1] . 000 40,000 35, 090 3, 300 2, 700 0 0 800 6, 800 10,000 100, 000 0 4,000 0 0 0 8,000 12, 000 10,000 2,500 125, 000 63,030 4,000 4,500 0 0 1,500 10, 000 250 36,000 30,000 1,500 300 0 0 250 2, 050 500 25, 000 0 2, 100 0 0 0 4,-400 6, 500 1,500 60, 000 0 5, 505 0 0 0 3,000 8, 505 20,000 0 3, 000 0 0 0 9, 600 12, 000 1,750 150, 000 4, 000 36, 000 0 800 40, 800 12,300 100, 000 55, 000 4,000 3, 6-56 0 0 0 7,000 li, 366 356 357 35S 359 3 GO 3G1 362 383 364 365 360 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 3S2 383 384 385 380 337 388 389 380 391 392 393 394 395 396 397 393 399 400 401 402 403 404 405 1643 EDUCATION REPORT, 1898-99. Table 39. — Statistics of universities and colleges 406 407 408 409 410 411 413 413 414 l’S 416 417 418 419 430 421 400 423 424 425 426 427 42S 429 430 431 432 433 434 435 436 437 438 439 440 441 442 4423 444 445 446 447 448 449 450 451 453 Name. 1 TENNESSEE. U. S. Grant University . King College . . Southwestern Presbyterian Uni¬ versity. American Temperance Uni¬ versity. Hiwasse College _ _ _ _ Southwestern Baptist Uni¬ versity.* Knoxville College . - . University of Tennessee . Cumberland University - . Bethel College - - - Maryville College - - Christian Brothers College * . Milligan College . . . Carson and Newman College - Central Tennessee College .. . Fisk University - . . . Roger Williams University . - University of Nashville . Vanderbilt University . University of the South* . . Burritt College... . . Sweetwater College * — . . G-reeneville and Tusculum Col¬ lege. Washington College . . . . TEXAS. St. Edward's College . University of Texas . . . Howard Payne College . . . Henry College. . Fort Worth University. . Polytechnic College . St. Mary’s University *... . Southwestern University . . . Burleson College . Wiley University . . . . St. Louis College . . Austin College . Trinity University . . . Add Ran Christian University. .. Baylor University . . Paul Quinn College . UTAH. Brigham Young College . Salt Lake College . . Sheldon Jackson College . University of Utah . VERMONT. University of Vermont and State Agricultural College. Middlebury College. . Norwich University . Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. Volumes. Pamphlets. - - Value. Tuition fees. Other fees. Lowest. ! Moderate. 1 2 1 3 | 4 5 1 Q 7 8 9 10 $30 l $9 $50 1 $100 8, 000 2, 000 50 8 90 112 4 009 700 82 500 60 16 82 108 8 boo 2 009 10 non 39 SO 100 1 , 000 200 1 000 44) 2 50 75 6 2. 000 1,000 2, 000 60 73 4, 000 500 4 000 5 GO 2. 000 500 2 000 ft 20 100 175 0 6 16, 000 12,000 1 / , 000 60 8 75 135 0 0 12, 000 3, 000 10. 000 40 O 63 90 1 000 1,000 2 000 12 To 125 0 3 12, 000 2. 000 1,500 65 90 2, 000 i 000 35 5 75 90 6 3, 1G0 3,500 18 3 88 95 0 0 5, 550 800 8,000 14 1 105 0 6. 632 12 72 0 0 4. 500 5,000 10 120 200 202 12, 000 85 15 100 125 15 25 15, 000 5, 000 48, 000 100 10 120 200 0 51 40, 0041 21,000 85, 000 20 10 40 60 3, 650 1 . 200 3 000 30 2 100 125 ' 500 25 ’GOO 38 75 100 0 10 8,100 400 2, 500 27 3 50 60 1 800 300 2 000 60 160 0 0 3.000 500 4. 000 0 10 114 154 7 0 32, 361 6, 000 50, 000 50 100 125 _ 2,000 1,0.00 2, 500 45 3 75 so 300 48 O 128 150 3. 000 42 5 85 105 1 . 800 200 1 500 60 2, 369 2, 000 60 5 90 135 0 0 3, 000 1, 500 3,000 50 2 110 150 _ 1 600 300 2,000 10 84 100 3, 203 1,000 12,000 40 0 150 200 0 0 ! 900 '200 800 50 11 73 135 10, 000 50 6 81 90 0 0 4, 000 6, 000 50 80 125 3,000 1.666 3,500 50 3 I 75 120 1 4 8. 000 700 10, 000 23 2 1 75 85 800 40-3 1,500 . 10 1 76 95 0 0 2,500 800 2. 127 22 3 108 125 0 0 3, 048 1,870 1,500 35 100 500 1,000 0 10 67 133 0 0 16, 000 4,000 25; 000 60 22 130 180 0 45 56, 903 25,000 100, 000 60 12 120 150 0 120 23, 383 1,600 25,000 65 25 120 32 5, 000 * Statistics of 1897-98. INSTITUTIONS FOR HIGHER EDUCATION 1649 for men and for both sexes — Continued. Value of scientific apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. Prom tuition and other fees. Prom produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total income. 11 JL 13 14 15 18 17 18 ID 20 $300, 000 $6, 000 $16,084 $300 1 0 0 1 $6, 098 $22, 482 $1,200 §500 20, 000 16, 000 1,500 1,000 0 0 0 2, 500 '500 5,000 50, 000 215, 000 4,000 13,000 0 0 1,000 18, 000 46,000 1,000 100, 000 0 3, 500 0 0 0 500 4,000 5, 000 10, 000 0 800 0 0 0 0 800 4,000 50, 000 70, 000 8,500 4,200 0 0 0 12,700 3,500 100, 000 0 300 0 $800 0 12, 000 13,100 90,500 611, 000 425, 000 8, 409 25, 410 0 $39,000 4,331 77, 150 2, 000 100, 000 95, 000 8,597 4,500 0 0 0 13,097 150 5, 000 0 5,000 99, 420 198, 303 3,396 12, 253 0 0 5,294 20, 943 10, 000 80, 000 150 15, 000 0 3, 500 0 0 0 250 3,750 800 500 60, 000 35, 000 4, 500 2,000 0 0 500 7, 000 3, 000 2, 000 105.000 2,300 15,052 150 0 0 0 15, 202 500 350, 000 41,841 4, 223 2, 400 435 0 0 7, 058 1.000 175, 000 0 1,250 0 0 0 7,000 8, 250 13, 000 300, 000 100,000 20, GOO 5, 000 20,000 0 39, 800 84, 800 175, 000 600, 000 1,100,000 50, 000 55, 000 0 0 0 105, 000 2, 000 400, 000 160, 000 18, 360 9, 600 0 0 8, 000 35, 960 20, 000 42, 000 0 3, 565 0 0 0 0 3, 565 25 20. 000 0 3,500 0 0 0 0 3. 500 2,444 23, 000 235 1,850 8 0 0 760 2,618 3,122 1,000 35,000 5,000 1,500 300 0 0 500 2,300 3,000 250 120. 000 0 o 50, 000 400,000 626, 716 6, 000 74, 000 35, 000 0 0 115. 000 1,000 2, 500 40, 000 0 6.000 0 0 0 0 6, 000 3, 500 1,000 20, 000 0 15, 000 0 0 0 0 15,000 7, 500 125, 000 25, 000 0 9,000 0 0 0 0 9, 000 5, 000 500 200, 000 3, 000 130. 000 0 15, 627 0 0 0 6,380 22, 007 3, 000 25, 000 0 8, 000 0 0 0 0 8, 000 1,500 3,000 30,000 0 9,872 0 0 0 3, 128 13, 000 800 200, 000 0 15,000 0 0 0 0 15,000 0 3,000 40, 000 60, 000 4.000 3, 000 0 0 0 7, 000 5, 000 2, 000 87, 500 33, 500 7, 000 3, 000 0 0 0 10, 000 2,500 120, 000 0 10, 000 0 0 0 0 10, 000 2, 000 200, 000 1,000 20, 803 100 0 0 0 20, 903 5,000 75,000 0 3, 195 0 0 0 3,228 6,423 150 8,600 83, 829 100, 000 3, 508 6, 469 0 0 9,000 18,977 300 55, 000 45, 000 300 1,200 0 0 0 1,500 30, 000 85, 000 71 000 35,000 300, 000 ,150, 000 6, 330 52, 798 0 6,250 65, 378 45 70, 000 600, 000 375,000 15, 115 16,061 6,000 32, 130 7, 466 76, 772 1, 055 10, 009 100. 000 384, 000 1. 500 20, 000 2,400 0 0 23, 900 49,500 2, 500 30, 000 1,500 1,930 150 5,000 0 1,200 8,280 1,100 ED 99 — VOL II - 104 406 407 408 409 410 411 413 413 414 415 416 417 418 419 420 431 423 423 424 425 426 427 428 429 430 431 432 433 434 435 430 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 1650 EDUCATION REPORT, 1398-99. Table 39. — Statistics of universities and colleges Name. Expenses in collegiate de¬ partment. Living ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. CO 0 3 r* 3 Pamphlets. Value. Tuition fees. Other fees. Lowest. Moderate. 1 3 4 5 G 7 § 9 1G VIRGINIA. 453 Randolph-Macon College . $21 $90 $90 20 8,500 $5, 500 451 Bridgewater Colleg'e _ 38 ' 3 '80 108 '700 '500 455 University of Virginia.. . 75 40 135 162 1 5 40. 195 831 85, 000 455 Emory and Henry College. . 50 30 85 85 0 4 10, oco 2,000 12, 000 457 Fredericksburg College. . 50 5 100 135 800 200 800 458 Hampden-Sidney College - - 50 19 90 144 2 16 15, 000 2,000 15,000 459 Washington and Leo University. 50 30 100 150 1 17 40, 000 10,000 50, 000 460 Richmond College - - - 70 19 110 150 29 13.300 2,000 40, 000 461 Roanoke College . . . 50 12 82 115 6 23 21.000 25, 000 46 3 College of William and Mary . 35 0 90 108 6 10, 500 3,500 WASHINGTON. 463 Vasli on College . . . 60 6 133 150 0 0 1 208 900 464 Colfax College . 45 75 10) 600 300 1.200 465 University of Washington _ o 90 150 0 0 10, 030 10, 000 30, 000 466 Gronzaga College . 30 220 4.600 2, 000 4, 000 467 Whitworth College _ £6) 159 ’588 ’ 100 '850 468 Puget Sound University* _ 45 J00 150 o o 3 000 1,000 7,000 46!) St. James College _ . . . 40 10 200 s. 666 1,900 470 Whitman College . . 48 140 175 17 6,000 1,500 5,000 WEST VIRGINIA. 471 Barboursville College . 30 3 100 600 200 473 Bethany College * . . . . 40 180 250 3,000 473 W est V "irglnia University . 1 . . 0 15 114 152 9 0 11,017 WISCONSIN. 471 I awrence University . 6 30 70 125 o rJ 20 15, 823 6,400 25. 000 475 Beloit College . . 36 9 118 OOX 4 40 25. 000 8,000 20, 000 476 Mission House. . 20 10 80 80 0 6, 000 477 Gale College . . S3 5 100 120 3 5, 000 1, 000 10, 000 478 University of Wisconsin . a, ] 3 200 300 18 6 57, 000 17,000 94,487 479 Milton College . 36 0 85 120 4! 804) 1,000 4, 500 480 Concordia College . 40 20 68 68 3,540 490 2, 500 481 Marquette College . . 60 150 190 0 8 9,350 1, 160 483 Ripon College . . . . 36 18 86 0 8, 000 3,000 5, 000 483 Northwestern University . 30 5 80 120 3,759 'SCO 8,000 WYOMING. 484 University of Wyoming . 0 3 150 300 0 0 6, 940 4, SCO 10, 000 * Statistics of 1897-98, a Nonresidents, ^30. INSTITUTIONS FOR HIGHER EDUCATION 1651 for men for both sexes — Continued. Y alue of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. F rom tuition and other fees. From produc¬ tive funds. State or munici¬ pal appropria¬ tions. From United States Govern¬ ment. From other sources. Total inqome. 11 13 13 14 15 IS If 18 1® 2® $17, 500 $95. 000 $150, 000 $7, 002 $7, 194 0 0 $3, 676 $17, 872 $35, 120 1.000 9,200 11, 000 3,060 290 0 0 0 3, 350 50,0'00 1,000,000 366, 100 67, 408 19,941 $43, 750 0 1,219 132,318 20, 000 1,000 100, 000 20,000 5, 000 600 0 0 2,400 8,000 0 1,000 15, 0(10 0 4, 500 0 0 0 0 4, 500 5,000 100, 000 145,000 4,282 8,523 0 0 0 12, 805 1, 500 16, 000 200,000 630, £15 9, 500 32, 500 0 0 0 42, 000 2, 500 6,000 700, 000 270, 000 15,000 15, 000 0 0 0 30, 060 30, 000 100,000 60, 000 6, 500 2, 000 0 0 6,000 14. 500 30, 000 25, 000 125, 000 127,- 900 1,193- 4,034 15, 000 0 0 20, 232 2, 500 33, 000 0 20, 780 0 0 0 0 20, 780 1,000 12, 000 0 2, 900 0 0 0 0 2,900 25, 000 560, 000 0 0 0 40,250 0 0 40, 250 1,500 1,000 300, 000 0 '225 20' 000 o 65, OCO 1,500 30,000 0 12,000 0 0 0 1,000 13, 000 8, 000 10, 000 0 1,000 40,000 165,000 7,000 9,000 0 0 0 16, 000 85, COO 25, 000 0 1,000 0 0 0 650 1.650 1,000 200, 000 0 1,900 0 0 0 0 1,900 30, 000 283, 000 114, 750 5,138 6, 558 88, 400 $34, 000 • 26,876 160, 972 22. 000 210,000 212, 000 6,215 12, 300 0 0 5,9S0 24, 495 23, 000 25, 000 367, 250 448, 132 11,643 18, 045 0 0 0 29,688 25, 000 2,500 40, 000 24,000 2,582 573 0 0 0 3, 155 10, 879 1,000 80, 000 0 1,500 0 0 0 4,500 6,000 3,500 219,371 1,152, 973 530, 000 32, 800 24,500 282, 000 39, 000 1,000 379,300 8,000 31,000 83, 743 2,594 4,498 0 0 0 7,092 328 1,500 150,000 0 40 0 0 0 0 40 500 2,700 130, 000 0 6, OIK.) 0 0 0 500 6.500 500 10, 000 90,000 201,548 2,271 13, 863 0 0 4,107 20, 241 8,000 70, 000 0 1, 003 0 0 0 10, 000 11,003 62, 500 111,540 0 514 0 9,268 39,000 437 49,219 453 454 455 455 457 458 459 4(0 461 442 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 1652 EDUCATION REPORT, 1898*99. Table 40. — Statistics of colleges Professors and structors. in Students. Ex¬ penses Location. Name. Religious denomi¬ nation control¬ ling. Year of first open¬ ing. P repa r a to r y department. Collegiate de¬ partment. Total number (excluding duplicates). o 4-3 6 6 Total number (exclud¬ ing duplicates). Tuition fees. j ate •t- at. 03 0> Male. 1 Female. | Male. j Female. Male. Female. o3 p P. c3 r— j nd 3 O) o -P o 1 2 3 4 5 G 7 8 9 1© it 12 IS 14 15 IK 1 CALIFORNIA. Mills College.- Mills College _ None... 1871 7 15 7 16 7 23 136 22 0 158 $180 9 ILLINOIS. Rockford _ Rockford College None... 1849 0 5 0 12 0 17 38 48 3 89 60 3 MARYLAND. Baltimore .... Woman’s College M. E _ 1888 0 0 12 16 12 16 0 276 0 276 125 0 4 MASSACHU¬ SETTS. Cambridge ... of Baltimore. Radcliffe College None... 1879 0 0 111 0 111 0 0 368 53 421 200 5 Northampton Smith College ... None... 1875 0 0 26 42 26 42 0 1,070 4 1,074 100 6 South Hadley. Mount Holyoke None... 1837 0 0 1 43 1 43 0 438 9 V 441 100 7 Y'Tellesley _ College. Wellesley Col- None... 1875 0 0 8 65 8 65 0 633 26 659 175 8 NEW YORK. Aurora . . lege. Wells College... . None. .. 1868 0 0 5 15 5 15 0 SO 0 90 100 $2 9 Elmira . . Elmira College . . Presb . . 1 855 0 5 5 8 8 16 43 108 0 151 75 10 New York _ Barnard College. None... 1889 0 0 40 0 40 0 0 201 75 150 5 11 Poughkeepsie Vassar College .. None. . . 1865 0 0 13 46 13 46 0 614 11 625 100 ... 13 PENNSYLVA¬ NIA. Bryn Mawr... Bryn Mawr Col- None... 1885 0 0 23 15 23 15 0 287 67 354 125 13 VIRGINIA. Lynchburg ... lege. Randolph- Macon Woman’s Col¬ lege. M.E.So. 1893 5 8 9 14 30 193 o 0 226 75 15 INSTITUTIONS FOR HIGHER EDUCATION 1653 for women , Division A. Annual Number of fellowships. Number of scholarships. Library. Value of scien¬ tific appa¬ ratus. Value of grounds and "build¬ ings. Produc¬ tive funds. Income. Bene¬ fac¬ tions. Lowest. $ t )en- iS. 6 4^> c3 fn 0 T3 O § Volumes. Pamphlets. Value. From tuition fees. From productive funds. From other sources. [ Total income. 'i7 is 19 29 21 22 23 24 25 28 27 28 29 30 31 $180 15 6, 000 2,000 $15, COO $2,000 $250, 000 $75, 000 $54,800 $3, 105 0 $57, 405 $20,000 $240 2 7 6,240 7,000 25,000 135,000 66, 653 19,081 3,039 $1,082 23, 202 22,284 .... 250 Q 34 7,600 1,600 10, 000 45, 000 680, 000 337,000 29, 957 19, 284 13, 500 62, 741 57,500 350 450 0 12 14, 000 8.300 169,000 375, 000 74, 851 12, 000 0 86. 851 30, 000 300 111 7, 500 7.800 94, 870 766, 433 697; 149 119,604 37, 35i 25,173 182, 128 125, 686 iso — 6 26 18,300 1,850 . 40, 000 500, 000 475, 000 92, 395 20, 301 0 112, 696 163,438 225 09 K t^'-O --- 07 49, 700 500 135, OCO 215,800 o o o of CM rH 273, 175 215, 915 10,533 0 226,448 93, 000 200 300 7, 200 800 15. 868 41,000 150.000 200, 000 40. 042 8, 905 0 49, 547 3,383 225 13 7,500 12,000 28. 01)0 100,000 8,111 3,300 20,000 31,411 50, 000 i 38 1,000 50 2, 000 8, 000 500,000 24, 000 24, 000 300 300 l 8 31, 000 1,500 47, 525 91, 293 1,113,865 1,016, 122 238,083 45, 413 36, 461 319, 957 22, 909 275 300 14 46 29, 425 7,000 60, 000 50, 000 700,000 1, 000, COO 46,000 GO, 000 0 106, COO 25, 000 160 160 --- 12 2,600 500 3, 000 14,000 122,900 102,000 26, 500 5,500 0 32, 000 11,000 13 1654 EDUCATION EEPOET, 1898-99. Table 41. — Statistics of colleges Location. Name. Religious de¬ nomination controlling. * Year of first open¬ ing. Pro- fpSKS- Students. O ai i stx to 6 *73 rs nd n- ‘UC- rs. d 'c? r-1 s © fb Elementary. Preparatory. Collegiate. Graduate. Total number. Graduated in 1899. 1 2 3 4 5 6 7 § 9 SO IS 12 ALABAMA. 1 .Athens . ._ Athens Female College .... M. E. So _ 1843 i 9 25 15 55 5 100 17 2 East Lake _ East Lake Atheneum _ None.. . 1890 i 7 41 23 31 0 95 7 3 Enfania _ _ Union Female College _ 1853 ? 9 0 46 63 6 13(i 4 4 Marion. . Judson Female Institute* . Bapt . . 1839 2 8 128 19 5 do . . Marion Female Seminary.. None. . 1836 9 7 20 95 55 100 ty 6 Talladega _ Isbell College _ ”... Presb . 1852 l 6 20 10 60 4 94 7 Tuscaloosa - . Central Female College ... Bant _ 1857 3 6 0 10 80 0 90 16 8 _ do - . Tuscaloosa Female College. M.E. So _ 1860 2 18 30 32 148 0 210 27 9 Tuskegee . Alabama Conference Fe- M.E . . 1855 3 10 20 20 100 g 149 33 male College. ARKANSAS. 10 Conway _ Central Baptist College.... Bapt . . 1892 2 ry c 50 50 0 100 6 CALIFORNIA. 11 San Jose _ College of Notre Dame . .. R. C . 1851 i 21 15 35 28 3 81 9 GEORGIA. 13 Athens . . Lucy Cobb Institute . None _ 1858 0 15 25 40 85 0 150 35 13 College Park _ Southern Female College .. Bapt . . _ 1843 4 18 0 0 160 0 160 32 11 Cuthbert . . Andrew Female College . . . M.E. So.... 1854 9 10 50 23 100 0173 3 15 Dalton . . . Dalton Female College _ M.E. So.... 1873 l 8 37 59 3 99 5 16 Forsyth... . Monroe Female College _ Bapt . 1848 4 11 30 15 tyr to 1121 2 17 Gainesville . . Georgia Female Seminary None . . 1878 4 15 0 25 200 0 225 26 18 La Grange . La Grange Female College. M. E. So _ 1833 4 15 29 36 137 22 224 28 19 _ do - - . Southern Female College Bapt _ 1842 o 15 40 10 120 0 170 18 20 Macon . . Wesleyan Female College . M.E. So.... 1839 5 15 0 28 152 5 185 21 21 Rome . . . Shorter College . Bapt . 1877 4 10 25 100 4 129 14 ? V Thomasville _ Young Female College _ None _ 1870 1 4 25 57 0 82 9 ILLINOIS. 23 Jacksonville . Academy for Young N one . 1830 9 6 18 34 42 1 95 t Women. 21 _ do . . Illinois Woman’s College M.E _ 1S47 4 12 20 188 40 248 24 25 Knoxville _ St. Mary’s School . P. E . . 1888 5 13 0 64 45 1 110 11 KANSAS. 26 Oswego Oswego College for Young Presb . 1888 9 5 20 26 30 0 76 3 Ladies. 27 Topeka _ College of the Sisters of P. E . 1S80 3 13 30 63 35 0 214 3 Bethany. KENTUCKY. 28 Bowling Green Potter College . None. . 1889 1 18 0 0 160 0 160 11 29 Danville _ _ Caldwell College . Presb . 1860 9 rV 10 43 13 95 0 151 4 30 Harrodsburg _ Beaumont College . None. . 1894 o o 7 14 20 59 7 100 8 31 Hopkinsville _ Bethel Female College _ Bapt . . . 1854 3 r t 21 16 66 0; 103 4 32 Lexington . Hamilton Female College * . Christian .. 1869 4 14 10 4 146 0 160 16 33 . do . . . Sayre Female Institute _ Presb _ 1854 3 6 25 25 65 0 115 5 34 Millersburg . Millersburg Female College M. E. So.... 1851 2 13 27 20 56 0 103 3 35 Nicholasville .... Jessamine Female Institute None. . 1854 1 11 15 20 90 0! 125 10 36 Owensboro . Owensboro Female Col- None . 1890 9 6 30 50 20 0 100 0 lege.* 37 Russellville . Logan Female College ..... M. E. So.... 1856 2 7 20 35 50 0 105 6 38 Stanford.. _ Stanford Female College. . . None . 1869 1 6 25 45 0 105 6 LOUISIANA. 39 Clinton . Silliman Collegiate Insti- Presb _ 1852 9 8 28 32 56 0 116 9 tute. 40 | Mansfield . . | Mansfield Female College.. M. E. So.... 1855 l 7 30 30 30 1 JL 91 3 * Statistics of 1897-98. INSTITUTIONS FOR HIGHER EDUCATION 1655 for iv omen, Division B. Annual ex¬ penses in colle¬ giate depart¬ ment. Annual living ex¬ penses. Library. I Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. Benefactions. Volumes. Value. From tuition fees. From productive funds. From State appropri¬ ations. From other sources. Total income. Tuition fee. Other fee3. CO 0 o G Moderate. 13 14 IS 145 17 18 19 2® 21 S3 34 35 33 27 g50 $4 31 1 0 3130 300 3150 $35,000 0 0 0 0 0 1 45 *135 150 250 30, 000 2 20' 000 3 50 3 140 1, 500 1,500 70, 000 4 50 ICQ 140 '800 S250 25, 000 5 54 125 150 100 100 50 15, 000 $2, 000 6 50 6 130 7 40 i ISO 200 750 1,000 50 15,000 0 ©11,140 0 0 0 $11,140 $75 8 50 0 100 150 2,000 2,000 500 85, 000 0 0 0 16, 500 0 9 45 3 108 117 1,000 500 60 30,000 0 4,000 0 0 4,000 8,000 1,000 10 6,500 7,000 15, 000 23S, 000 0 59, 000 0 0 0 59,000 1,000 11 60 8 162 1. 500 2.000 300 30,000 12 60 9 152 5. 000 1,500 53', 000 13 40 90 1,000 250 50 30, 000 0 5,000 0 0 3,500 8, 500 200 14 40 2 130 175 130 75 12,000 0 2, 038 0 0 0 2, 038 0 15 40 3 54 75 500 300 1,500 45, 000 0 6, 250 0 c 0 6, 250 10, 000 16 50 3 100 135 2,000 1,200 1, 000 75,000 0 30, 000 0 0 0 30, 000 17 54 1 120 150 1,000 750 350 50. 000 $10,000 4,400 $500 8100 15, 000 20, GOO 0 18 50 3 120 150 2,000 2, COO 500 50, 000 2,000 19 50 3 150 150 5; 000 5,000 5, 000 200, 000 50,000 12, 666 2, GOO 0 18, 000 32, COO 2, 500 20 60 150 6,000 6,000 5, 000 150, 000 50,000 0 21 30 25 150 '400 20, 000 1, 200 1,200 22 50 225 2,000 1,500 300 70, 000 23 50 225 1,000 - 1, 000 600 60,000 8,000 7, 000 20, 000 27, 000 1,000 24 3,000 2, 100 1,200 149, 000 0 45,000 0 0 8,000 53; 000 0 .25 40 200 500 500 22,000 26 45 0 205 2, 000 2,000 300,000 9,000 19, 931 500 0 500 20, 931 3,500 27 60 200 5, 000 5, 000 1,000 80,000 25, 000 0 0 25. 000 28 50 2 150 160 1,200 1,000 200 13,000 6 6, 0001 0 0 2,500 8,500 29 50 0 175 175 4,000 700 1,000 20, 000 0 9,325 0 0 0 9,325 0 30 50 10 1G0 170 1,500 1,500 25 40, 000 31 5G 180 2' COO 1,500 500 100, 000 33 65 5,000 130, 000 33 50 100 140 500 150 300 10; 000 0 7,000 0 0 0 7,000 34 50 160 400 400 20, 000 0 0 0 0 35 50 130 700 700 30; 000 36 50 5 120 150 2,000 1,500 250 35, 000 0 3,750 0 0 300 4,050 300 37 50 2 120 160 1,000 2,000 1,000 6,000 0 4,000 0 0 0 4, 000 0 38 50 10 150 1,100 1,100 1,000 50, 000 30,000 3,000 39 50 9 & 125 140 500 500 28, GOO 5,000 5,000 40 16 5 G EDUCATION REPOET, 1898-99. Table 41. — Statistics of colleges Location. Name. Religious de¬ nomination controlling. Year of first open¬ ing. Pro¬ fess¬ ors and in¬ struc¬ tors. Students. P'5 U c3 Pi © a © 3 Preparatory. Collegiate. Graduate. Total number. Graduated in 1899. Male. Female. 1 S 3 4 5 0 7 8 9 10 11 12 MAINE. • 41 Deering Westbrook Seminary . Univ . . 1834 4 6 8 71 12 6 97 13 42 Kents Hill . Maine Wesleyan Seminary M. E . 1821 7 6 0 153 15 0 168 3 and Female College. MARYLAND. 43 Baltimore . . . Notre Dame of Maryland.. R. C . 1873 5 20 0 79 90 0 169 6 44 Frederick - _ Woman’s College . . . Reformed.. 1893 6 15 26 31 74 0 174 18 45 Hagerstown _ Kee Mar College * . Luth . 1852 5 10 8 98 4 110 9,2 46 Lutherville . Maryland College for Luth . 1853 5 r/ i 0 4 90 1 95 23 Y bung Ladies. MASSACHUSETTS. 47 Auburndale _ Lasell Seminary _ _ None _ 1851 11 20 0 15 124 1 140 29 MINNESOTA. 48 Albert Lea _ Albert Lea College . . Presb . 1885 0 9 0 36 14 0 50 2 MISSISSIPPI. 49 Blue Mountain.. Blue Mountain Female None. . 1873 9 13 20 30 198 1 247 11 College. 50 Brookhaveu _ Whitworth Female College M. E. So.. 1857 4 10 20 16 118 0 154 13 51 Clinton . . Hillman College _ _ Bapt . . 1853 2 6 35 25 75 0 135 7 52 Columbus . Industrial Institute and State. . 1885 i *?!! 0 197 1 ?'?' 0 319 13 College.* 53 French Camp _ Central Mississippi Insti- Presb . 1886 o 4 20 21 42 0 83 2 tute. 54 Jackson. .. .. .. Belhaven College for None . 1894 i 8 10 22 100 6 138 6 Young Ladies. 55 McComb _ McComb City Female In- None _ 1894 2 2 29 13 31 0 73 0 stitute. 56 Meridian ... _ East Mississippi Female M.E.. . . 1S69 Q 25 00 41 202 4 307 7 College. 57 Natchez . . Stanton College for Young None. . 1894 l ii 63 57 63 2 185 5 Ladies. 58 Pontotoc _ _ Chicka.saw Female College . Presb _ 1852 l 4 10 35 15 0 60 1 59 Port Gibson . Port Gibson Female Col- M.E _ 1843 0 7 25 8 36 0 69 4 lege. 60 Water Valley _ Hamilton College . N one . . 1894 1 8 25 56 65 4 150 14 MISSOURI. 61 Columbia _ Christian College _ _ Christian 1851 4 18 15 30 130 0 175 34 62 _ do _ _ Stephens College _ _ Bapt _ 1856 6 14 150 18 63 Fayette . Howard-Payne College _ M. E. So.... 1844 2 10 0 71 41 4 138 2 64 Fulton . . . Synodical Female College Presb . 1872 3 8 0 15 89 0 104 14 65 Jennings . . St. Louis Seminary _ "... N one . 1871 2 n ( 0 0 20 0 20 4 66 Lexington . . Baptist Female College * . . Bapt _ 1855 5 15 15 20 64 1 100 15 67 _ do . . Central Female College . M. E. So _ 1869 5 10 0 50 73 1 124 16 68 Liberty . . . Liberty Ladies’ College.... None . 1890 6 9 \y l 22 120 1 150 22 69 Mexico . . Hardin College . . . Bapt _ _ 1873 9 14 6 82 164 0 252 70 Nevada . Cottey College for Young M. E. So.... 1884 2 11 20 40 48 0 158 3 Ladies. 71 St. Charles _ Lindenwood College for Presb . 1830 4 11 3 30 32 0 65 11 Women. NEW JERSEY. 72 Bordentown _ Bordentown Female Col- None . 1853 8 7 6 33 5 1 45 5 lege. NEW YORK. 73 Brooklyn _ Packer Collegiate Insti- None. _ 1845 5 45 37 476 120 7 604 35 tute. * Statistics of 1897-98. INSTITUTIONS FOR HIGHER EDUCATION 1657 for women, Division B — Continued. Annual ex¬ penses in colle¬ giate depart¬ ment. Annual living ex¬ penses. Lib "ary. Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. Benefactions. i Volumes. Value. From tuition fees. From productive funds. From State appropri¬ ations. From other sources. Total income. Tuition fee. Other fees. Lowest. Moderate. 13 14 1 5 16 17 IS 10 20 SI 2 O ^9 & cP 24 25 26 27 $30 $8 $128 S! 50 3,500 $2,000 $1, 000 $100, 000 §30,000 S3, 000 $1,700 $2,000 $500 $7,200 $1,000 30 — 140 160 7, 692 10,000 1,000 100, 000 120, 000 5, 000 6, 000 0 500 11,500 100 r i 156 156 10. 000 30, 000 400, 000 - 5, 000 50 190 190 2,800 3,500 3, 000 50, 000 24,000 IS, 000 1,200 0 6 19,200 4, 000 40 180 2, 500 2, 500 150 50, 000 3,500 60 5 175 175 1.000 1, 500 300 40, 000 5,500 5, 500 100 0 400 2, 300 3,000 2,000 140, 000 0 15, 000 0 0 60, 000 75,000 0 31 3 200 200 1, 000 1,000 500 40, 000 0 2,500 0 0 2,500 5, 000 2,500 50 1 4 40 110 2, 000 1,500 500 40, 000 0 15,000 0 0 20,000 35,000 0 45 1 125 150 1.500 2,000 250 70, 000 0 7,000 0 0 0 7,000 50 105 140 1 . 000 1, 000 10, 000 0 6 67 72 1,200 2,000 125, 000 0 0 0 20, 490 0 20, 490 40 2 100 500 300 5,000 0 1,000 0 0 1 , 000 2,000 60 130 160 250 400 150 50, 000 0 6, 500 0 0 8,000 12, 500 _ _ _ 50 120 150 500 300 4, 000 50 2 100 125 3,000 1,000 25, 000 0 0 0 0 60 2 162 1,200 1, 500 500 48, 000 0 8,900 0 0 3,100 1 — 1 O O o 300 40 100 2, 000 35, 000 0 2,100 0 0 0 2, 100 40 15 100 100 200 275 50 18, 000 0 2, 000 0 0 2,473 4,473 . 50 1 90 126 600 400 20,000 0 6,000 0 0 0 6,000 40 O 195 5, 000 7, 500 600 100, 000 0 40 150 170 500 500 150 125, 000 20, 000 10. 000 55 0 195 210 1,200 2, 000 1, 500 50, COO 7, 500 13, 500 487 0 0 13, 987 800 50 210 600 600 900 15,000 0 5,239 0 0 3,672 8,911 150 400 3, 000 so, mo 0 5u 210 2, 000 2,000 500 50, 000 0 10,000 0 0 16,666 20, COO 50 10 176 500 1,000 1,000 75, 000 1,200 19, 000 72 0 0 19, 072 50 175 175 300 200 50, 000 0 7,000 0 0 15, 750 22. 750 0 40 3 175 250 1,500 2,000 1,000 90, 000 57, 800 15,000 4,000 0 15, 000 34, 000 45 — 120 140 600 300 300 30, 000 0 3, 000 0 0 9,000 12,000 0 55 — 290 350 2, 000 1, 500 1,000 50, 000 25, 000 13,023 1,500 0 250 14, 773 100 .... 200 300 3, 000 4,000 200 25, 000 0 12, 000 0 0 0 12,000 160 0 7, 678 12, 612 12, 958 222, 047 40, 000 69. 903 2, 086 600 817 73, 408 41 42 43 44 45 48 47 48 49 50 51 52 53 54 55 53 57 58 59 60 61 62 63 64 05 66 67 68 69 70 71 72 73 1658 EDUCATION REPORT, 1898-99. i Table 41. — Statistics of colleges Location. Name. Religious de¬ nomination controlling. Year of first open¬ ing. Pro- f SGQ- Students. O' ai ii str to 0 13 3 L'S id i _ uc rs. 0 cS 3 0 >3 pH pi « 8 o W Preparatory. | Collegiate. [ Graduate. Total number. j Graduated in 1899. 1 2 3 4 5 6 7 8 9 10 11 12 NORTH CAROLINA. 74 Asheville . . Asheville College for None . 1342 5 11 25 70 80 0 175 6 Young Women. 75 Charlotte Elizabeth College _ Luth . 1897 7 10 0 20 92 1 113 6 7(5 Gaston College . . Luth . . . 1879 2 0 13 29 0 42 2 77 Greensboro _ Greensboro Female Col- M. E. So ... 1846 o 12 0 150 0 150 7 lege. 78 Hickory _ Claremont Female Col- None . 1880 3 12 15 25 120 3 183 14 lege. 79 Lornshnrg . Louisburp1 Ffunale Col- M. E . 1857 1 9 20 25 SO 0 125 8 lege. 80 Murfreesboro ... Chowan Baptist Female Bant . 1848 2 6 0 10 46 1 47 3 Institute. 81 Oxford _ Oxford Female Seminary.. Bapt . . 1850 9 7 25 20 85 0 130 5 8:2 Salem . Salem Female Academy... Moravian . . 1802 4 25 0 72 149 o 300 40 OHIO. 83 Glendale . . Glendale College . Presb . 1354 1 U 1 10 46 1 58 8 84 Oxford . . Oxford College _ _ Presb . 1849 3 22 19 61 57 2 139 15 85 _ do . . . Western College . N one . 1855 2 23 0 96 48 0 144 8 8(3 Painesville . Lake Erie College and None . 1859 2 21 0 40 62 5 128 6 Seminary. PENNSYLVANIA. 87 Allentown . Allentown College for Reformed . 1867 6 9 16 19 57 0 109 7 Women. 88 Bethlehem . Moravian Seminary and Moravian . . 1749 4 18 15 80 2 0 97 i 1 College for W omen. 89 Blairsville _ Blairsville College . None . 1855 3 ( 0 23 30 0 71 5 90 Chambersburg .. W iison College . . . . Presb . . 1870 4 25 21 60 232 4 317 43 91 Mechanic, sburg _ . Irving Female College _ Luth . 1858 7 6 0 0 119 0 119 16 Q > Ogontz School _ Ogontz School . . N one . 1850 4 17 12 70 30 0 112 19 93 Pittsburg . Pennsylvania College for Presb . . 1809 3 20 0 160 47 1 208 4 Women. SOUTH CAROLINA. 94 Columbia . Columbia Female College.. M. E. So _ 1859 5 8 0 10 128 2 140 3 93 _ do . . Presbyterian College for Presb . . 1890 5 12 0 27 89 2 153 3 Women. 9G Duewest . . Duewest Female College . . A.R. Presb. 1859 4 8 0 0 76 0 76 24 97 Gaffney. Limestone College _ Bapt . . 1845 1 5 60 0 42 0 102 16 98 Greenville _ Greenville College for Wo- None . 1894 2 5 15 10 45 0 70 3 men. 99 - do . . . Greenville Female College. Bapt _ 1854 5 10 10 20 150 0 18C 21 100 Spartanburg .... Converse College. . . . None. . 1890 10 20 0 0 442 10 452 27 101 Union . . Clifford Seminary. . Presb . 188] 3 4 11 5 29 2 47 5 102 Wiiliamston _ Wiiliamston Female Col- M. E. So _ 1S72 2 5 0 40 44 5 89 lege. TENNESSEE. 103 Bristol . . . . Sullins College . M. E. So 1868 2 15 23 101 52 6 182 5 104 Brownsville . Brownsville Female Col- Bapt . 1851 1 6 54 32 jr 86 4 lege. 105 _ do . . . Wesleyan Female College . M. E. So _ 1870 1 5 20 IS 50 0 88 8 10(5 Columbia . . Columbia Athenaeum . None.. . 1852 4 8 42 50 3S 4 134 7 107 Franklin . . Tennessee Female College N one . 1856 O 11 30 60 100 2 192 6 108 Gallatin . . Howard Female Coliege*.. None. . 1837 1 8 0 18 60 0 78 5 109 J ackson . . Memphis Conference Fe- M. E. So _ 1843 1 13 30 15 138 3 186 24 male Institute. 110 Murfreesboro ... Soule Female College . M.E . . 1852 1 12 20 30 128 3 181 9 111 Nashville _ Boscobel Female College .. Bapt . 1889 3 10 10 30 40 0 80 9 112 _ do . . Ward Seminary . Presb . 1865 7 19 29 12 276 0 317 28 113 Pulaski . Martin College for Young M.E... 1870 3 15 30 20 91 2 143 10 Ladies. 114 Rogersville . Rogersville Synodical Col- Presb . . 1849 rv o 13 15 20 150 5 190 14 lege. * Statistics of 1897-98. INSTITUTIONS FOE HIGHER EDUCATION 1659 for women , Division B — Continued. Annual ex¬ penses in colle¬ giate depart¬ ment. Annual living ex¬ penses. Library. Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. Benefactions. Volumes. Value. From tuition fees. From productive funds. From State appropri¬ ations. From other sources. Total income. Tuition fee. Other fees. Lowest. Moderate. 13 14 13 16 IT 18 19 20 21 22 23 24 25 26 27 §100 §225 2,500 §2, 000 $500 $100, 060 0 $20, 000 50 §28 §175 200 140,000 40 0 *152 247 600 600 6 8,000 0 $475 0 0 $225 700 0 60 2 130 6, 000 6, 000 2,060 100, 000 $6, 000 $360 30, 000 40 2 80 100 1,000 1,500 0 30, 000 0 5, 000 0 0 1,000 6,000 50 0 76 — 1,000 1,000 300 20,000 0 3*000 0 0 0 3,000 0 48 3 104 ---- 2, 500 4,000 200 30, 000 0 6, 0G0 0 0 0 6,000 50 0 125 165 700 700 29. 000 0 6 000 0 0 0 6, 060 40 210 6,000 6,000 1,000 200, 000 10, 000 29, 500 500 0 0 30, 000 $500 60 2, 000 1,000 60, 000 50 5 5,000 3, 666 50, 000 35, 000 5 9. 82!) 12,000 3, 000 154,424 53, 725 27, 636 1,720 0 1,809 31, 165 600 250 4,500 6, 000 12, 000 300, 000 34, 000 27, 000 1,800 0 0 28, 800 11, 000 40 230 800 400 60,000 0 9,000 0 0 0 8,000 960 5,000 3, 000 300 100, 009 5, 000 5, 0G0 40 8 250 300 500 800 300 50. 000 0 8,000 0 0 0 8,000 3, COO 60 0 190 190 10, 000 500 175, 000 o 75, 000 0 0 f) 75, 000 50 0 175 1, 000 1, 666 80, 000 0 9,175 0 0 0 9, 175 6 200 1666 8, 500 800 110 6 220 250 4,000 10, 000 3,500 300, 000 0 20, 000 0 0 18, 000 38, GOO 8, 000 50 132 175 500 500 500 75,000 0 11,300 0 0 0 11,300 50 6 150 .... 200 200 500 60, 000 0 16.169 0 0 0 16, 169 38 o 90 113 1.000 1.000 10, 000 0 0 50 140 175 500 800 500 40 000 o 2. 000 o o 2,000 4,000 50 0 72 90 500 1,000 6,500 0 50 5 100 200 300 60 20, 000 0 8,000 0 0 0 8,000 0 50 10 175 3, 500 3,500 2,500 200, 000 100, 000 40,600 6,000 0 10, 000 56,000 30, 000 40 1 95 1:6 50 6, 000 0 0 0 0 0 48 3 120 3, 500 4,000 2, 000 15, 000 0 0 40 100 125 500 400 200 75, 000 5,000 7,000 300 0 8,600 15,300 15,000 50 80 1,800 2,500 200 25, 000 0 1,600 0 0 1,900 3,500 50 2 110 10, 000 0 2,500 0 0 0 2,500 60 4 140 180 7, 810 10. 000 1,000 75, 000 0 50 5 100 150 1,200 1.500 200 15,000 0 12, 500 0 0 0 12, 500 45 1 125 500 400 15, 000 6, 500 6, SCO 60 4 150 5,621 2, 500 3, 500 50, 000 0 70 130 500 900 300 15, 000 50 175 1,000 1,009 50, oon 0 0 75 200 225 2,000 3,000 0 100, 000 0 so, 666 0 0 20,000 50,000 0 50 100 115 500 1,000 80, 000 30,000 1, 800 0 34 O 120 135 1,000 2,000 100 40, 000 12, 000 6,000 500 0 6, 000 12,500 ' 0 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 98 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 1660 EDUCATION REPORT, 1898-99. Table 41. — Statistics of colleges Location. Name. Religious de¬ nomination controlling. Year of first open¬ ing. Pro¬ fess¬ ors and in¬ struc¬ tors. Students. Elementary. Preparatory. Collegiate. Graduate. Total number. Graduated in 1899. Male. | Female. 1 2 3 4 5 6 7 8 9 10 11 12 TEXAS. 115 Belton . . Baylor Female College . Bapt . 1845 o O 12 0 60 190 3 253 31 110 Bonham Carlton College . Christian 1867 2 8 42 9 39 0 92 9 117 Chappell Hill.... Chappell Hill Female Col- M. E. So _ 1852 1 7 20 8 50 2 80 7 lege. 118 San Antonio - San Antonio Female Col- M. E. So _ 1894 3 8 10 20 47 4 81 7 lege. 119 Sherman _ _ Mary Nash College . None . . 1877 5 14 0 25 160 30 ‘>9~ 12 VIRGINIA. 120 Abingdon.-- . Martha Washington Col- M. E. So _ 1858 4 14 30 45 79 0 154 13 lege. 121 _ do . . Stonewall Jackson Insti- Presb _ 1869 1 7 16 99 48 0 111 4 tute. 123 Bristol . . . . Southwest Virginia Insti- Bapt _ 1884 7 8 151 0 183 3 tute.* 123 Charlottesville .. Albemarle College for None . 1897 3 7 r l 15 25 0 70 3 Young Ladies. 124 Danville . _ Roanoke Female College Bapt _ _ 1859 ? 5 0 13 55 0 68 j , 5 125 Hollins . . Hollins Institute. . Bapt . . 1842 9 _L*v 19 188 207 ii 126 Marion . . . Marion Female College . Luth 1874 2 6 30 16 50 6 90 i 127 Norfolk . N orf oik College for Young None . 1878 3 14 34 53 96 7 190 18 Ladies. 128 Petersburg . Southern Female College. 1863 4 8 10 20 70 0 100 2 129 Staunton . Virginia Female Institute. P. E... . 1844 2 12 0 64 23 0 87 0 130 Winchester . Valley Female College . M.E. So.... 1872 gi 6 18 30 1 55 5 WEST VIRGINIA. 131 Parkersburg _ Parkersburg Seminary .... None. . . 1872 1 3 0 19 30 0 29 ... WISCONSIN. loo Iu From tuition fees. From productive funds. From State appropri¬ ations. m © p rj O 01 0 -M o 3 o Total income. Tuition fee. Other fees. Lowest. Moderate. 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 $50 $135 1,500 $2,000 $300 $100, 000 0 $12,000 0 0 $20, oeo $32, 000 45 $12 117 $126 560 1,050 300 7, 000 0 4, 064 0 0 0 4, 064 45 9 150 200 500 500 200 12, 000 0 2, 500 0 0 2, 500 5, 000 75 — 100 150 1,015 2,000 500 30,000 4,000 0 0 7, 000 11,000 $1,000 5C 175 5, 000 5, 000 75, 000 50 125 1,000 400 50, 000 15, 000 50 3 125 135 250 25, 000 60 0 165 225 1,000 500 25 150, 000 15, 000 5, 000 20,000 36 100 125 100 175 4, 000 0 0 0 4,000 0 50 126 1,000 COO 500 25, 000 0 3,350 0 0 0 3, 350 175 60 0 186 2, 000 2, 500 150, 000 20,000 0 0 0 20, 000 0 25 0 100 ' 200 200 20; 000 0 1,500 0 0 0 1,500 2, 000 60 135 285 1.500 75, 000 80 2,000 10, 000 50 250 1.500 60, 000 0 45 125 150 '500 350 75 20, 000 5,00C 180 350 350 6,500 120 ... 300 330 3, 773 2,500 2,000 150,000 $150, 000 27,955 $6,000 0 548 34, 501 11, 556 115 116 117 118 119 120 121 123 123 124 125 126 127 128 129 130 131 132 ,1 o Q u 4 5 6 7 8 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 >62 EDUCATION EEPOET, 1898-99. Table 42. — Statistics Location. Name. Control. Year of first open¬ ing Auburn, Ala . Fort Collins, Colo . Golden, Colo. . Storrs, Conn . Atlanta, Ga . Chicago. Ill . La Fayette, ind . Terre Haute, Ind . Ames, Iowa . Manhattan , Kans . Annapolis, Md . . . Amherst. Mass . . . Boston, Mass . . . . W orcester, Mass . . Agricultural College, Mich Houghton, Mich . . Agricultural College, Miss . Westside, Miss . . . Bozeman, Mont . Durham, N. H . . Hoboken, N. J . . Newark, N. J . . Mesilla Park, N. Mex . Socorro, N. Mex . Potsdam, N. Y . Troy, N. Y _ _ _ West Point, N.Y . . Greensboro, N. C . West Raleigh, N.C _ Agricultural College, N. Dak. 4 Alabama Polytechnic Institute . . Colorado Agricultural College . . . State School of Mines . . . . Connecticut Agricultural College . . Georgia School of Technology _ _ Armour Institute of Technology. . Purdue University . . . Rose Polytechnic Institute . . . . Iowa State College of Agriculture and Me¬ chanic Arts. Kansas State 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 Me¬ chanic Arts. New Hampshire College of Agriculture and Mechanic Arts. Stevens Institute of Technology . . Newark Technical School _ _ _ New Mexico College of Agriculture and Me¬ chanic Arts. New 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 . State . State. State. State. State. State- State. 1872 1879 1874 1881 1888 1893 1874 1883 1868 State. . 1863 Nation _ 1845 State . j 1867 State. . 1865 . ! 1868 State. . . 1857 State _ j 1885 State . . 1880 State. State. State. City . . Territory.. Territory.. N ation . State. .. State State 1871 1S93 1867 1871 1885 1891 1893 1896 1824 1802 1894 1889 1891 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, Va . . Lexington. Va . . Pullman, Wash . Case School of Applied Science - Oklahoma Agricultural and Mechanical Col¬ lege. Oregon State Agricultural College . . Rhode Island College of Agriculture and Mechanic Arts. South Carolina Military Academy. . Clemson Agricultural College . . . South Dakota Agricultural College . . State School of Mines.. . . Agricultural and Mechanical College of Texas. Utah Agricultural College _ _ _ Virginia Agricultural and Mechanical Col¬ lege. Virginia Military Institute... . . Washington Agricultural College . . Territory.. State State State State State State State State State State State 1881 1891 1870 1890 1843 1893 1884 1867 1876 1890 1872 1839 1892 * Statistics of 1897-98. INSTITUTIONS FOR HIGHER EDUCATION, 1663 of 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 c Resident. epartment. Nonresi¬ dent. Total num¬ ber (ex¬ cluding du¬ plicates). Male. Female. Male. Female. 1 Male. 6 r— H c3 a o t=t Male. Female. ■ Male. Female. Male. Female. Male. Female. Male. Female. 5 © 7 8 9 so 1 1 12 13 14 S5 IS 17 18 19 30 1 0 29 0 30 0 38 0 283 17 16 2 0 0 337 19 1 0 1 29 2 29 3 31 14 171 64 0 0 0 0 250 95 2 0 0 11 0 11 0 0 0 185 0 0 0 0 0 185 0 3 0 1 10 1 10 2 9 3 55 24 0 0 0 0 64 27 4 5 0 15 0 20 0 100 0 232 0 0 0 0 0 332 0 5 13 2 2S 2 32 3 300 200 200 0 0 0 0 0 500 650 6 0 0 58 6 58 6 0 0 818 69 25 99 15 0 658 91 7 0 0 20 0 20 0 0 0 100 0 0 0 3 0 103 U 8 50 17 50 17 95 34 480 120 13 9 0 0 588 156 9 4 2 29 10 33 12 90 20 460 261 24 16 0 0 574 297 10 0 0 56 0 56 0 0 0 280 0 7 0 0 0 287 0 11 0 0 19 0 19 0 0 0 129 0 10 0 1 0 140 0 12 0 0 163 9 /V 163 2 0 0 1,117 47 7 0 0 0 1, 124 47 13 0 0 30 0 30 0 0 0 236 0 i 0 0 0 237 0 14 0 0 37 6 37 6 0 0 435 93 0 0 0 0 435 93 15 0 0 19 0 19 0 0 0 116 0 1 0 0 0 117 0 16 4 0 16 0 20 0 80 0 176 10 5 0 0 0 281 10 17 12 0 8 0 20 0 280 10 27 0 0 0 0 0 307 10 18 0 2 11 6 11 8 109 70 29 17 0 0 0 0 138 87 19 5 0 20 0 21 0 8 0 101 9 2 0 0 0 111 9 20 10 0 22 0 30 0 147 0 214 0 0 0 0 0 361 0 21 1 0 9 0 10 0 35 0 140 10 0 0 0 0 175 10 22 1 X 4 12 2 15 6 101 45 18 21 3 0 0 0 145 67 23 1 1 1 0 9 fj 1 45 18 5 0 0 0 0 ■ 0 50 18 24 0 0 7 1 7 1 0 0 57 1C8 0 0 0 0 57 106 25 0 0 15 0 15 0 0 0 138 0 0 0 0 0 138 0 26 0 0 52 0 52 0 0 0 231 0 0 0 0 0 231 0 27 o o 2 10 1 10 9 47 35 41 14 0 0 0 0 88 49 28 1 0 26 0 27 0 29 0 208 0 15 0 0 0 252 0 29 9 3 20 3 20 3 88 40 86 19 3 1 0 0 177 60 30 0 0 20 0 20 0 0 0 240 0 10 0 0 0 250 0 31 1 1 13 2 14 3 81 44 64 26 9 0 0 147 72 32 0 0 19 5 19 5 0 0 190 133 7 8 0 0 197 141 33 3 2 16 7 16' 7 23 9 84 36 0 0 ] 4 132 51 34 0 0 8 0 8 0 0 0 111 0 0 0 0 0 111 0 35 5 0 24 0 29 0 188 0 257 0 3 0 0 0 446 0 38 6 0 10 4 16 4 91 35 220 75 9 4 0 0 320 114 37 6 1 8 0 8 1 15 12 23 0 0 0 0 0 38 12 38 0 0 21 0 21 0 0 0 352 0 4 0 0 0 358 0 39 O O 1 19 3 20 3 248 91 90 47 2 1 0 0 340 139 40 0 0 29 0 29 0 0 0 296 0 7 0 0 0 303 0 41 0 0 16 0 16 0 0 0 256 0 2 0 0 0 258 0 42 4 3 23 3 23 5 76 52 107 61 2 2 0 0 185 115 43 16G4 EDUCATION KEPOET, 1898-99. Table 43. — Statistics of schools Name. Annual ex¬ penses in colle¬ giate depart¬ ment. Annual living- ex¬ penses. Number of fellowships. Number of scholarships. Library. Volumes. Pamphlets. Value. Tuition fee. Other fees. Lowest. Moderate. 1 2 4 5 G 7 8 i) IO 1 Alabama Polytechnic Institute. . . . . a0 $12 $137 $171 0 8 13, 767 1,706 2 Colorado Agricultural College . . . 0 0 " 120 ’180 0 0 10. 000 1, 000 $10, 752 3 (Colorado) State School of Mines. . b 0 0 180 250 0 0 3,950 810 11,780 4 Connecticut Agricultural College. . . . 0 0 125 150 0 o 6. 552 19 000 5 Georgia School of Technology . _ _ _ c$25 20 7? 135 1 500 1,000 6 Armour Institute of Technology . . . 75 190 250 6 18, 000 7 Purdue University . . .. .. 0 f27- \35 }l50 250 0 0 8,950 3, COO 15,500 8 Rose Polytechnic Institute.. . . 75 25 200 3.00 0 0 9,000 2,000 17, 000 9 Iowa State College of Agriculture and Me- 0 10 113 0 0 12, 460 2,000 50, 000 chanie Arts. 10 Kansas State Agricultural College . . 0 0 100 200 19, 425 14,600 33,219 11 United States Naval Academy.. . . 0 0 40, 000 40, 000 12 Massachusetts Agricultural College . . 80 115 145 1 120 19; 300 0 19, 000 13 Massachusetts Institute of Technology _ 46, 711 14, 121 100. 000 14 Worcester Polytechnic Institute . . 160 150 200 66 5, 500 3, 000 10,0/00 15 Michigan Agricultural College . . . . 0 6 125 150 21,000 5, 000 42 12 5 16 Michigan College of Mines . . . . d 25 17! 190 3 14, 240 2,100 37,’ 270 17 Mississippi Agricultural and Mechanical Col- a0 5 75 _ 1 6, 709 7,893 8, 864 lege. 18 Alcorn Agricultural and Mechanical College.. 3,000 5,000 4, 000 19 Montana College of Agriculture and Mechanic 10 150 160 0 6 3,761 3,000 10, 000 Arts. 20 New Hampshire College of Agriculture and 60 15 105 123 0 54 6,300 4,000 6, 600 Mechanic Arts. 21 Stevens Institute of Technology _ _ floO 1 200 280 24 9,500 18, 000 22 Newark Technical School . . \225 / 0 0 830 2, 000 23 New Mexico College of Agriculture and Me- 0 5 150 250 0 0 3,490 1,500 7,500 chanic Arts. 24 New Mexico School of Mines . . . . 10 40 180 250 0 0 250 200 400 25 Clarkson School of Technology . . SO 110 150 735 1,023 2, 051 26 Rensselaer Polytechnic Institute* . 200 0 190 300 0 6 6, 500 1,500 10; 000 27 United States Military Academy _ .. _ 0 0 180 43.011 7, 090 28 Agricultural and Mechanical College for the ' 700 2, 200 1,000 Colored Race. 29 North Carolina College of Agriculture and 20 5 130 150 2,400 2, 500 Mechanic Arts. 30 North Dakota Agricultural College _ _ 0 Q 110 150 0 0 8, 000 2, 500 31 Case School of Ar.plied Science . _ 100 144 200 2, 000 1,000 5.0000 32 Oklahoma Agricultural and Mechanical Col- 0 72 125 0 0 4; 598 3, 500 7,500 lege. QQ 09 Oregon State Agricultural College _ _ _ 100 150 4, 000 5, 000 34 Rhode Island College of Agriculture and Me- 174 220 7, 830 7,500 12,302 chanic Arts. 35 South Carolina Military Academy . 68 5. 000 400 5, 000 36 Clemson Agricultural College . . . 40 5 100 0 0 3; 500 1.000 5,000 37 Soixth Dakota Agricultural College . . . 12 145 200 0 0 5,900 10,000 10, 000 38 (South Dakota) State School of Mines . . 4 4 150 250 500 200 800 39 Agricultural and Mechanical College of Texas 5 135 5, 000 3, 500 5, 500 40 Utah Agricultural Coliege . . . 0 5 80 90 6, 941 4, 310 8. 000 41 Virginia Agricultural and Mechanical College 30 1G5 200 3 200 3, 100 1,000 4; 000 42 Virginia Military Institute. . . . 75 15 125 125 9,914 3, 997 25, OH) 43 Washington Agricultural College . 3,530 2, 036 5,000 * Statistics of 1897-98. a Nonresidents, $20. b Nonresidents, $50. INSTITUTIONS FOR HIGHER EDUCATION 1665 of technology — Continued. Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. a .2 O oe 0 M O PQ From tuition fees. From productive funds. State or municipal ap¬ propriations. From United States Government. From other sources. r*H cS O n II 1 ± AO> 13 14 15 16 17 18 19 20 $so, ooo $140, 000 $253,500 0 §20, 280 $6, 433 $28,324 $7, 623 §62, 660 1 74,413 178,875 68, 612 0 3, 532 37,966 39, 000 5, 950 86, 448 6 2 84, 000 123, 000 0 0 0 38, 000 0 0 38, 000 0 3 7,770 150, 000 135, 000 0 6,750 15, 000 31,500 60 53, 310 0 4 85, 000 150, 000 0 $4, 000 0 25,000 0 0 29, 000 $27, 500 5 1,500,000 30, 000 70, GC0 1U0, 000 750, COO 6 289,000 353, 000 340,000 16, 786 17,000 64,525 39,000 23, 722 161, 033 6,000 7 100, 000 200, 000 600, 000 8,000 32, 000 0 0 0 40, 000 8 180, 000 475, 000 682,833 3, 266 47, 178 30,203 39,000 0 119, 647 6 9 230, 142 243, 572 502, 813 27, 640 15, 750 39, 000 15,917 98, 307 10 100, 000 795; 896 0 0 0 0 998, 171 0 998,171 11 9, 843 259, 775 360, 575 840 10, 639 30, 000 31,000 3,062 75,541 12 200, 000 636, 000 2, 449, 398 25, 000 8, 000 331,035 13 90, 000 500, 000 ' 610, =000 28,000 34, 000 3, 000 0 0 65, 000 10, 000 14 152, 377 336, 802 694, 000 50, 403 8, 500 39, 000 17, S29 115,732 15 121,885 120, 496 0 7,787 0 42, 000 0 0 49, 787 ”0 16 39,243 176,210 98,575 140 5,915 20, 500 26, 153 12, 908 65, 616 17 65 000 65, 000 98,575 5,515 12, 847 18 40, 000 130,000 5,000 3,000 12, 000 39' 000 0 54, 000 19 55, 500 204, 516 41,800 4, 800 5,500 39, 000 22, 698 71,993 20 55,000 250, 900 500, 000 32,000 20,000 0 0 5,000 57, 000 50, 500 21 8, 000 75, 000 0 615 0 10,000 0 0 10, 615 1,000 23 35, 000 62, 000 0 1, 006 0 4, 195 39, GOO 328 44, 529 0 23 1,500 45, 000 0 315 0 4, 796 0 0 5,111 24 28, 636 120, 189 300, 000 2, 790 15,000 0 0 0 17, 790 99 25 20.944 125,000 141, 765 25, 770 6,511 0 0 401 32, 682 26 0 0 0 0 458,689 0 458, 689 27 18, 000 47, 200 7,500 8,414 241 16, 155 23 103, 054 125, 000 7,500 10, 000 15, 536 4. 134 37, 220 29 18.000 117, 000 0 338 0 27, 700 39,000 4,603 71.646 0 30 200, 000 500, 000 31 37,000 30, 000 7, 500 39,000 2,243 48,743 32 17, 500 106, 500 137, 306 4, 000 26, 5S4 39,000 18,802 83,386 33 91, 239 182,650 50,000 0 2,500 15, 000 39, 000 0 56, 500 34 5, 000 85,000 0 17,100 0 20, 000 0 0 37, 100 35 88, 713 232, 280 154. 439 5, 754 57, 000 27 000 5, 532 95,286 33 9, 000 S3, 000 0 • 0 8,500 39,000 8, 278 55, 778 37 9,000 24. 000 289 141 7, 700 0 145 8,255 38 40| 629 347, 335 209, 000 0 14,280 27; 500 33, 000 0 74, 780 39 40, 869 167, 800 0 0 13,750 39,000 7, 553 60, 303 40 72, 000 148, 000 344, 312 9,000 20,659 15, 000 31,000 7,933 83, 592 41 50, 000 250,000 20, 000 10, 000 1,200 30, 000 0 0 41,200 43 55, 000 115,000 u 113, 735 39, 000 2, 557 155,292 43 c Nonresidents, §80. d Nonresidents, $150. ED 99 — VOL II - 105 1G6-6 EDUCATION EEPOET, 1898-99. Table 44. — Technical , professional, and special courses of study maintained by universities, colleges , a7id schools of technology. Institutions. ALABAMA. Alabama Polytechnic Institute .. Howard College . . . Lafayette College . - . Lineville College . . . . St. Bernard College . Spring Hill College-- . . University of Alabama . . ARIZONA. University of Arizona . . ARKANSAS. Arkadelphia Methodist College Ouachita College . . Arkansas College .. . - - . Arkansas Cumberland College . Hendrix College.- . . University of Arkansas _ Philander Smith College _ CALIFORNIA. University of California . . . Pomona College _ _ _ University of the Pacific . Occidental College . St. Vincent’s College . . -California College . . . . Throop Polytechnic Institute . Santa Clara College _ _ Pacific Methodist College . . Leland Stanford Junior University University of Southern California. COLORADO. University of Colorado . Colorado College . . College of the Sacred Heart ... Colorado Agricultural College Colorado School of Mines . . University of Denver . . CONNECTICUT. Yale University . . . Connecticut Agricultural College. . DELAWARE. State College for Colored Students . Delaware College . . DISTRICT OF COLUMBIA. Catholic University of America Columbian. University . . Georgetown University . Gonzaga College _ _ _ Howard University. . St. John’s College . . FLORIDA. John B. Stetson University . Florida Agricultural College . Florida Conference College . St. Leo Military College . . Seminary West of the Suwanee River . . Rollins College . X X be X X X X be X X X X X be X X be o ro Q Fh X X ■X X o a cs s •£ x x X X X X X X X X X X X X INSTITUTIONS NON HIGEEIt EDUCATION. 1667 Table 44. — Technical , professional , and special courses of study maintained by universities, colleges, and schools of technology — Continued. Institutions. 6 u £ o Qfl Architecture. Civil engineering. Electrical engineering. Mechanical engineering. bi> pi • r— ( P :© o .2 pi 0 bfl PI •r*s Pd Sanitary engineering. | Theology. Medicine. Dentistry. Pharmacy. Veterinary medicine. Pedagogy. Domestic science. Military science. 6 ‘m 2 IrH A <1 Commercial course. GEORGIA. University of Georgia _ X X X X x X X Atlanta Baptist College . . . X X ■ X Atlanta University . _T . . . X X X Morris Brown College _ _ X X X X Georgia School of Technology . - X x X Bow cion College. _ _ _ X X X North Georgia Agricultural Col- lege „ . _ _ - _ X X X Mercer University _ _ x X Emnrv College _ x X Clark University . - X X X Nannie Lera War then College _ X X Young Harris College . X X IDAHO. University of Idaho _ _ x x X x X X ILLINOIS. Hedding College _ _ . . _ X X X X Illinois Wesleyan University _ x X X St. Viateur’s College.. _ _ x x X x Blackburn University _ X X X Carthage College _ _ _ X X University of Illinois . . X X X X X X X A X X X X X X Armour institute of Technology _ x x X x x X St. Ignatius Coll eve _ x x University of Chicago . x X X X X x Austin College _ _ _ X X X x Eureka College . . . . . . . .. x X X X X Northwestern University . . x x X X X X X Ewing College _ _ _ x x X X X x Northern Illinois College. _ X X X X X Knox College _ _ _ - X X X X Lombard University _ x x X Greenville College _ _ x X X X X Illinois College ... . . . . X Lake Forest University . . x X X X X M cKendree College . . X X Lincoln University . . . . . X X X Monmouth College _ _ _ _ X X Northwestern College .. _ X X X x St. Bede College . . . . X x Chaddook College . . X X X X St. Francis Solanus College _ X X Rockford College _ . . X X X Augustan a College _ _ X X X X x St. Joseph’s Diocesan College . . X X Shurtleff College... . . . . x X X x Westfield College . X X X Wheaton College.. . . . . X X X X INDIANA. Indiana University . . x X X X Wabash College _ _ _ X De Panw University . . . X X X X Franklin College . . . X X Hanover College . X Butler College . . . x X X X X Purdue University.. . X X X X X X X X X Union Christian College . . X X X X x Moores Hill College . _T . X X University of Notre Dame x X X x X x X X X E and ham College . X X Ridgeville College X X X St. Meinrad College X X X Rose Pol vter.h n i p. Tri sti f n f a x x X X Taylor University . . 1... X X X _ „ _ X 1668 EDUCATION REPORT, 1893*99. Table 44. — Technical , professional , and special courses of stud y maintained by universities , colleges , and \ schools of technology — Continued. Institutions. Agriculture. Architecture. Civil engineering. Electrical engineering. 65 G 3 o R 'So 3 ri v 3 ”3 CD r-q 60 & 3 o To G o 60 ’3 u Sanitary engineering. 3 tn cd rw. © rH Domestic science. | Military science. d •rH CO -d < Commercial course. j MISSOURI. Contra,! Christian College . X X X X X X X 2 X X X X X X X X X X X X X X X X X X X X X X X Northwest Missouri College _ _ ... Southwest Baptist College _ 1. Pike Colleen _ .. _ L Missouri Wesleyan College.. _ Christian University . . X Clarksburg College _ _ X X X X University of the State of Missouri. Grand River Christian Union Col¬ lege . . . . . . X X X X X X X X X X X ... X X X Central College _ _ Westminster College. . . . Pritchett College _ _ _ X X X X X X X X X X X X X X Lagrange College _ _ _ ... X William Jewell College . . X Missouri Valiev College _ _ Morrisville College . . X Scarritt Collegiate Institute _ Park College . . . . . Christian Brothers College . . . X X X X St. Louis University . . . X Washington University . . . ... X X X ... ... X ... X X Drurv College . . . . X X X X X X X X X X X X X X X X X X X Tarkio College . . . . . X X X X X X X X X Avalon College . . . . Central Wesleyan College . . X MONTANA. Montana College of Agriculture and Mechanic Arts. _ _ X X X X X X College of Montana. . . . X X X Montana Wesleyan University _ X ... X X X University of Montana . X NEBRASKA. University of Omaha . X X _ Cotner University . . X X X X X X X X X Union College . . . . X X X Doane College . . . . . ' " Grand Island College . . X X X Hastings College . . . University of Nebraska _ „ . X ... X X X ... X X X X X Creighton University _ _ _ X Nebraska Weslevan University _ X X X X' X X X X York College _ . . _ NEVADA. Nevada State University. . . X X ... X X X X X X X ... X X NEW HAMPSHIRE. New Hampshire College of Agri¬ culture and Mechanic Arts . Dartmouth College . . . X St. Anselm’s College . X X NEW JERSEY. Stevens Institute of Technology _ X X ... St. Benedict’s College _ II _ X X X Rutgers College ... I. . . . X ... X X X X X ... X Princeton University . . Seton Hall College . X X X X .... X X NEW MEXICO. University of New Mexico . X X X X New Mexico College of Agriculture and Mechanic Arts . . X ... X X ... X New Mexico School of Mines . X INSTITUTIONS FOR HIGHER EDUCATION. 1671 Table 44. — Technical , professional, and special courses of study maintained by universities , colleges , and schools of technology — Continued. • Institutions. | Agriculture. Architecture. Civil engineering. Electrical engineering. Mechanical engineering. Mining engineering. | Sanitary engineering. £ tn o r—S O CD r3 Medicine. Dentistry. Pharmacy. Veterinary medicine. Pedagogy. Domestic science. (D o £ X X X X King College . . . X Southwestern Presbyterian Uni¬ versity.. . . . . X American Temperance University. X X X X X X Southwestern Baptist University.. X Knoxville College. . X X X X X X X University of Tennessee . „ . X X X X X X X X X Cumberland University . X X X x X X x Bethel College . . . . X X X X Maryville College . . X X Christian Brothers College. . . _ X X Milligan College . . X V X Carson and Newman College. . X X X X Central Tennessee College . . . X x NX X X X X X X X Fisk University . .. . . X X X X Roger Williams University . . X X X X University of Nashville . X v X Vanderbilt University . X X X X X X X X X University of the South . . X X X X X X Burritt College . X X Sweetwater College . . . X X X X Greene ville and Tusculum College . Washington College _ _ X X X TEXAS. St. Edward’s College . X X University of Texas X X X X X Howard Pa3rne College . . X X X X Henry College X X X — X X Agricultural and Mechanical Col¬ lege of Texas . X X X X X 1674 EDUCATION EEPOET, 1898-99. Table 44 .—Technical, professional, and special courses of study maintained by universities , colleges , and schools of technology — Continued. Institutions. o5 5 0/) Architecture. bh © 3 '> , o Electrical engineering. I ^ ! ^ I ’S) i s i ^ 1 j II bh O r* WJ 1 ® bfj 1 r-i s £ © j 1 © s <3 jee : £ i £ J Theology. Medicine. Dentistry. Pharmacy. Veterinary medicine. Pedagogy. Domestic. science. Military science. o \ w S3 a 1 A-j u < Commercial course. Texas — continued. Fort Worth. University . . . 1 . 1 x x x x x x x Pol vteclmic Cohere _ . . ■ x x X x Southwestern University . ... r ■ x x x Burleson College . . t ' x X V Wiley University. . . ■ ... X X X x St. Louis Colleg'e _ _ _ V Austin College _ _ _ _ X ... x Trinity University. . . . ... x X Add Ran University . . . . X X x X X Bavlor University. . . . X X x x X Paul Quinn College . x X x UTAH. Brigham Young College . X x X x LTtah Agricultural College . X X X X X X x X Sait Lake College . . . . " ... x x x University of Utah . . X x x x VERMONT. i University of Vermont . x V X x X X X Middlebury College _ ... x Norwich. University . . X . X VIRGINIA. ' Virginia Agricultural and Meehan- s ical College .. . . . X ys X X X X Bridgewater College X ... ... x x x University of Virginia. . . X X X X X x X | i Fredericksburg College _ x X x Hampden-Sidnev College . . . . X '■ | ...j X Virginia Military Institute . X X X Washington and Lee University... X X X _ 1 Richmond College . X .J ... Roanoke College . . 1 x College of William and Mary . X WASHINGTON. V ashen College . . . . X X x V Washington Agricultural College. X X X X X X X X ... X X x University of Washington.. X X X X X X X Gonzaga College X V Puget Sound University _ X x V Whitworth College _ X x V X Whitman College . . . . X x X I WEST VIRGINIA. ; Barboursville College. _ _ X x X x x Beth an v College . . . . . X x West Virginia University . X X x X X X X X X X x x x WISCONSIN. Lawrence University .... _ X V X V Beloit College _ X I . x X Mission House . . . . X x Gale College . . . x X x University of Wisconsin . X ... X x X x X X X X 1 X X Milton College . X X x X Concordia College _ .... _ ... X Marquette College . . x Ripon Colleg'e . . . . X x Northwestern University . x WYOMING. University of Wyoming X X X X X X x CHAPTER XXX VI II. PROFESSIONAL SCHOOLS. The number of theological students enrolled during the year 1808-99 was 8,261, a decrease of 110 since the previous year. During the last four years there has been an increase of only 211 in the number of theological students, or less than 3 per cent. During the same time the increase in the number of law students was nearly 33 per cent. The number of students in law was always less than the number in theology until the year 1894-95, but since that time the number of law students has increased rapidly. The number of medical students enrolled was 23,778, an increase of 345 over the previous year, the students in regular schools numbering 21,401; in homeopathic schools, 1,802; in others, 575. All of the medical schools which give full courses of instruction report that they have courses of four j^ears except 15 schools, and some of these are preparing to enter upon courses of four years. In 43 schools the an¬ nual session continues eight months or longer, 12 of these schools having sessions of nine months,, In several medical schools the time of attendance now required in one year is equal to the whole time of attendance required for a degree twenty years ago. Dental students numbered 7,354, an increase of 580, while students in pharmacy numbered 3,551. During the ten years from 1889 to 1899 the number of students in theology in¬ creased 18 per cent; in pharmacy, 26 per cent; in homeopathic medicine, 55 per cent; in regular medicine, 75 per cent; in law, 204 percent; and in dentistry, 301 per cent. Table 1. — General summary of statistics of professional and allied l schools for 1898-99. Class of schools. Schools. Instruct¬ ors. Stu¬ dents. Increase ( + ) or de¬ crease ( — ). Gradu¬ ating. Per cent gradu¬ ating. Theological . 163 996 a 8, 261 110 1,714 21 Law . . . . 9o 966 611,874 + 259 3,140 26 Medical . . 151 4, 389 23, 778 + 345 4,911 21 Dental . . . . . 50 948 7,354 + 580 1/987 27 Pharmaceutical _ _ _ 51 442 3, 551 — 161 1,230 35 Veterinary . 13 153 316 — 10 100 32 Nurse training. . . 393 10,018 + 1,213 3, 132 31 b 187 women included. a 156 women included. 1675 167G EDUCATION REPORT, 1898-99. Table 2. — Summary of schools and students, by divisions. Division. Theology. Law. Medicine. Dentistry. Phar¬ macy. Veteri¬ nary med¬ icine. Nurse training. Schools. Students. Schools. Students. Schools. Students. Schools. Students. Schools. Students. Schools. Students. Schools. Students. North Atlantic . 49 2, 950 18 4, 058 26 6,644 9 2, 108 10 1,268 5 158 215 5, 5S6 South Atlantic _ 22 1,067 20 1,602 22 2, 971 9 909 8 283 1 16 31 522 South Central . 17 658 17 722 21 3,715 5 529 9 234 0 0 10 152 North Central . 65 3,406 3(5 5,032 71 9, 586 09 3,339 20 1,639 5 136 114 3,261 Western . 10 180 7 460 11 882 5 469 4 127 9 6 23 497 United States 163 1 8,261 96 11,874 151 23, 778 50 7,354 51 3, 551 13 316 393 10,018 Comparative number of students at different periods. PROFESSIONAL SCHOOLS. 1677 Increase in the number of denial students. — A diagram is given (p. 1679) showing the rapid increase in number of dental students in the United States as compared with the number in other professions. In the report of the provost of the Uni¬ versity of Pennsylvania this increase is mentioned, as well as the proposed methods of limiting admissions, and it is given as the opinion of the dean of the dental school that a course of four years in dentistry must be adopted. The provost says: Only two years have elapsed since the completion of the new building for this department. When the plans for this building were studied, it was proposed to provide for instruction for a maximum number of 500 men. At the end of the iirst year the maximum capacity of the school had been reached. Three methods of limiting admissions are mentioned: They involve higher entrance requirements, or the increase of the fee — now a very moderate one— or both. * * * It is the view of the dean that the curric¬ ulum of the school is at present too full to be fairly covered within three years; and that as all of the branches of study which are recognized as fundamental to the study of general medicine are fundamental subjects in dentistry, the dental curriculum must be so enlarged as to include such subjects. The only solution of this aim would be the establishment of a four years’ course. A literary degree required for admission to a law school. — At a, meeting of the trustees of Columbia University, New York, held January 9, 1899, it was— Resolved, That on and after June 30, 1903, admission to the law school be limited to students who have already taken their first degree. -Theological schools and students, by denominations . Denomination. Schools. Stu¬ dents. Value of grounds and buildings, a Endowment funds, a Volumes in libraries. 'Catholic - - 2S 1,994 $2, 755,816 $801,750 250,547 Presbyterian ... . . . . . 29 1,443 3,612, 288 G, 8 11, 802 423,680 Northern . 13 889 2,671,283 4,974,172 279, 076 Southern . . . . . . .5 191 293, 090 625, 000 51,000 United Presbyterian . . . 2 104 130,000 415, 000 10. 503 Associate Reformed _ 1 7 0 35, 000 2,00) Cumberland . . . . . . 1 54 30, 000 82,000 5,000 Reformed (Allegheny, Pa.) - - 1 20 25, 000 75, 030 3,500 Reformed Church in United States. 4 118 100, 000 195, 000 22, 500 Reformed Church in America . 2 60 360, 000 410, 000 50. 096 Baptist - - - - 14 1,186 1,461,821 2,556,524 138,608 Methodist. - - 25 1,133 1,605.000 1.228,800 93,825 Methodist Episcopal - 19 970 1,545,000 1,159,800 90, 625 Methodist Protestant - - - 3 74 10, 000 4,000 3,000 African Methodist Episcopal _ 1 35 12, 000 2,200 Free Methodist . . . 1 9 United Brethren b . . 1 45 38, 000 65, 000 3,000 Lutheran - - - 23 984 1,419,500 572,688 79.609 Congregational _ _ _ _ 12 490 1,446,000 3,372,909 175,080 Protestant Episcopal . . . . 13 409 2.392,877 2,877,090 132,744 Disciples . . . 5 231 15,000 77,675 3,682 Christian . . . . . 9 & 31 27,000 57, 890 2,084 Jewish . . . . . . . . 2 113 48,000 51,098 16,789 Uni versalist _ _ _ _ . - 3 49 50,000 355,000 18,500 Evangelical Association . . . 1 40 22,000 Unitarian . . . . . 1 28 50,700 880,000 28,000 Moravian . . . - 1 11 100,000 1 1 5 G 3 3 1,500 Swedenborgian _ _ _ 1 8 60,000 124,157 2,000 Nonsectarian . . 3 113 45,000 30,410 Total . . . . 163 8,261 15,043,997 19,430,066 1,400,653 a So far as reported. b This is an independent body: according to the United States Census Report of 1890, however, “in doctrine, practice, and usage the United Brethren are Metkodistic, and they send repre¬ sentatives to the ecumenical Methodist conferences.” THE HARVARD MEDICAL SCHOOL. The report of the president of Harvard University for 1898-99 mentions several gifts or bequests in which the medical school is either interested directly or is aided in the full accomplishment of its purposes. From the estate of Mrs, Caro- 1678 EDUCATION EEPOET, 1893-99. line Brewer Croft was received a bequest of $100,000, less $7,975, tlie amount of the legacy taxes paid in England. The income is to be used in researches for the cure of cancer and other similar diseases. Mr. James Stillman, of New York City, gave to the corporation $100,000 where¬ with to build an infirmary and purchase the land necessary therefor. An interesting endowment came into the possession of the corporation from an anonymous source at the end of January, 1899. Its object was the establishment of a professorship of hygiene for the benefit of the students of Harvard College. The gift amounted to nearly $156,000; but the whole income of this fund is not yet available. The object of the giver is to provide the students of Harvard College with a medical friend competent to give them the best advice, winning in his nature, and devoting himself chiefly to the physical and moral welfare of the undergraduates at Cambridge. * * * The corporation also determined on another large use of the Pierce bequest — namely, for the promotion of instruction in comparative medicine — but in three separate sums; $100,000 as the foundation of a new professorship to bear liis name, $100,000 for a medical laboratory building to bear his name, and $100,000 as an endowment for the laboratory. Table 4. — Comparative statistics of professional and allied schools. Class. 1870. 1875. 1880. 1885. 1890. 1395. Theology: Schools _ _ ... 80 123 142 152 145 149 Students. . . . 3, 254 5, 2:34 5,242 0,1)0 7, 013 8,050 Graduates . . . . . 782 719 790 1,372 1,598 Lav/: Schools . . . . . . . 28 43 48 49 54 72 Students _ _ _ _ _ 1, 653 2,677 3,134 2, 744 4, 518 8, 950 Graduates ... _ _ _ .. 823 1, 089 744 1,424 2, 717 Medicine (all classes): Schools. . . . . . 80 90 113 129 151 Students. . . . 6,194 8,580 11. 929 11,059 15. 484 21,354 Graduates . . . . . 2,391 3,241 3,622 4,550 4, 827 Medicine (regular): Schools _ _ _ _ _ _ 65 72 88 93 113 Students . . . 5, CTO 7,518 9,876 9,441 13,521 18,660 Graduates . . . . . 2,082 2, 673 3, 113 3, 853 4, 196 Medicine (homeopathic): Schools . . . . . 11 12 12 1.4 20 Students . . . . . . . 275 664 1,220 1,088 1,164 1, 875 Graduates . . . . 168 380 342 380 463 Dentistry: Schools . . . 12 16 13 27 45 Students _ _ _ _ _ _ _ 257 469 730 1,116 2,696 5,847 Graduates . . . . 151 266 458 643 1,297 Pharmacy: Schools . . . . . 14 14 21 30 39 Students . . . . . 512 922 1,347 1. 743 2,871 3. 859 Graduates . . 208 186 396 759 1, 067 Veterinary medicine: Schools _ _ _ _ •7 9 Students . . . . . 463 474 Graduates . . . . Nurse training: Schools _ _ _ _ _ 15 34 35 131 Students _ _ _ _ _ _ 323 793 1,552 3, 985 Graduates . . . . . 157 218 471 1,428 1390. 183 8, 261 1, 714 96 11,874 3,140 151 23.778 4, 911 122 21, 401 4,314 21 1,802 433 50 7. 354 1,387 51 3, 551 1,230 13 316 100 393 10,018 3,132 The Calvin Ellis bequest to Harvard medical school. 1 — It has recently been made known that the estate of the late Calvin Ellis has become available for medical purposes. The estate amounts to nearly $400,000, and by the wish of the testator its income is to be devoted to the advancement of the departments of anatomy, physiology, and pathology at the Harvard medical school. Dr. Ellis was at one t’me dean of the Harvard medical school, and for many years one of its most dis¬ tinguished clinical professors. He felt what others have also felt but been unable t^ express materially, that teachers of nonclinical subjects do not receive a just 1 Boston Med. and Burg. Jour., July 6, 1899. PROFESSIONAL SCHOOLS. 1679 reward for their services. The first provision of his bequest therefore was that the professors of the several departments mentioned be paid $5,000 a year, which had already been done, and then the income remaining he made available for the development of the three fundamental branches of medicine — anatomy, physi¬ ology, and pathology. Could the benefactor have foreseen the exact lines in which medicine was des¬ tined to develop he could not have given more wisely, for the great need of the present, and it will be a constantly increasing need as time goes on, is endowment for the maintenance and growth of laboratories and the cultivation of research, which the existence of such laboratories implies. It is hardly possible that he could have fully realized the enthusiasm for research which was so soon to lead to the development of what we popularly call “scientific medicine,” though it had already begun during the later years of his life. Be that as it may, the bequest is a most notable one, coming as it does from a man who, although himself per¬ sonally interested in the clinical side of medicine, yet had the breadth of vision to see that the Future needs of medical education would require that which money alone can give in the development of its more theoretic aspects. In President Eliot's words when the announcement was made, “Could pecuniary resources possibly be more timely, and could there he a more delightful benefactor of the advancement of medical science than Calvin Ellis?” r" . .ip" - . . Theology — Sa Per cent. Medicine- 1U Per cent Pharmacy -ii.QS Per cent: | Law -343 her cent. DenfisfryMixf6d Per cent Per cent of increase in number of students. 1680 EDUCATION REPORT, 1898-99. COST OF A MEDICAL EDUCATION. Comparative statement of students' expenses for the academic year, October to June.1 [Based on students' statements.] Items. Low. Average. Liberal. Matriculation fee (first year) . _ 85 §5 $5 Tui tion tee. . - . _ _ . 200 200 Books. . . . . . . . . . . . 15 30 404- College incidentals . . . . . . . . . 15 50 4- Room (32 weeks). . . . . . . . 48 112 lbO-b Board (32 weeks) _ _ _ 112 128 1924- Clothes and washing . . . . . . . . 35 75 1254- All other expenses . . . . . . . ... 15 25 1004- Total . . . . . . . . 430 590 8724- 1 Taken from the announcement for 1899- 1800 of the College of Physicians and Surgeons, Colum¬ bia University, in the city of New York. No mention is made in the statement of traveling expenses in going to and from the student’s home, an item of considerable importance to many students. In most schools, too, there is an examination or diploma fee of $25 or $30. In the medical department of the University of Michigan,1 located at Ann Arbor, ‘•the total amount of fees paid to the university during the whole four years’ course, for matriculation, incidental expenses, material used, and diploma, is for Michi¬ gan students about $300, and for others about $355.” “Students obtain board and lodging in private families at from three to five dollars a week.” In the announcement for 1899-1900 of the medical department of the University of Iowa, located at Iowa City, the necessary yearly expenses are given as follows: Tuition fee, which includes all university charges except laboratory breakage _ _ _ _ _ _ _ ... . . $35 to $35 Breakage _ _ _ _ _ _ _ _ lto 2 Room rent, six months _ _ 12 to 48 Board, twenty-six weeks ... _ _ _ _ 52 to 78 Fuel and light _ _ _ _ _ _ _ G to 1G Books. _ _ _ _ _ _ _ _ _ _ 12 to 20 Total _ _ _ _ _ _ 148 to 228 If we estimate the other expenses at same figures as in first estimate we will have, in addition: Clothes and washing _ _ _ _ ... _ _ _ _ 35 to 125 All other expenses _ _ _ _ _ _ _ 15 to 100 Total _ _ _ _ _ _ _ 198 to 458 It should be noted that the length of the session here is given at twenty-six weeks, while it is much longer in some schools. AGE OF GRADUATES IN MEDICINE. The dean of the medical school of the University of Pennsylvania (Dr. John Marshall) comments on the length of time required for completion of a medical course: The average age of those members of the class possessing collegiate degrees was 22. G. Adding four years, which is the duration of the course in medicine, the age would be brought up to 26.6 years, and assuming that after graduation the 1 Annual announcement, 1898-99, p. C4. PROFESSIONAL SCHOOLS. 1681 graduate should spend at least a year or longer as resident physician in a hospital, the age would be brought up to at least 27.6, or practically 28 years. This, it seems to me, unduly defers the time when a man should begin his professional career. Three remedies have suggested themselves to me: First. That the colleges granting academic degrees decrease their requirements for admission , so that students may begin their studies in college at an earlier age in life; or, Second. Complete the college course for an academic degree in three years, and confer the degree at the end of three years; or Third. Let colleges which grant academic degrees arrange so that a student who purposes studying medicine and who has spent the freshman, sophomore, and junior years in the college, may enter an approved medical school, and at the end of the course in medicine, when the candidate shall have received his degree in medicine, he be granted the bachelor’s degree by the college in which he pursued his academic studies. In support of the suggestion that the collegiate course of those students who propose pursuing professional studies be limited to three years, I may cite the practice in Germany, where the certificate (zeugniss) of a gymnasium, which inay be considered as certifying that the holder had pursued courses of study about equivalent to the first three years of the course in arts in an American college of standing, is accepted as evidence of the possessor having pursued a course of study to warrant his beginning courses of professional study leading to a degree in any university in Germany. The president of Harvard says in his report for 1898-99, p. 10: The common attainment of the degree of bachelor of arts in three years is cer¬ tainly approaching. Ho specific legislation will be needed to accomplish this important change, for any young man of fair abilities can now procure the degree in three years without hurry or overwork if he wishes to do so or if his parents wish to have him. That this wish is felt by an increasing number of students and par¬ ents is demonstrated in the table repeated from the report of last year. In eight years the proportion of the graduates of the year who were credited in three years with sixteen or more courses (the number necessary for the degree in Harvard ) has risen from less than one-fourth of the whole number to very nearly two-fifths. . The president of Columbia University, Hew York, says: 1 The privilege of shortening the combined college and professional course by counting the first year in the professional schools as a partial fulfillment of the requirement for the bachelor of arts degree is not open to students who enter Columbia College later than the beginning of the junior year. The New York Medical Record of March 10, 1900, says: In response to an appeal by college presidents to admit to the second year of the medical course graduates qualified in the branches taught in the first year of the course, the Pennsylvania State Medical Council adopted the following resolution: “ Resolved , That in the judgment of the council, when the medical course of a literary college, as proven by the examination of the student by the medical col¬ lege, covers the entire work of the first year of actual medical study, such course may be accredited by the medical college as the first year of medical study required by law.” FRAUDULENT DIPLOMAS. The Journal of the American Medical Association, October, 1899, says: The supreme court of Illinois, on the 16th instant, revoked the charter of ilie Independent Medical College of Chicago. After obtaining further proof cf the wholesale sale of diplomas by this institution, the attorney-general brought suit in the circuit court of Cook County to have the charter of the “college” revoked. After hearing the evidence the court, on February 15, 1899, entered a judgment of ouster. The “faculty” of the college made no defense, but took an appeal to the supreme court simply to gain time. The decree of the circuit court has not apparently interfered with the sale of diplomas. Indeed, the “faculty ” has ear¬ nestly endeavored to confer as many degrees as possible, and so “lowered the scale of prices” and gave degrees for practice in Michigan, Kansas, Texas, and elsewhere to all who applied and paid. The sale has continued to the present. Early in the month the State board ot health purchased one in Fort^Worth. Tex.r for $20. The transaction, however, was arranged in Champa' gn, III., through a 1 President’s annual report, 1899, p. 3(3. ED 99 - VOL II - 106 1082 EDUCATION REPORT, 1898-99. licensed physician, whom the hoard has since summoned to appear and show cause why his certificate should not be revoked for unprofessional and dishonorable con¬ duct. The “ physician ” in this case, whom the college required to “show evi¬ dence of qualifications,” was a young law student, of whom the sole requirement demanded was a tender of the necessary fee in advance. Recently the “ faculty ” began to see ahead the parting of the ways, and in August the institution became affiliated with the Metropolitan Medical College, another legally chartered med¬ ical college, the charter being issued by the secretary of state under the provisions of the act of 1872. * * * Under the provisions of a statute which became in force July 1, 1899, the attor¬ ney-general may file a bill in chancery in the name of the people of the State of Illinois against any corporation authorized to confer degrees, diplomas, or other certificates of qualifications in the science of medicine, pharmacy, or dentistry whi:h conducts a fraudulent business, or abuses, misuses, or violates the terms of its charter, in any court having jurisdiction of the corporation and subject-matter of such bill, for an injunction to restrain said corporation from conducting its business fraudulently or abusing, misusing, or violating the terms of its charter, and also for the dissolution of said corporation, “and thereupon it shall be the duty of the court in which said bill is filed to grant such injunction and to hear and determine the same as in other cases in chancery. And provided further, that this act shall apply to schools, colleges, or universities which now or may here¬ after be licensed in this State, notwithstanding any provisions that may exist in their charters.” The supreme court had no hesitation in saying that it fully justified the finding and judgment of the court below. In fact, it was sufficient to establish the guilt of the defendant, as charged in the information, beyond a reasonable doubt, and would have justified not only the forfeiture of the charter, but the infliction of a fine on the parties guilty of the abuses. Therefore the judgment of the circuit court was affirmed. In the same journal, July 8, 1899: The business done by the Chicago diploma mills is well illustrated by the fact that the county clerk's official records of physicians in one Michigan town are found to include the names of 23 who claim as their alma mater the notorious Independent Medical College. This may be an extreme case; the diploma-mill graduates may have gravitated for some reason or other especially to that locality, but it is certainly suggestive of possibilities elsewhere. There are still a few States and Territories in which, according to the wording of the law, anyone holding a diploma from “ any legally chartered ” school of med¬ icine or dentistry, without regard to the character of its instruction, is allowed to practice his profession. It is this that gives value to the diplomas of fraudulent but legally chartered schools. The following notice is taken from the Washington Post of June 5, 1900: Chicago, June J. — Government officers to-day invaded the Metropolitan Medical College, an alleged “diploma mill,” and arrested its officers. The men are charged with having used the mails to defraud, and it is said their receipts amount to many thousands of dollars. They were taken before United States Commissioner Humphrey and the hearing of the charges against them set for June 14. Failing to give suitable bonds, all four "went to jail. The institution with which the defendants are connected is also known as the Independent Medical College and the IN ational Law School, and the evidence shows that its faculty has been selling degrees for the practice of medicine and law at prices ranging from $3 to $200, the compensation being determined by the amount the would-be professional men were willing to advance. Post-Office Inspector Gould, who made the arrest after accumulating a lot of documentary evidence, says the fraud is one of the largest the postal authorities have ever had to deal with, and that the “graduates” of the institution are practicing in every State, and even abroad. He says frequent complaints of mal¬ practice have been made against the holders of the diplomas of the institution. Regular medical colleges and law institutions in all parts of the United States have been fighting the officers of the “diploma mill ” for several years in vain, and up to the time the men were arrested it is said they were “graduating” their subscribers at the rate of a dozen each day. Inspector Gould induced a friend to write to the Metropolitan Medical College for information. The institution offered to give a full course in medicine and a degree for $200, and shorter terms of study for smaller amounts. PROFESSIONAL SCHOOLS. 1683 Inspector Gould has a hunch of unsigned certificates of practice for the State of Texas, and he says the name of the district clerk is forged to these for an extra compensation. Texas is said to have been the most fertile field for the “ gradu¬ ates” of the institution. The British consul has made repeated efforts to run the Metropolitan faculty out of business, as Great Britain is said to have been flooded with their diplomas. It is said that dozens of “ graduates ” of the institution are practicing in India and in all parts of the world. The diplomas bear the names of the whole faculty, but two girls declared they were employed to write these on all the degrees issued by the college. A Texas diploma mill, calling itself the “New York Medical College,” was organized and incorporated last November and has just been permanently closed by the State authorities. It appears to have been the project of an enterprising firm composed of a man and his wife, who associated with themselves certain other individuals— or at least their names— and proceeded to make M. D.’s, after the approved Armstrong & Co. method. * * * How many would-be M. D.'s have been “decorated” by this concern in its brief but enterprising career is unknown to us, but Texas appears to have been a good field for the Chicago bogus diploma dealers. According to an editorial in the Texas Medical News, from which journal wre take the above facts, there were reg¬ istered in Tarrant County, Texas, alone, 26 diplomas from Chicago's “Inde¬ pendent Medical College,” out of a total of 41 in 1898, 115 out of 149 in 1899, besides 14 from the “Metropolitan Medical College” — nowin trouble — and 2 from the “International Health University.” From January 1 till April 12, 1900, there were 29 diplomas registered altogether, and of these 20 were from the Metropolitan and 2 from the “Independent Medical College.” 1 At the meeting of the National Association of Dental Faculties in 1898 it was — Resolved , That the committee on foreign relations be instructed to use its utmost diligence in ferreting out fraudulent or irregular colleges, and the granting of degrees irregularly by recognized colleges, should this be done, and to leave undone nothing within their power to bring to justice institutions granting irreg¬ ular degrees or degrees irregularly. VETERINARY MEDICINE. 9 The provost of the University of Pennsylvania says in his report as to the veteri¬ nary school: There appears to be as yet very little public understanding of the importance of veterinary science, and without such understanding the necessary public financial support is entirely lacking. Veterinary science is usually considered as having for its sole object the cure of the diseases of animals. While this is a matter of humanitarian and economic value, and one to which most careful attention is and should be given, it is by no means of so much importance as some other parts of this science. The protection and improvement of the domestic animals are factors of veterinary work that are of far-reaching importance. * * * Veterinary science stands between this enormous industry and epizootic disease. The magnitude of the losses occasioned by contagious diseases of animals, and the importance of providing thorough training in veterinary science, are illustrated by comparatively recent occurrences in England. It is conservatively estimated that the losses caused by epizootics among cattle in Great Britain during the thirty years ending in 1870 amounted to at least $450,584,270 (Fleming), and in 1872 one disease alone caused losses amounting to $76,000,000. All of these diseases (lung plague, cattle plague, foot and mouth disease) are now under control, and one has been completely eradicated. In this country hog cholera has caused losses amount¬ ing to $35,000,000 in one year. Texas fever, by destroying cattle and impeding traffic in southern cattle, caused losses that are estimated at $25,000,000 each year. Tuberculosis prevails extensively in the Eastern States, and causes annual losses aggregating many millions. It is believed that in Pennsylvania diseases that should be prevented destroy at least $6,000,000 worth of live stock every year. * * * In Germany the breeding interests are aided by experts, most of whom are vet¬ erinarians. This direction and assistance have resulted in many districts in mak¬ ing animals from 25 per cent to 50 per cent more productive and valuable without increased cost of production — solely by the application of the teaching of a part of veterinary science. 1 Jour. A. M. A., June 16, 1900. 1684 EDUCATION REPORT, 1898-99. Table 5. — Summary of statistics of schools of theology for 1808-99. States. Schools. Instructors. In attend¬ ance. u dents fcj) a '43 si rH 'Z} CS 3 Having A. B. or B. S. Value of grounds and build¬ ings. a Endow¬ ment funds, a Benefac¬ tions received during the year. Volumes in libra¬ ries. United States . 163 996 6 8,261 1,714 2,669 $15, 043, 997 $19,830, 066 $583, 456 1 , 400, 658 North Atlantic Division 49 382 2. 950 684 1,423 7, 967. 048 12. 042, 030 338, 397 753, 674 South Atlantic Division 22 138 1,067 200 117 1,629.816 2,025,346 55, 108 194, 100 South Central Division. 17 83 658 138 142 793. 0G0 877. 083 14, 550 67. 870 North Central Division. 65 348 3,406 664 939 4,232.133 3, 916, 607 156, 651 342. 057 W estern Division . 10 45 180 28 48 417,000 469, COO 18, 750 42, 957 North Atlantic Division: Maine _ _ 2 13 63 20 25 100, 000 265, 000 24, 257 Massachusetts . 8 69 464 104 132 1,605,190 1,7:30.922 50, 533 09.593 Connecticut _ 3 40 180 46 159 700, 877 1.170, 779 20. 554 107, 000 New York . . 14 114 978 168 395 3, 012, 131 4.198,537 158, 173 210, 700 New Jersey . 5 37 473 132 270 1,346,150 2, 124.111 8, 855 156, 024 Pennsylvania _ 17 109 792 214 442 1,202,900 2, 552, 681 100,282 186, 100 South Atlantic Division: Maryland _ _ 6 62 519 94 27 660, 000 42, 000 3.000 74,000 District of Columbia 4 24 167 33 16 450, 816 508, 750 25, 01 HI 18,700 Virginia . . 4 19 196 36 16 192. COO 629, 596 19, 108 41,400 North Carolina . 3 11 50 12 19 140. 000 24 500 South Carolina . 3 15 37 10 30 87,000 275. 000 5. 000 23, 500 Georgia . . 2 i 98 15 9 100, 000 570, 000 3,000 12.000 South Central Division: Kentucky. . . 3 21 325 80 42 381,000 759,000 8,900 32, 000 Tennessee . . . 8 44 229 49 98 395, 000 110,083 5,000 26, 000 Alabama . . 3 12 52 8 1 14, 000 8,000 650 9. 000 Louisiana _ 1 3 23 1 1 400 Arkansas . . 1 2 24 200 Texas _ _ 1 1 5 0 0 8, 000 0 0 270 North Central Division: Ohio.. . . 13 64 462 102 166 472, 000 822, 902 38, 858 114,257 Indiana . . . :j 20 101 15 1 80, COO 3. 000 2,000 16,700 Illinois . . . 15 104 1.177 227 492 2, 254, G33 2.389,529 66, 530 108. 600 Michigan.. . . 4 13 109 It 20 20, 000 52, 400 -2, 000 6, 500 Wisconsin . 4 28 309 47 27 150, 000 120, 000 8. 300 32. 500 Minnesota .. . . 9 45 380 83 26 570. 000 412, 666 10, 000 21,600 Iowa . . 6 18 216 39 16 70, 500 91.110 10, 463 9, 500 Missouri _ 7 35 567 122 186 600, 000 25, 000 12, 500 29,300 Nebraska . 3 13 53 14 15, 000 6,000 2, 800 Kansas _ _ _ 2 8 32 1 5 300 Western Division: Colorado _ _ _ 2 10 32 11 13 105, COO 100, 000 9, 000 14, 000 Oregon. . . . 3 12 58 0 7, 000 4, 000 1.000 1,682 California . 5 23 90 17 35 305,000 365, 000 8,750 27.275 a So far as reported. b 156 women included. PROFESSIONAL SCHOOLS 1685 Table 6. — Summary of statistics of schools of laic for 1S0S-D9. States. Schools. Instructors. In attend¬ ance. £ mdents ITj 07) «8S £3 rH c3 <5 Having A. B. or B. S. a Value of grounds and build¬ ings. a Endow¬ ment funds, a Benefac¬ tions received during the year. Volumes in libra¬ ries. United States - 96 966 M 1,874 3,140 2, 170 $1,738,000 $378, 567 $277,500 273, 859 North Atlantic Division - 16 260 4, 058 919 1,193 767, 000 33,167 275,000 162, 712 South Atlantic Division. 20 113 1 , 602 421 219 47, 000 101, 300 500 21,900 South Central Division. 17 110 722 303 86 320, 000 16, 200 North Central Division. 36 117 5,032 1,413 593 554, 000 99, 166 2,000 67, 147 Western Division . 7 66 460 84 79 50, 000 140,000 5,900 N orth Atlantic Division : Maine . . . . 1 9 30 3 0 0 1 200 Massachusetts . o 46 965 197 572 225, 000 56 ' 000 Rhode Island _ i 14 52 0 8 0 0 6 0 Connecticut _ I 37 196 68 70 13 000 New York . . rf 115 2 228 508 470 142, 000 38,167 67 512 Pennsylvania . 4 39 587 145 66 400, 000 275, 000 25,000 South Atlantic Division: Maryland . . 9 13 278 70 25 10,000 1 500 District of Columbia. 6 55 695 174 96 12,000 100,000 7, 700 Virginia . . . 3 14 235 58 42 25, 000 1,300 500 8,800 W est Y irginia . 1 3 133 40 3 400 North Carolina _ 3 6 160 8 29 1 000 South Carolina . 1 1 24 r/ 9 2, 000 Georgia . . . . i 16 64 15 500 South Central Division: Kentucky _ _ 3 14 111 45 8 50, 000 Tennessee . i y 51 259 113 23 270, 000 8, 500 Alabama . . . . i 2 27 12 6 2, 000 Mississippi . 2 13 62 33 1,700 Louisiana . . i 5 71 34 Texas .. _ 2 10 169 57 4, 000 Arkansas _ 1 15 PS 9 11 North Central Division: Ohio. . . 69 707 119 102 440, 000 13, 456 Indiana .. _ 5 45 475 139 43 4, 000 9. 000 Illinois . . . 10 136 1.297 397 172 1,600 2,000 7,200 Michigan _ _ o 14 766 218 100 Wisconsin _ 9 12 259 58 14 20, 000 4, 000 Minnesota _ 1 20 448 61 25 40, 000 6, 500 Iowa . . . . 9 13 363 140 80 11,000 Missouri . . . 3 40 371 157 29 70, 000 77,500 11,991 Nebraska . . 2 52 170 58 2 2,000 Kansas . . _ 2 16 176 68 26 2,000 Western Division: Colorado . . 2 38 94 28 16 4,900 Oregon . .. 2 4 51 15 3 California.. . . 3 24 315 41 60 50, 000 140, 000 1,000 a So far as reported. 5167 women included. 1686 EDUCATION REPORT, 1898-99. Table 7. — Summary of statistics of schools of medicine, dentistry , pharmacy , and for nurses, and veterinarians for the year 1898-99. Students. States and classes. Schools. Instructors. Men enrolled. Women en¬ rolled. a £ "o * Graduating in 1899. Having A. B. or B. S. a 1 Value of grounds and build¬ ings. a Endow¬ ment funds, a Vol¬ umes in libra¬ ries. A. — El' CLASSES. Regular medical . . 122 3,502 20,338 1.063 21,401 4.314 1.879 $11,012,229 $1,019,273 87, 364 Homeopathic . . 21 636 1,487 315 1,802 433 193 1,931,500 400, COO 38, 280 Eclectic . (3 131 452 48 500 152 57 162, SCO 3, 000 4. 578 Physiomedical . . - 2 60 65 10 75 12 14 15, 000 200 Total medical . 151 4, 389 22,342 1,436 23, 778 4. 911 2, 143 13, 121, 529 1, 422, 873 130, 922 Dental . 50 948 7.185 169 7, 354 1,987 300 740, 500 109,000 4, 802 Pharmaceutical . . 51 442 3, 399 152 3, 551 1.230 14 519, 350 13, 677 23, 532 Veterinary . . 13 153 316 316 100 24 406, 000 6,629 Nurse training . - 393 1,111 8,907 10,018 3,132 B.-BY STATES AND CLASSES. Regular medical. Maine . . 2 32 107 167 9 28, 000 3,700 New Hampshire . 1 17 131 0 131 25 16 1,000 Vermont . 1 25 210 . 210 69 Massachusetts . . 3 150 842 70 912 126 68 30, 000 25, 000 4,404 Connecticut . . 1 25 109 0 109 7 6 106, 000 New York.. . . . 8 360 2,087 128 2, 215 576 409 3, 119, 293 127, COO 12, 267 Pennsylvania . 5 221 2,082 150 2,232 520 250 1, 455, 000 326, 773 10,753 Maryland . 7 186 1,086 58 1.144 201 252 1,039,000 3, 384 District of Columbia _ 4 114 '426 19 445 59 30 90, 000 '800 Virginia _ _ _ 3 73 624 0 624 146 55 155, 000 100, 000 500 North Carolina . . 3 22 108 168 5 5 19, 000 5, 000 1,200 South Carolina . 1 17 95 0 97 21 30,000 0 Georgia . . . 9 - 34 389 5 389 111 50, 000 3.200 Kentucky . 5 109 792 792 127 43 415, 000 3, 500 Tennessee . 8 161 1, 858 13 1,871 451 73 273, 600 12, 000 1.7&0 Alabama . . . . O 41 236 2 238 28 Louisiana . . . 2 21 392 392 88 21 270, 000 11,000 3, 7C0 Texas. . 2 32 279 11 290 63 12 330. 000 3,000 Arkansas . 1 13 107 1 108 6 v; 0 16, 000 Ohio . . . . 10 263 960 63 1,023 107 117 755. 000 175, 000 9, 300 Indiana . 3 104 249 15 264 28 15 20,000 3, 500 Iilinois.. . 8 359 2, 137 209 2,346 451 109 700, 000 61,000 6; 069 Michigan . . . 5 177 815 71 886 173 11 155,336 3, 000 Wisconsin . 2 69 199 0 199 25 10 202, 000 Minnesota . . 2 86 379 28 407 52 53 130,000 2, 182 Iowa . . . 4 79 534 31 565 11 46 270” 000 3, 500 Missouri . 13 38h 1,984 36 2, 020 621 109 630, 000 10, 000 5, 200 Nebraska . . . 2 60 182 13 195 26 25 120, 000 Kansas _ _ _ 3 71 133 35 168 35 10 15, 000 225 Colorado . . 3 92 168 19 187 37 20 20, 000 Oregon . . . 2 39 69 15 84 12 22 1,000 California . 4 130 449 74 523 107 83 675, 000 56,000 5, 200 North Atlantic Division. ~2l 83!) 5. 628 348 54176 17323 758 4,632,293 585, 773 31, 124 South Atlantic Division. 20 446 2, 788 79 2,867 543 342 1,383,000 105, 000 9,084 South Central Division.. 20 377 3, 664 27 3, 691 763 149 1,304, 600 23, 000 11,980 North Central Division.. 52 1,648 7,572 501 8,073 1,529 505 2, 997, 336 249, 500 29.476 W estern Division . 9 261 680 108 794 156 125 695, 000 56,000 6, 200 United States . 122 3,562 20, 338 1,063 21,401 4,314 1,879 11,012,229 1,019,273 87. 864 Homeopathic. Massachusetts . 1 49 115 46 161 44 5 120, 000 40,000 2, 500 New York . . 2 57 130 26 156 40 17 550, 000 0 4, 500 Pennsylvania . . 1 40 273 273 70 30 600, 000 250, 600 15.000 Maryland . 1 24 29 10 39 8 0 30,000 0 6C0 Kentucky . 1 22 14 10 24 5 11 0 0 a So far as reported. PROFESSIONAL SCHOOLS. 1687 4 Table 7. — Summary of statistics of schools of medicine, dentistry, pharmacy , and for nurses, and veterinarians for the year 1898-99— Con tinned. Students. States and classes. Schools. 1 Instructors. 'd CD r — j 'c L S d © } W omen en¬ rolled. a £ £ .• aJ o > Graduating in 1899. Having A. B. or B. S. Value of grounds and build¬ ings. Endow¬ ment funds. Vol¬ umes in libra¬ ries. B.-BY STATES' AND classes— continued. Homeopathic — Cont’d. Ohio . - . . Illinois - . Michigan . . . 2 5 1 1 1 3 1 1 61 198 14 IT 14 94 29 19 159 488 60 20 55 94 32 18 30 128 9 2 6 30 11 yy ( 189 616 69 22 61 124 43 25 61 138 8 4 8 31 13 3 21 83 1 1 10 14 $170, 000 326, 000 60, 000 0 $110, 000 0 4, 150 8, 630 2, 000 600 300 Minnesota, Iowa.. . ._ Missouri... . Colorado . . 40,000 15, GOO 5, 500 15, 000 0 0 California, North Atlantic Division. 4- 146 518 72 590 154 52 1,270,000 290, 600 22fm South Atlantic Division. 1 24 29 10 39 8 0 30, 000 0 600 South Central Division.. 1 22 14 10 24 5, 11 0 0 North Central Division.. 13 396 876 205 1,081 250 130 611,000 110,000 15,680 Western Division . 2 48 50 IS 68 16 20, 500 United States...... 21 636 1,487 315 1,802 433 193 1,931,500 400, 600 38, 680 Eclectic. New York . . 1 28 62 16 78 14 15 40, 000 2, 278 Georgia . _. . 1 12 61 4 65 26 5 25, 000 1,000 Ohio . 1 17 152 5 157 76 26 60, 000 0 500 Illinois . 1 33 78 11 89 7 25,001) 300 Missouri . . . 1 17 59 9 68 25 10 2,800 0 300 Nebraska . 1 24 40 3 43 4 1 10, 000 3,000 200 North Atlantic Division. 1 28 62 16 78 14 15 40, 000 2,278 South Atlantic Division. 1 12 61 4 65 28 5 25, 000 1,000 North Central Division.. 4 • 91 329 28 357 112 37 97, 800 3,000 1,300 United States _ 6 131 452 48 500 152 57 162,800 3,000 4, 578 Dentistry. Massachusetts . . . 1 139 0 139 36 4 65, 000 200 New York . 3 59 486 11 497 111 2 120,000 500 Pennsylvania . 5 109 1,434 38 1,472 438 o5 425,000 35,000 100 Maryland . . . 3 40 479 6 485 142 21 200 District of Columbia . 3 39 121 1 122 21 6 . Virginia . __ 1 16 36 0 36 0 0 Georgia . 2 2*7 266 0 266 75 20, 000 9,000 300 Kentucky . 1 15 198 198 52 Tennessee _ 3 34 285 3 288 70 31 Alabama . 1 11 43 0 43 iy i 0 0 0 Ohio . 5 80 n nr, 14 569 163 2 30, 0C0 1,443 Indiana.. . 2 27 256 2 258 69 21 35, 0)0 Illinois . 4 127 1,161 39 1,200 365 50 27,000 550 Michigan _ . 2 37 328 11 339 77 112 16,000 745 Wisconsin . 1 16 142 0 142 21 Minnesota... 1 12 110 0 110 18 200 Iowa . . 2 37 146 9 155 35 5 Missouri . 4 93 475 12 487 131 6 12, 500 100 N ebraska . 1 31 76 3 79 14 0 0 Colorado . 1 18 44 5 49 8 0 0 Washington. 1 17 32 2 34 2 3 114 California . 3 65 373 13 386 — 127 2 55, 000 350 North Atlantic Division. 9 206 2, 059 49 2, 108 585 41 545, 000 100, coo 800 South Atlantic Division. 9 122 902 7 909 243 27 20, 000 9,000 500 South CJfintvpfil "Division 5 60 526 3 529 129 31 North Central Division. . 22 460 3,249 90 3,339 893 196 120, 500 3,038 W estern Division . . 5 100 449 20 469 137 5 55, 000 464 United States . 50 948 7,185 169 7,354 1,987 300 740, 500 109,000 4,802 1688 EDUCATION KEPOET, 1898-99. Table T. — Summary of statistics of schools of medicine, dentistry, pharmacy, and for nurses, and veterinarians for the year 1898-99 — Continued. Students. States and classes. Schools. Instructors. Men enrolled. Women en¬ rolled. Whole num¬ ber. fcc C ,rH ci cS co 'S .I ce.S Sh O Having A.B. or B. S. Value of grounds and build¬ ings. Endow¬ ment funds. Vol¬ umes in libra¬ ries. B.-BY STATES AND classes — continued. Pharmacy. Maine . 1 18 11 0 11 3 0 Massachusetts . 1 10 158 15 173 26 1 $68, 850 $13, 677 5,132 New York . - 4 51 526 11 537 253 2 1 , 365 New Jersey _ _ 1 6 26 0 26 13 260 Pennsylvania . . 3 30 508 13 521 167 170, 000 10.400 Maryland . . . . 1 6 101 0 101 ai 37. 000 District of Columbia - 2 11 69 3 72 17 1 18, 000 0 Virginia . . . . . 1 10 22 0 22 6 0 500 North Carolina . . . 2 8 30 30 4 1,500 South Carolina . .. 1 4 27 27 13 Georgia . - 1 3 31 31 13 Kentucky . . . .. . 1 8 56 0 56 15 Tennessee _ _ 3 20 48 6 54 12 2 600 Alabama _ 2 8 44 44 1 4,000 Louisiana _ _ _ 1 6 15 O 18 11 0 0 Texas _ _ 1 5 38 2 40 8 Oklahoma _ 1 3 20 2 22 5 Ohio _ _ 5 38 389 13 402 156 2 30,000 1 . 800 Indiana _ _ - 2 22 167 2 169 83 20, 000 HI in niff _ _ 2 15 282 15 297 124 75,000 2 550 Mi chican . _ _ „ . 2 23 121 9 130 28 3 Wisconsin _ _ 1 12 55 6 61 12 0 Minnesota, 1 13 58 4 62 25 O Iowa _ _ _ 3 28 247 18 265 79 0 Missouri - _ _ 2 22 173 4 177 57 0 35, 009 225 South Dakota _ 1 4 25 0 25 8 0 Kansas . . 1 12 43 8 51 14 0 W ashington . . . . 2 25 20 11 24 Oregon i 12 22 4 26 0 "o 400 California . . . . i 9 67 O O 70 18 l 60, 000 0 300 North Atlantic Division. ~ 10 115 1 . 229 ~39 1,268 462 3 238, 850 13. 677 17, 157 South Atlantic Division. 8 42 280 3 283 88 1 56, 500 0 500 South Central Division. _ 9 50 221 13 234 52 2 4, 000 0 600 North Central Division. . 20 189 1,560 79 1,639 586 7 160,000 4, 575 Western Division . . 4 46 109 18 127 42 1 60, 000 0 700 United States _ 51 442 3, 399 152 3, 551 1.230 14 519,350 13, 677 23,532 Nurse training. Maine . 4 3 76 79 21 New Hampshire . _ 6 0 79 79 25 Vermont . . 1 2 17 19 iy Massachusetts . 47 103 1.148 1.251 396 Rhode Island . . 4 8 98 106 39 Connecticut _ r- ( 133 133 65 New York. _ _ 73 287 2, 028 2 215 794 New Jersey _ _ _ . 20 20 306 326 117 Pennsylvania . . 53 70 1.208 1,278 378 Delaware . . 2 21 21 3 Maryland _ _ 8 171 177 56 District of Columbia . f> 107 107 51 Virginia . . . . 9 3 112 115 54 West Virginia . . 1 12 12 2 South Carolina _ _ 1 0 15 15 6 Georgia . . . 3 05 65 10 Florida . 1 0 10 10 3 Kentucky . 2 37 37 18 Tennessee. . . . 3 24 24 5 Alabama _ 1 r* 24 31 10 Louisiana . . 3 42 42 19 Texas . 1 18 18 8 PROFESSIONAL SCHOOLS. 1689’ Table 7. — Summary of statistics of schools of medicine, dentistry , pharmacy , and for nurses, and veterinarians for the year 180S-99 — Continued. States and classes. Schools. Instructors. Men enrolled. Women en¬ rolled. i •£ ,udentc a £ £ ^ ® % 0"“ & £ Graduating i in 1899. 1 pq lS K Value of grounds and build¬ ings. Endow¬ ment funds. Vol¬ umes in libra¬ ries. B— BY STATES AISTD classes— continued. Nurse training — Cont’d. Ohio _ _ 17 60 338 398 115 Indiana, _ _ _ _ 7 53 111 164 24 Illinois _ _ _ _ 31 70 819 889 282 Michigan _ _ .. 14 167 580 747 209 "Wisconsin 6 32 111 146 35 Minnesota, 13 79 287 366 118 Town, . _ . _ 8 82 152 234 47 Missouri _ _ 13 55 211 266 54 Transas _ _ 5 i 50 51 12 WyomiiiP' 1 5 5 Colorado 5 65 65 21 Utah 1 0 n* 24 4 Washington 3 30 30 13 Oregon 3 64 64 19 California, 10 9 300 809 92 North Atlantic Division ~215 493 5, 093 5, 586 1.842 South _A tlantic Division 3 519 ' 522 ' 185 South Central Division 10 7 145 152 60 ’North Central Division 114 598 2,662 3, 261 896 Western Division . 23 9 488 '497 149 United States . 398 1,1U 8, 807 10,018 3, 132 1G90 EDUCATION REPORT, 1898-99 Table 8. — Statistics of schools • Year of Location. Name of institution. first open- President or dean. ing*. 1 3 4 1 St. Bernard, Ala - St. Bernard Seminary (R. C.) . 1894 Benedict Menges _ 2 Talladega, Ala _ Talladega College, Theol-ogh^l De- 1867 George W. Andrews, partment (Cong.). D.D. 3 Tuscaloosa, Ala . . . Stillman Institute (Presb. ) . 1876 O. B. Wilson.. . . 4 Little Rock, Ark Philander Smith College. Theolog- ical Department (M. E. j. J. M. Cox . . . 5 Berkeley, Cal - Berkeley Bible Seminary (Disc.) _ 1896 Samuel M. Jefferson, A.M..LL.D. 6 Oakland, C'ai _ Pacific Theological Seminary ( Cong. ) 1869 John Knox McLean, D.D. 7 San Anselmo, Cal .... San Francisco Theological Seminary 1871 Henry C. Minton, D. D., (Presb.). clerk. 8 San Mateo, Cal . Church Divinity School of the Pa- 1893 Wm. Ford Nichols, D. D. cific (P. E.). 9 University, Cal . Maclay College of Theology, Univer- 1885 George Cochran, D. D . . . sity of Southern California (M.E.). 10 Denver, Colo _ University Park, Matthews Hall < P. E. ) . . 1872 John F. Spaulding, D.D. Arthur H. Briggs, A. M. , 11 Iliff School of Theology, University 1892 Colo. of Denver (M. E.). S.T.D. 13 Hartford, Conn _ Hartford Theological Seminary 1834 Chester D. Hartranft, (Cong.). D.D. 13 Middletown, Conn ._ Berkeley Divinity School (P. E.) _ 1854 John Binney, D.D _ 14 New Haven, Conn... Yale Divinity School (Cong.) . 1823 George P. Fisher, D.D. , LL.D. 15 Washington, D. C. ... Catholic University of America, 1889 Charles P. Grannan, Theological Department (R. C.). Ph. D.,D. D. 10 _ do _ _ _ Howard University, Theole»g4c^J i870 John L. Ewell, D.D. _ School (nonsec.). 17 _ do . . . . . King Hall Theological School (P. E). Way land Seminary (Bant.).. . 1892 William V. Tunnel!. 18 do . 1 George R. Hovey . ... 19 Atlanta, Ga _ Atlanta Baptist Seminary. . . 1867 George Sale, A. M _ 20 _ do _ _ _ Gammon Theological School (M. E. ) . 1883 Wilbur P. Thirkield, A.M..D.D. 21 Bourbonnais, Ill . . Chicago, Ill . . St. Viateur’s College (R. C. ) _ 1868 M . J . Marsile _ ... 22 Chicago Lutheran The4>k>gical Sem- 1891 R. F. Weidner, D. D., inary. LL.D. 23 Chicago Theological Seminary 1855 Franklin W. Fisk, D. D., (Cong.). LL.D. 24* _ do .. . . McCormick Theological Seminary 1839 Benjamin L. Hobson, (Presb.). D. D., chairman. 25 do . . University of Chicago, Divinity School (Bapt.). 1865 Eri B. Halbert, D. D., LL. D. 20 _ do . . W estern Theological Seminary 1885 Wm. Jason Gold, S. T. D. (P. E.). 27 Eureka, Ill _ Eureka College, Bible Department 1890 John H. Hardin, A. M., (Disc.). LL.D. 28 Evanston, Ill . . Garrett Biblical Institute, North- 1854 Charles J. Little, Ph. D., western University (M. E.). LL.D. 29 _ do . . N orwegian-Danish Theological Seminary, Northwestern Univer- 1SS5 Nels E. Simonsen, D. D .. sitv (M. E. ). 30 Galesburg, 111 - Ryder Divinity School, Lombard 1881 C. Ellwood Nash, A. M., University (Univ. ). D.D. 31 Greenville, Ill _ Greenville College, School of Theol- W. T. Hogg . . . ogy (Fr. Meth.). 32 33 Naperville, Ill _ Rock Island, Ill _ Union Biblical Institute (Ev. Asso.)_ Augustana Theological Seminary (Ev. Luth.). 1876 1860 Thomas Bowman _ Olof Olsson, Ph. D., D. D. 34 Springfield, Ill. . Concordia College (Ger. Ev. Luth.) . 1846 Reinhold Pieper. . . - 35 Upper Alton, Ill _ Shurtleft College, Theological De- 1827 A. A. Kendrick, D. D., partment (Bapt.). LL.D. 30 Merorn, Ind... Union Christian College, Theolog¬ ical Department (Christian). 1859 L. J. Aldrich . 37 St. Meinrad, Ind _ St. Meinrad’s Ecclesiastical Semi- 1857 Athanasius Scmitt, ab- 38 Upland, Ind . . Taylor ^irr'versity, Theological 1883 bot. John H. Schilling _ School (M. E.). a Approximately. b Tfiis institution has real estate valued at §100,000 not at present income producing. (•§10,000 by legacy from Mrs. P. L. Moen, of Vvorcester. PROFESSIONAL SCHOOLS 1G91 of theology for the year 1898-99. Session closes — Number of profess¬ ors. Special or assistant instructors. Whole numbdr of students. Number of women included. Graduated in 1899. Students having A. B. or B. S. ♦ Years in the course. Weeks in year. _ Value of grounds and build¬ ings. Endow¬ ment funds. Benefac¬ tions re¬ ceived during the year. Volumes in li¬ brary. 5 <5 7 8 g> 2® 11 13 13 14 S3 36 It June SO 6 3 18 0 2 0 5 40 0 0 4,000 1 June 12 2 22 0 9 rV 1 3 35 $8,000 $8, 000 $650 2, 000 2 May 27 i 0 12 0 4 0 O O 35 6,000 0 a 3, 000 3 i 1 24 0 0 2 32 200 4 May 1 i 12 3 9 1 o O 36 8,000 50, 000 7, 250 0 5 Apr. 25 6 1 20 2 2 9 3 36 65,000 275,000 1,500 7,250 6 A pr 25 6 1 31 0 8 24 3 31 220, 000 18, 000 7 TVT ay 27 4 1 6 0 1 1 3 34 12, 000 40,000 8 Jim ft 1 2 3 0 21 3 4 3 36 2, 025 9 May 1 3 4 0 3 2 35 30, 000 ( b ) 0 a 10, 000 10 May 18 6 1 28 1 8 11 3 30 75, 000 100,000 9,000 4,000 11 May 27 12 6 64 7 16 62 3 32 265,000 181, 000 c 17,554 71, 000 12 June 5 6 3 20 0 8 10 3 37 85,877 340,657 22, 000 13 May 20 7 6 96 0 22 87 3 32 350, 000 649, 122 3,000 14, 000 14 June 7 6 2 74 0 23 16 — 32 420,816 463, 750 d 25, 000 17,000 15 May 27 2 7 46 0 4 0 3 34 (e) 45, 000 1,200 16 M ay '20 5 12 0 9 0 3 36 30, 000 17 May 28 i 1 35 0 4 0 2 32 0 0 500 18 Apr. 80 i 1 15 0 1 0 3 24 0 500 1,000 19 May 12 4 1 83 14 9 3 30 100, 000 570, 000 2, 500 11,000 20 June 20 4 2 30 0 6 12 Q O 38 20, 000 0 0 5,000 21 Apr. 27 3 6 43 0 19 32 4 30 175, 000 0 6,000 4,400 22 May 10 12 3 139 0 49 98 3 30 350, 000 1,150,000 50,000 19,000 23 M ay 5 8 1 169 0 39 3 32 476, 633 534, 529 20,000 24 June 23 22 3 336 25 22 224 3 36 640, 000 400,000 40, 000 25 May 24 4 1 22 0 5 7 3 34 200,000 250,000 0 4,500 26 .Tivne 10 3 0 24 3 3 39 27 M H,y 25 9 9 108 33 56 3 34 a 250, 000 . 9,000 28 May 5 1 l 10 0 9 0 4 30 18, 000 6, 0C0 2, 000 200 29 .Time 5 4 11 2 1 0 4 37 (e) a 4, 000 30 June 7 2 9 9 O 40 31 June 23 2 o 40 1 38 22,000 32 May 26 4 63 o 19 63 3 30 25, 000 33 J une 27 5 101 0 31 0 3 40 125,000 2, 000 8,530 2,500 34 J une 5 2 12 2 ] 3 36 35 June 14 3 2 21 1 1 3 36 700 36 June 21 7 9 42 0 r* 5 40 a 1 4, 000 37 June 6 5 l 38 6 i 8 3 36 80,000 3,000 2,000 2,000 38 cl One fellowship, $10,000, by the Marquise de Merinville and the Baroness von Zedtwitz, Paris, France; one scholarship, $5,000, from Rev. Thomas Carroll, Oil City, Pa.; one scholarship, $5,000, from Mitchell Memorial Committee, Brooklyn, FT. Y. ; one scholarship, $5,000, from the Mara uis9 de Merinville, Paris, e A department of the university. 1(392 EDUCATION REPORT, 1898-99. Table 8 . — Statistics of schools of > - Location. Name of institution. Year of first open¬ ing. # President or dean. I 2 3 4 39 diaries City, Iowa . . Charles City College, Theological 1891 J. F. Hirsch. A. M _ School (M. E.). 40 Des Moines, Iowa .... Drake University, Bible College 18S1 Harvey W. Everest _ (Disc.). 41 Dubuque, Iowa . German Presbvterian Theological 1S84 Adam W. Ringland, D. D. School of the Northwest. 42 - do . . Wartburg Seminary (Ev. Luth.) _ 1854 S. Fritschel, D. D _ 43 Mount Pleasant, German College, Theological School IS73 Edwin S. Havighorst, Iowa. (M. E.). A.M..D.D. 44 Atchison, Ivans . Western Theological Seminary (Ev. 1893 Frank D. Altman, D. D _ _ Luth.). 45 Kansas City, Kans. . . College of Theology, Kansas City 1893 D.L. Stephens _ University (Meth. Prot.). 46 Danville, Ky _ Presbyterian Theological Seminary. 1853 •J. M. W or rail, D. D _ 47 Louisville, Ky . Louisville Presbyterian Theolog- 1893 Wm. Hoge Marquess, ical Seminary. D.D. 43 _ do . . . Southern Baptist Theological Semi- 1859 nary. 49 New Orleans, La _ Straight University, Theological 1890 George W. Henderson Department (Cong.). 50 Bangor, Me . Bangor Theological Seminary 1816 Clarence A. Beckwith, (Cong.). D. D., secretary. 51 Lewiston, Me . Cobb Divinity School, Department 1840 James A. Howe, D.D _ of Bates College (Free Bapt.). 53 Baltimore, Md . St. Joseph’s Seminary ^R. C. ) . . 1888 J. R. Slattery . 53 _ do . . . . St. Mary’s Seminary (RrC. ) . 1791 A. L. Magnien, D.D . 54 Ilchester, Md _ _ Redemptorist College of Ilchester 1867 Ferdinand A. Litz . (K.CA. 55 Mount St. Marys, Md. Mount St. Mary’s Theological School 1808 Wm. L. O’Hara, A. M _ (R.C.). 56 W estminster, Md _ Weafemforeter Theological Seminary 1882 Hugh L. Elderdice, (Meth. Prot.). A.M.,D.D. 57 Woodstock. Md . . Woodstock College (R.C.)... . 1869 Burchard Villiger _ 58 Andover, Mass . Andover Theological Seminary 1808 George Harris, D.D _ (Cong.).- 59 Boston, Mass . Boston University, School of Theol- 1839 Marcus D. Buell, A. M., ogy (M. E.). D.D. 60 _ do . . . St. John’s Boston Ecclesiastical 1884 J. B. Hogan. D. D _ Seminary (R. C. ). 61 Cambridge, Mass .... Episcopal Theological School (P. E. ) . 1867 George Hodges, D.D _ 62 . do . Harvard University, Divinity 1817 Charles C. Everett, School (nonsect.). D.D..LL.D. 63 . do . New Church Theological School 1866 James Reed _ _ ___ ( Swedenborgiau). 64 N ewton Center, Mass Newton Theological Institution 1825 Alvah Hovey, D. D., ( Bapt. ). • LL.D. 65 Tufts College, Mass . Tufts College, Divinity School 1869 Charles H. Leonard, D. D. (Univ.). 66 Adrian, Mich _ ... Adrian College, School of Theology, 1832 David Jones, D.D __ _ (Meth. Prot.). 67 Hillsdale. Mich . Hillsdale College, Theological School 1365 D. B. Read, D. D _ . . . (F. W. Bapt. j. 68 Holland, Mich . . Western Theological Seminary (Ref. 1869 John W. Beardslee, D.D. Ch. in Amer.). 69 Saginaw, Mich . German-Englisli Lutheran Semi- 1888 W. Linsermann _ _ nary (Ev.Luth.). 70 Collegeville, Minn... St. John’s Seminary (R. CA. . 1867 Peter Engel, Ph. D _ 71 Faribault, Minn _ Seabury Divinity SchotrPtP. E) _ 1860 Henry B. Whipple. D. D., LL. D. 72 Minneapolis, Minn . . Augsburg Seminary (Ev. Luth.) - 1869 Georg Sverdrup _ 73 _ do . . . United Church Seminary (Ev. Luth.) 1890 Marcus O. Bockman _ 74 Red Wing, Mmn . Red Wing Seminary (Ev. Luth.) - 1879 M. G. Hanson . . 75 St. Paul, Minn . Luther Seminary (Ev. Luth.) - 1885 H. Ernst. D. D _ 76 _ do _ . . Luther Seminary ( Norw. Ev. Luth.) 1876 J. B. Fricli . . 77 _ do . . St. Paul’s College ( M. E.) . . . 1889 C. W. Hertzler. . 78 _ do . . St. Paul’s Seminary (R. C.) . 1894 Patrick R. Heffron, D.D., T T , TA 79 Canton, Mo . . _ Christian University (Disc.) _ 1855 Clinton Lockhart, A.M., Ph. D. 80 Florisant, Mo _ St. Stanislaus Seminary (R. .)_ - 1823 FredexdckP. Hagemann. a A department of the university. 5 Approximately. PROFESSIONAL SCHOOLS 1693 theologu for the year 1898-99 — Continued. Session closes — Number of profess¬ ors. Special or .assistant instructors. Whole number of students. ■ Number of women included. o ■X) rH P P P Gj rH 0 Students having A. B. or B. S. Years in the course. 3 0) J>> p in o CD £ Value of grounds and build¬ ings. Endow¬ ment funds. Benefac¬ tions re¬ ceived during the year. V olumes in li¬ brary. 5 6 7 8 9 iO 11 1 2 13 14 15 16 17 June 15 2 0 10 0 0 0 3 39 §10,000 §2,000 500 39 _ do ... 5 3 122 27 13 0 3 37 (a) 23, 675 .0 40 Apr. 27 2 0 16 0 6 3 32 §28,500 18, 550 b 3, 300 62,000 41 June 21 3 0 49 0 17 16 3 40 30,000 11,885 5, 163 6, 000 42 J n r, e 2 4 42 50, 000 0 0 20, COO 55 May 9 4 12 15 . 5 5 3 32 10, OCO 4, 000 1,000 3, 0G0 56 June 30 15 0 142 0 9 > 42 250, 000 57 June 8 7 39' 0 14 38 3 35 200, 060 700, 000 4, 500 58 J une 1 7 ry 1 78 8 04 9 33 145, 000 59 J une 24 5 l 99 0 23 3 40 500, 000 0 60 June 23 G 2 36 0 5 28 3 37 500, 000 200, 000 12, 000 10, 000 61 June 28 9 1 2G 0 2 21 3 38 (a) (a) 28, 710 62 June 23 3 . 3 8 0 1 2 3 36 60, OCO 124, 157 0 6 2, 000 63 June 8 6 i GO 0 16 38 3 39 200, 190 506, 765 34,033 22, 3S3 64 June 23 6 5 18 2 G 5 3 40 (a) 200, GOO 0 6,500 65 June 21 1 33 0 1 0 2 36 0 0 0 66 June 15 O 44 o 8 1 3 36 67 Apr. 28 O O i 22 6 4 18 O i) 32 10, 000 50,000 6,000 68 J une 28 o O 9 34 70 10 232 10,000 a 1, 000 Eve . June 5 10 23 394 7 80 64 3 as 125 5 385 225, 000 0 0 a 9, 000 Day _ J une 27 11 2 564 0 117 508 3 34 150 0 450 (5) 47,000 Day . d A day course and an evening course. /Three, beginning with 1899. e Three, beginning in 1900. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 1( 4< 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 02 EDUCATION REPORT, 1898-99. Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 1 & 3 1 Ann Arbor, Mich - j University of Michigan, Law Depart- 1859 Harry B. Hutchins, Detroit, Mich _ ment. Detroit College of Law _ _LL. D. R o report _ _ Minneapolis, Minn. _ . University of Minnesota College of 1888 William S. Patee, LL. D. Jackson, Miss - Law. Millsaps College, Law Department ... 1895 Edward Mayes. LL. D... University, Miss - University of Mississippi, Law De- 1854 G. D. Shands, LL. D _ Columbia, Mo - partment. University of Missouri, Law Depart- 1872 Alexander Martin, LL.D Kansas City, Mo - ment. Kansas City School of Law . . 1895 William P. Borland - ... St. T ,onis, Mo _ St. Louis Law School, Washington University. University of Nebraska College of 1867 William S. Curtis Lincoln, Nehr . 1891 M. B. Reese - - Omaha, Nebr - Law. Omaha School of Law, University of 1897 T. J. Mahoney . . Albany, IT. Y. . - Omaha. Albany Law School, Union Univer- 1851 J. Newton Fiero, LL. D__ Buffalo, N. Y _ sity. Buffalo Law School, University of 1887 Adelbert Moot _ -. Ithaca, 1ST. Y. _ Buffalo. Cornell University College of Law.- Columbia University School of Law - New York Law School _ _ _ - 1887 Francis M. Finch, LL. D- Wm. A. Keener, LL. D . . - George Chase _ New York, N. Y _ _ do . . . 1892 _ do . . . New York University School of Law. 1834 ClarenceD. Ashley, Syracuse, 1ST. Y. . . Syracuse University College of Law. 1895 LL. D. James B. Brooks. A. M., Chapel Hill, N. C - University of North Carolina Law 1846 D. C. L. J. E. Shepherd. . Raleigh, N. 0 _ School. Shaw University Law School _ 1888 E. A. Johnson. _ _ Wake Forest, N. C _ Wake Forest Law School _ 1894 N. Y. Gulley, M. A . Ada, Ohio _ _ Ohio Normal University Law School- University of Cincinnati Law De- 1893 S. P. A xline _ _ Cincinnati, Ohio . 1833 Win. H. Taft, LL.D _ Cleveland, Ohio . do - . . . partment. Baldwin University Law School - Cleveland College of Law _ _ 1897 1897 Chas. S. Bentley, A. M . .. Sherman Arter, A. M _ _ do _ _ Franklin T. Backus Law School of 1892 Evan H. Hopkins _ Columbus, Ohio _ Western Reserve University. Ohio State University School of Law. 1S91 W. P. Hunter _ Lebanon, Ohio - _ National Normal University Law School. University of Oregon, School of Law. J. W. Withers . . . Portland, Greg . 1884 Richard H. Thornton ... - Salem, Oreg - . Willamette University, Law Depart- 1887 S. T. Richardson, A. M... Carlisle, Pa _ _ ment. Dickinson School of Law _ _ 1834 William Trickett, LL.D. Henry S. Borneman _ Philadelphia, Pa _ Philadelphia Law School of Temple 1895 _ do . - . College. University of Pennsylvania, Law De- 1790 Wm. Draper Lewis, Pittsburg, Pa _ partment. Pittsburg Law School, Department of Western University of Pennsyl¬ vania. Rhode Island Law School . 1895 Ph.D. John D. Shafer . . Providence, R. I _ 1898 William G. Webster _ Columbia, S. C . South Carolina College Law School . U. S. Grant University, Department 1870 F C. Woodward _ Chattanooga, Tenn.. 1898 Lewis Shepherd . Harriman, Tenn _ of Law. American Temperance University, Law Department. 1893 S. C. Brown. A. M _ Knoxville, Tenn . University of Tennessee, Law De- 1889 Henry H. Ingersoll, Lebanon, Tenn _ partment. Cumberland Universitv Law School- 1847 LL. D. N. Green, chancellor - Nashville, Tenn _ Central Tennessee College, Law De¬ partment. Vanderbilt University, Law Depart¬ ment. Sewanee Law School, University of the South. 1879 John W. Grant _ _ do . . . . 1875 Thomas H. Malone _ ... Sewanee, Tenn .. 1893 B. J. Damage. Ph. D _ Austin, Tex . University of Texas, Law Depart¬ ment. 1883 In 1897-98. a A department of the university. b A day course and an evening course. PROFESSIONAL SCHOOLS 1703 laiv for the year 1808-00 — Continued. Session closes — Numberof professors. Special or assistant instructors. Students. Years in course. Weeks in year. Tuition fee. Graduation or ex¬ amination fees. Fees of the entire course. Value of grounds and buildings. Endowment funds. Benefactions re¬ ceived during the year. Volumes in library. Instruction in day or evening. d © | Women. Graduated in 1899. Students having A. B. or B. S. 5 G 7 8 9 IQ 11 12 13 14 15 1G 17 18 IQ 20 21 J ime 21 11 o O 764 9 iv 218 100 3 36 $35 $10 $115 (a) Day . June 1 6 14 441 rr l 61 25 3 36 50 10 170 $40, 000 6, 500 (b) 1 5 17 0 11 2 40 50 0 0 Day June 12 2 5 45 0 22 — 2 36 50 0 100 {a) 0 1, 700 Day. .1 n n e 6 3 4 104 2 *57 9 40 50 3 103 40, 000 3,991 Day . June 10 17 0 116 2 46 29 2 39 50 5 105 0 0 0 0 Eve . June 16 3 13 147 ... 54 .... 9 >— 1 © O o 3 O $12, 500 1 7 62 209 20 46 14 4 30 100 10 540 173,500 4,500 $5,000 6, 552 20 27 211 60 16 4 32 0 20 30 738 0 140 Zi i 4 32 200 25 836 2, 000, 000 (c) (c) 26 23 252 26 67 48 1 32 150 30 150, 000 0 dl 95,000 16 •&> 142 0 177 30 4 32 150 25 740 500,000 110,000 325 17 18 0 75 17 16 4 31 130 30 535 102,000 935 15 18 81 r* 2- 8 1 33 125 520 93, 793 1, 455 5 1 41 0 4 (6) 32 90 1,000 5 2 46 1 1 4 32 25 4,000 200 8 i 78 — 4 4 21 75 10 310 15,000 5, 000 1,366 13 i 85 11 8 4 32 75 25 325 75, 000 20 i 0 30 5 10 4 28 50 25 285 30, 000 0 11 20 218 40 1L 4 28 100 25 70, 000 15 10 98 16 4 30 100 ?5 a 450 20, 000 0 22 7 87 8 21 17 4 32 100 30 a 500 110,000 0 30, 000 500 18 6 108 7 21 4 33 125 275, 000 175, 000 5,000 2, 500 31 8 178 9 1 07 i 4 28 50 10 271 50,000 0 a 800 15 15 109, 2 20 4 26 50 25 281 100, 000 0 3, 500 8 2 23 1 2 b 2 28 60 (c) 16 18 41 5 1 i 4 28 50 25 a 290 25,000 2,000 11 9 49 15 10 13 4 26 130 30 0 0 0 a 1, 000 16 20 2 10 4 21 a 75 30 335 0 29 13 554 _ 85 52 1 30 150 620 600,000 40,000 800 21 30 119 114 30 4 32 130 25 526 575,000 a 1,500 20 30 835 0 211 118 4 31 200 0 815 50,000 0 6,000 10 21 0 148 31 20 1 33 125 — 516 130,000 276, 773 0 2,053 20 21 271 2 49 4 32 ICO 150, 000 0 0 400 8 9 95 2 21 3 26 100 300 30,000 0 0 11 10 168 0 31 — 3 28 50 30 300 50,000 0 0 15 3 91 18 3 4 23 50 25 a 280 0 0 0 0 10 15 511 6 112 22 4 26 50 25 210 60, 000 0 0 180 10 6 159 6 38 18 4 20 30 10 160 30, 000 12,000 800 11 r* i 301 7 68 2 4 26 75 25 a 325 40,000 500 c A department of the university. dFrom Oliver H. Payne, of New York City. 1711 o t>j . S3 •rH S3 o’S O oj £ -*-3 m HH 21 Day .. Day .. Day .. Day .. Day . . Day .. Day Day .. Day __ Day .. Day .. Day .. Day . . Day .. Day .. Day .. Day .. Day __ Day .. Day __ Day .. Day .. Day .. Day .. Day .. Day . . Day .. Day .. Day .. Day .. Day .. Day __ Day .. Day .. 78 79 80 81 82 83 81 85 83 87 88 89 90 91 93 93 91 95 90 97 98 99 100 101 102 103 101 105 106 107 108 109 110 111 e Suspended J une, 1399. 1712 EDUCATION KEPOKT, 1898-99. Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes— 1 2 4 5 112 Nashville, Tenn... University of Tennessee, Med¬ ical Deoartment. 1 1876 ! Paul F. Eve _ Apr. — 113 . do _ _ Vanderbilt University, Med¬ ical Department. 1875 William L. Dudley .. Apr. 5 114 Sewanee, Tenn .... Sewanee Medical College, Uni¬ versity of the South. 1892 John S. Cain . . Jan. 20 115 Fort Worth, Tex .. Fort Worth University, Medical Department. 1894 Bacon Saunders _ Apr. 6 116 Galveston, Tex .... University of Texas, Medical Department. 1891 Henry P. Cooke _ May 15 117 Burlington, Yt _ University of Vermont, Med¬ ical Department. 1823 A. P. Grinnell . June 30 118 Richmond, Va - Medical College of Virginia*.... 1838 Christopher Tomp¬ kins. May 4 119 .. ..do . . University College of Medicine. 1893 J. Allison Hodges _ May 11 120 Chariot tesville, Va. University of Virginia, Medical Department. 1825 Paul B. Barringer ... Sept. 15 121 Milwaukee, Wis... Milwaukee Medical College _ 1894 William H. Earles.. . Apr. 3 122 . do . . . Wisconsin College of Physicians and Surgeons * ECLECTre. 1893 W. H. Washburn _ Apr. 27 123 Atlanta, Ga . Georgia College of Eclectic Medicine and Surgery. 1839 A. G. Thomas, A. M., LL. D. Apr. 1 124 Chicago, Ill _ Bennett College of Eclectic Medicine and Surgery. 1868 Anson L. Clark, A. M. May 10 125 St. Louis, Mo . American Medical College . . 1873 Edwin Younkin _ Apr. 10 126 Lincoln, Nebr . Lincoln Medical College of Cot- ner University. 1889 W. S. Latta . . Mar. 17 127 New York, N. Y... Eclectic Medical College of the Citv of New York. 1865 George W. Bosko- witz, A. M. May — 123 Cincinnati, Ohio .. Eclectic Medical Institute _ HOMEOPATHIC. 1345 Frederick J. Locke.. Apr. 10 129 San Francisco. Cal . Hahnemann Hospital College... 1884 A. C. Peterson . May — 130 Denver, Colo . Denver Homeopathic Medical College.* 1894 SamuelS. Smythe... Apr. 15 131 Chicago, Ill _ Chicago Homeopathic Medical College. 1876 J. R. Kippax . . Mar. 21 132 . do . Dunham Medical College . 1895 C. S. Fahnestock _ Apr. — Mar. 25 133 _ do . Hahnemann Medical College 1860 C. H. Vilas . 134 _ do . Hering Medical College . 1891 Henry C. Allen . Apr. 10 Apr. 1 135 . do . National Medical College . . . 1891 T. C. Duncan, Ph. D., LL. D. 136 Iowa City, Iowa . . . State University of Iowa, Ho¬ meopathic Medical Depart¬ ment. 1877 Mar. 30 137 Louisville, Ky . Southwestern Homeopathic Medical College. 1893 A. Leigh t Monroe . . . Apr. 4 138 Baltimore, Md . Southern Homeopathic Med¬ ical College. 1891 Henry Chandlee - Apr. 5 139 Boston, Mass . Boston University, School of Medicine. 1873 I. Tisdale Talbot _ June 5 140 Ann Arbor, Mich.. University of Michigan, Home¬ opathic Medical College. 1875 Wilbert B. Plins- daie, A. M. A. P. Williamson _ June 27 141 Minneapolis, Minn. University of Minnesota, Col¬ lege of Homeopathic Medicine and Surgery. 1888 | June 1 142 Kansas City, Mo... College of Homeopathic Medi- , cine and Surgery, Kansas City University. 1896 ] W. H. Jenney . Mar. 21 143 . do . . . Kansas City Homeopathic Med¬ ical College.* 1888 Peter Deiderich . Mar. 25 144 St. Louis, Mo . Homeopathic Medical College of Missouri. 1857 ¥m. C. Richardson. Apr. 7 145 New York, N. Y... New York Homeopathic Med¬ ical College. 1880 Wrn. Tod Helnruth, LL. D. May 5 * In 1897-98. PROFESSIONAL SCHOOLS 1713 medicine , for the year 1S0S-99 — Continued. Number of profess¬ ors. Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. Graduation or exam¬ ination fees. Fees of the entire course. Value of grounds and buildings. Endowment funds. Benefactions re¬ ceived in 1898-99. Volumes in library. Instruction in day or evening. £ 0) kH Women. Graduated in 1899. Studentshaving A. B. or B. S. 6 7 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 13 6 226 0 58 18 4 26 8100 $25 — $3, 600 0 0 0 13 8 249 76 4 28 100 25 90., 000 0 Day 13 120 o 50 10 4 30 50 25 «$250 (6) Day 15 5 138 4 18 5 4 26 75 25 325 30,000 0 0 0 Day .. 12 141 45 rr i 4 30 0 0 90 300, 000 3,000 Day .. 7 18 210 *69 12 12 189 0 41 3 28 90 30 100, 000 Day . _ 17 20 252 0 68 24 4 30 85 30 370 55, 000 0 0 500 Day . . 7 5 183 37 31 4 38 a 90 0 $100, 000 8io, ooo Day .. 24 11 150 0 5 10 4 28 100 0 440 150, 000 0 0 0 Day . . 21 13 49 0 20 4 27 100 0 377 52, 000 Day _ . 9 3 61 4 26 5 3 26 70 25 25,000 1,000 Day . . 28 7 78 11 7 4 32 100 0 405 25, 000 a 300 Day . 15 2 59 9 25 10 4 28 75 25 2,800 0 0 300 Day .. 18 6 40 3 4 1 4 24 50 25 225 10, 000 3, 000 200 Day . . 14 14 62 16 14 15 4 28 100 30 500 40, 000 2,278 Day . _ 14 3 152 5 76 26 4 27 75 25 250 60, 000 0 0 500 Day 15 4 18 7 3 4 28 75 40 345 15, 000 Day . . 20 9 32 11 13 4 26 100 0 405 5, 500 Day . . 22 20 165 40 43 4 26 65 30 345 58, 000 0 0 850 Day .. 16 10 47 14 2 15 4 26 100 0 415 45, 000 0 0 500 Day .. 19 24 140 58 56 15 4 26 70 30 380 195, 000 110,000 30,000 2,000 Day .. 20 10 35 25 18 10 4 28 100 0 30, 000 0 c 600 Day . . 40 15 101 31 22 4 28 65 25 250 a 200 Day _ _ 10 4 55 6 8 10 4 26 65 0 0 40, 000 0 0 600 Day 16 6 14 10 5 11 4 26 75 0 0 0 Day . . 14 10 29 10 8 0 4 24 100 30 445 30, 000 0 0 a 600 Day .. 26 23 115 46 • 44 5 4 32 125 30 483 120, 000 40,000 1,000 2,500 Day .. 5 9 60 9 8 1 4 36 35 10 240 60, 000 8,630 Day . . 15 2 20 2 4 1 4 32 a 90 0 360 (6) 2, 000 Day . . 14 16 20 6 4 12 4 26 50 30 300 Day 32 24 12 14 4 24 80 25 Day . . 22 10 50 12 13 2 4 26 50 25 15, 000 0 0 Day . . 24 12 130 36 17 4 30 125 30 530 550, 000 0 a 4, 000 Day .. a Approximately. b A department of the university. ED 99 — VOL II - 108 112 113 114 115 116 117 118 119 120 121 123 123 124 125 126 127 128 129 130 131 132 13.3 134 135 136 137 138 139 140 141 142 143 144 145 1714 EDUCATION REPOET, 1898-99. Table 10. — Statistics of schools cf Location. Name of institution. Year of first opening. President or dean. Session closes — 1 2 4 5 homeopathic — continued. 146 New York, N. Y . . . New York Medical College and 1863 J. de la M. Lozier ... May 3 Hospital for Women.* 147 Cincinnati, Ohio _ Pulte Medical College _ .. 1872 J. D. Buck . 148 Cleveland, Ohio-.- Cleveland Homeopathic Med- 1849 W. A. Phillips . Apr. 4 ical College. 149 Philadelphia, Pa . . Hahnemann Medical College _ 1848 Pemberton Dudley.. May 10 PHYSIO MEDICAL. 150 Chicago, Ill . . Chicago Physiomedical College. 1891 H. P. Nelson . Apr. 20 151 Indianapolis, Ind_. Physiomedical College of In- 1873 N. D. Woodard . Mar. 22 diana. POSTGRADUATE AND SPECIAL (not included in summary). 152 Chicago, Ill . Postgraduate Medical School _ 1888 W. Franklin Coleman 153 New Orleans, La.. New Orleans Polyclinic _ 1887 Isadore Dyer . . 154 New York, N. Y... New York Postgraduate Med- D. B. St. John Roosa. ical School. 155 _ do _ _ _ New York School of Clinical Medicine. 156 Philadelphia, Pa .. Philadelphia Polyclinic . Francis R. Packard . 157 . do . Philadelphia Postgraduate James T. Kent . SchooTof Homeopathics. * In 1897-98. PROFESSIONAL SCHOOLS 1715 — «£* medicine , for the year 1S9S-99 — Continued. Number of profess¬ ors. Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. Graduation or exam¬ ination fees. Fees of the entire course. Value of grounds and buildings. Endowment funds. Benefactions re¬ ceived in 1898-99. Volumes in library. Instruction in day or evening. Men. Women. Graduated in 1899. Students haying A. B. or B. S. 6 7 § 9 1© Ifi 12 13 If 15 10 17 IS 19 20 2t 20 1 0 26 4 4 26 _A> o «;30 §460 500 Day 148 128 5 39 10 10 9 4 27 75 25 330 $20, 000 0 0 0 Day .. 147 4 14 120 20 51 12 4 100 25 430 150, 000 $771 Day 148 , 8 32 273 70 30 4 32 125 30 550 600,000 $250, 600 15, 000 Day .. 149 32 10 30 7 7 8 4 26 65 0 295 0 0 0 a 200 Day . _ 150 17 1 35 3 5 6 4 26 65 260 15,000 Day.. 151 51 37 320 8 - 152 11 9 86 1 22 153 54 51 514 9 154 11 25 53 0 155 22 11 108 13 156 4 9 9 7 157 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 EDUCATION REPORT, 1898-99. Table 11. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or dean. 1 2 4 Birmingham. Ala _ Los Angeles, Cal . San Francisco, Cal. . . . do .. . . Denver, Colo . . Washington, D. C - _ do . _ .do . Atlanta, Ga _ _ do . . Chicago, III . . . do . _ do . . . do . Indianapolis, Ind .... _ do . . Iowa City, Iowa . Keokuk, Iowa. . Louisville, Ky . Baltimore, Md . _ do . _ do . Boston, Mass . Ann Arbor, Mich Detroit, Mich . Minneapolis, Minn .. Kansas City, Mo . _ do . . St. Louis, Mo . . do . Omaha, Nebr . Buffalo, N. Y . New Y'ork, N. Y . . do . Cincinnati, Ohio . . do . . do . Cleveland, Ohio . Columbus, Ohio . Philadelphia, Pa _ . do . Birmingham Dental College . . University of Southern California, College of Dentistry. College of Physicians and Surgeons, Dental Department. University of California, College of Dentistry. Denver College of Dentistry, Univer¬ sity of Denver. Columbian University, Dental De¬ partment. Howard University, Dental Depart¬ ment. Washington Dental College . . Atlanta College of Physicians and Surgeons, Dental Department. Atlanta Dental College . Chicago College of Dental Surgery, Lake Forest University. German- American Dental College Illinois School of Dentistry . . Northwestern University, Dental School. Central College of Dentistry . Indiana Dental College, University of Indianapolis. State University of Iowa, Dental De¬ partment. Keokuk Dental College, Department of Keokuk Medical College. Louisville College of Dentistry, Cen¬ tral University of Kentucky. Baltimore College of Dental Surgery. Baltimore Medical College, Dental Department. University of Maryland, Dental De¬ partment. Harvard University, Dental School. . University of Michigan, College of Dental Surgery. Detroit College of Medicine, Depart¬ ment of Dental Surgery. University of Minnesota, College of Dentistry. Kansas City Dental College* . Western Dental College . . Marion Sims College of Medicine, Dental Department. Missouri Dental College, Washing¬ ton University. * University of Omaha, Dental De¬ partment. University of Buffalo, Dental De¬ partment. New York College of Dentistry . . New York Dental School . . Cincinnati College of Dental Sur¬ gery. Miami Dental College * . . . Ohio College of Dental Surgery, Uni¬ versity of Cincinnati. Western Reserve University, Col¬ lege of Dentistry. Ohio Medical University, Dental De¬ partment. Medico-Chirurgical College, Depart¬ ment of Dentistry. Pennsylvania College of Dental Sur- 1893 1897 1897 1881 1887 1886 1880 1897 1887 1893 1883 1889 1898 1890 1897 1879 1880 1897 1886 1839 1895 1882 1868 1875 1S91 1888 1881 1890 1894 1866 1894 1892 1866 1892 1893 1896 1845 1892 1892 1897 1856 T.M. Allen. . Edgar Palmer . . . Charles Boxton . . Louis L. Dunbar Alva H. Sawins.. J. Hall Lewis _ Thomas B. Hood, A. M. . . William N. Cogan . S. W. Foster . William Crenshaw . . Truman W. Brophy, LL.D. Fritz W. Huxmann . Frank N. Brown _ Greene V. Black, Sc. D., LL.D. Milton F. Ault . . George E, Hunt . William S. Hosford . B. C. Hinkley . P. Richard Taylor . M. W. Foster . William A. Mon tell . Ferdinand J. S. Gorgas, A. M. Eugene H. Smith . Jonathan Taft . Theodore A. McGraw ... Win. P. Dickinson . . J. D. Patterson . Drury J. McMillen . Young H. Bond, A. M _ Henry H. Mudd . . A. O. Hunt . . Wm. C. Barrett . Fanned D. Weisse . Dwight L. Hubbard _ G. S. Junkerman . C. A. Schuchardt _ .... H. A. Smith, A. M . Henry L. Ambler, M. S . . Otto Arnold . Robert H. Nones . Wilbur F. Liteh . . do gery. Philadelphia Dental College . 1863 S. H. Guilford, A. M * In 1897-98. PROFESSIONAL SCHOOLS. 1717 dentistry for the year 1S08-D9. © o ft Session m closes — „ O i 0 rQ a 3 5 6 Apr. 5 7 June 15 14 July 3 10 May 31 7 Apr. 24 9 May 31 7 May 10 10 May 1 10 Apr. 30 8 _ do ... 8 Apr. 5 19 Mar. 31 6 Apr. — 13 Apr. 6 16 Apr. 10 May 3 10 9 June 5 9 Apr. 10 10 June 30 11 Mar. 31 8 Apr. 6 8 Apr. 30 6 June 27 10 June 22 4 June 15 10 June 5 10 Apr. 1 9 Apr. 4 13 Apr. 19 16 Apr. 28 9 May 3 14 May 1 10 May 15 5 May 6 7 May 5 10 Apr. 21 8 Apr. 5 6 June 15 10 Apr. 18 17 Apr. 30 12 May 2 7 May 1 5 I Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. Graduation or ex¬ amination fees. Fees of entire course. | Value of grounds and buildings. Endowment funds. Volumes in library. Men. "Women. Whole number. Students having A. B. or B. S. Grad uated in 1899. 7 8 9 19 IS |13 0 4 15 16 17 IS 19 2© 4 43 0 43 0 7 3 26 $100 $25 $360 0 0 15 42 2 44 2 0 3 30 125 0 375 o 5 178 4 182 82 3 24 90 25 295 0 100 14 153 7 160 .... 45 3 38 100 25 370 $55, 000 250 9 44 5 49 0 8 3 32 75 25 280 (a) (a) 0 5 68 0 68 13 o O 30 100 10 310 2 31 1 32 1 7 3 28 60 (a) (a) 5 22 0 22 5 1 3 28 100 0 300 0 7 86 0 86 30 3 28 100 25 352 20, 000 $9,000 0 4 180 0 180 45 3 28 •100 25 350 0 300 37 489 0 489 *163 3 25 125 0 350 3 17 3 20 8 5 3 26 100 25 325 27, 000 0 350 7 84 4 88 26 3 28 100 0 300 26 571 32 603 42 171 3 24 100 0 350 200 6 54 0 54 2 4 3 24 90 10 260 0 0 2 202 2 204 19 65 3 27 100 10 325 35, 000 10 113 7 120 3 32 3 36 75 0 225 (a) (a) 8 33 2 35 2 3 3 28 75 (a) (a) 4 198 198 *52 3 26 115 30 6 214 6 220 62 3 30 100 30 345 200 6 65 0 65 3 15 3 26 100 30 330 0 0 6 200 0 200 18 65 3 30 105 30 450 28 139 0 139 4 36 3 37 5170 0 611 65,000 200 12 224 10 234 110 55 o O 40 70 10 204 (a) (a) 745 11 104 1 105 9 22 3 34 60 30 265 16,000 0 0 2 110 0 110 .... 18 3 33 100 0 310 (a) (a) 6200 4 85 0 85 32 3 24 100 20 325 12,500 14 191 9 200 34 3 26 100 20 245 100 22 75 3 78 6 26 3 28 100 305 0 6 124 0 124 39 3 28 100 300 17 76 3 79 0 14 3 28 100 35 300 0 5 203 2 205 58 3 32 100 30 335 500 21 250 0 250 2 41 3 32 165 30 540 120, 000 0 0 11 33 9 42 12 3 28 150 25 505 8 104 5 109 .... 36 o O 30 100 0 305 30, 000 0 200 3 18 6 24 1 3 26 100 300 143 5 190 190 *66 3 26 100 25 330 300 5 94 94 30 3 36 100 10 335 8 149 3 152 2 30 3 25 50 10 205 800 21 101 101 4 21 3 30 110 25 340 35,000 20 306 18 324 111 3 29 100 30 345 60, 000 14 343 17 360 8 94 3 30 115 35 370 120. 000 0 u o >> c3 ’O 0 tii o 3 .1=4 O 1® fH +3 a 21 Day .. Day .. Day .. Day Day .. Eve .. Eve Eve Day .. Day .. Day Day . . Day .. Day .. Day .. Day Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day ._ Day .. Day .. Day .. Day .. Day _. Day .. Day .. Day _. Day .. Day .. Day Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 a In common with the university at large. 6 Approximately. 1718 EDUCATION EEPOKT, 1898-99. Table 11. Location. Name of institution. Year of first open¬ ing. 1 2 3 43 Philadelphia, Pa .... University of Pennsylvania, Depart¬ ment of Dentistry. 1878 44 Pittsburg, Pa . Pittsburg College of Dental Surgery, Western University of Pennsyl¬ vania. 1890 45 Nashville, Tenn - Central Tennessee College, Dental Department. 1885 40 . do . . University of Tennessee, Dental De¬ partment. 1878 47 _ do . Yanderbilt University, Dental De¬ partment. 1S79 48 Richmond, Ya . University College of Medicine, Den¬ tal Department. 1893 49 Tacoma, Wash . Tacoma College of Dental Surgery .. 1893 50 Milwaukee, Wis . Milwaukee Medical College, Dental Department. 1S94 Statistics of schools of President or dean. 4 Edward C.Kirk . J. G. Templeton, A. M ... G. W. Hubbard . Joseph P. Gray . "William H. Morgan . L. M. Cowardin _ _ A. E. Baker . George Y. I. Brown . PROFESSIONAL SCHOOLS 1719 dentistry for the year 189S-99 — Continued. Session closes — Number of profess¬ ors. Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. Graduation or ex¬ amination fees. Fees of entire course. Value of grounds and buildings. Endowment funds. Volumes in library. Instruction in day or evening. Men. W omen. Whole number. Students having A. B. or B. S. Graduated in 1899. 5 6 7 8 4) io 11 12 13 14 15 16 17 18 19 20 21 J une 15 9 5 504 — 504 — 158 3 37 |100 $30 $345 $245, 000 0 Day — 43 May 1 8 8 180 3 183 23 54 3 28 100 30 350 100 Day 44 Feb. 1 5 3 17 2 19 1 9 fV 4 20 30 10 140 (a) (a) Day .. 45 J une 1 9 5 104 104 28 29 4 28 105 25 Day 46 Mar. 30 7 5 164 1 165 9 39 3 24 100 25 350 (a) (a) Day 47 May 11 10 6 36 0 36 0 5 3 32 100 30 0 Day 48 Apr. G 9 8 32 2 34 3 2 3 28 100 20 325 114 Day . _ 49 Apr. 3 11 5 142 0 142 21 3 28 110 0 330 — 0 Day .. 50 a In common with the university at large. 1 o 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 EDUCATION REPOET, 1898-99. Location. 1 Auburn, Ala . . Mobile, Ala . San Francisco, Cal. Waskington, D. C.. _ do . . Atlanta, Ga . Chicago, Ill . _ do . . Lafayette, Ind - Valparaiso, Ind - Des Moines, Iowa.. _ do . Iowa City, Iowa... Lawrence, Ivans... Louisville, Ky . New Orleans, La... Orono, Me... . Baltimore, Md . Boston, Mass . Ann Arbor, Mick.. Detroit, Mick . Minneapolis, Minn Kansas City, Mo .. St. Louis, Mo . Newark, N. J . Albany, N. Y . Brooklyn, N. Y _ Buffalo, N. Y . New York, N. Y... Chapel Hill, N. C._ Raleigh, N. C . Ada, Ohio . Cincinnati, Ohio... Cleveland, Ohio ... Columbus, Ohio ... Scio, Ohio . Norman, Okla . Corvallis, Oreg _ Philadelphia, Pa .. Table 12. — Statistics of schools of Name of institution. 2 Alabama Polytechnic Institute, Department of Pharmacy.* Medical College of Alabama, School of Pharmacy, Univer¬ sity of Alabama. California College of Pharmacy, University of California. Howard University, Department of Pharmacy. National College of Pharmacy. .. Atlanta College of Pharmacy - Chicago College of Pharmacy, University of Illinois. N orth western University, School of Pharmacy. Purdue University, School of Pharmacy. Northern Indiana School of Pharmacy. Highland Park College of Phar¬ macy. Iowa College of Pharmacy, Drake University. State University of Iowa, Depart¬ ment of Pharmacy. University of Kansas, School of Pharmacy. Louisville College of Pharmacy. . Tulane University, Department of Pharmacy. University of Maine, Department of Pharmacy. Maryland College of Pharmacy.. Massachusetts College of Phar¬ macy. University of Michigan, School of Pharmacy. Detroit College of Medicine, De¬ partment of Pharmacy. University of Minnesota, College of Pharmacy. Kansas City College of Pharmacy St. Louis College of Pharmacy .. New Jersey College of Phar¬ macy.* Albany College of Pharmacy - Brooklyn College of Pharmacy . . Buffalo College of Pharmacy - College of Pharmacy of the City of New York. University of North Carolina, Department of Pharmacy. Shaw University, Pharmaceu¬ tical Department. Ohio Normal University, De¬ partment of Pharmacy. Cincinnati College of Pharmacy, University of Cincinnati. Cleveland School of Pharmacy .. Ohio State University, College of Pharmacy. Scio College, Department of Pharmacy. Univei*sity of Oklahoma, School of Pharmacy. State Agricultural College, De¬ partment of Pharmacy. Medico-Chiriu’gical College, De¬ partment of Pharmacy. Year of first open¬ ing. President or dean. Session closes— 3 4 5 1895 E. R. Miller . George A. Ketchum . Apr. 2 1873 William M. Sear by.. May 15 1870 Tlios. B. Hood, A. M . May 7 1S72 Samuel L. Hilton _ Mar. 25 1891 George F. Payne _ Mar. 31 1859 F.M. Goodman . . Apr. 20 1886 Oscar Oldberg . June 16 1884 Arthur L. Green _ June 6 1893 J. Newton Roe . Aug. 10 1880 Sherman R. Macy... July 27 1882 A. H. Weber . . 1885 Emil L. Boerner _ Mar. 30 1885 Lucius E. Sayre - June 8 1870 Gordon L. Curry - Mar. 23 1837 Stanford E. Chaille.. May 1 1895 A. W. Harris - June 14 1811 Charles Caspari _ Mav 10 1867 Julian W. Baird, A. M May 18 1868 Albert B. Prescott .. June 22 1890 John E. Clark . May 11 1892 Frederick J. W ulling June 5 1885 J. R. Moechel, sec... Apr. — 1865 James M. Good . Aor. 15 1892 P. E. Hommel . Apr. 30 1881 Willis G. Tucker _ Mar. 13 1891 Elias H. Bartley . May 10 1886 Willis G. Gregory... Apr. 25 1829 Edward Kemp . _ _d.O . 1897 E. T. Howell . . May — 1890 Wm. Simpson . Mar. 18 1884 H. S. Lehr.. . July 21 1871 Julius H. Eichberg.. June 1 1884 Joseph Feil . . . Apr. 28 1885 George Kauffman... June 14 1890 J. H. Beal . June 25 1894 Edwin De Barr _ June 9 1898 F. Bucktold, A. M... June 11 1898 Carl E. Smith _ May 6 * In 1897-98. a Approximately. PROFESSIONAL SCHOOLS 1721 of pharmacy f or the year 1S9S-99. Number of profess¬ ors. Special or assistant instructors. Students. Years in the course. Weeks in year. Years of practice required. Tuition fee. Graduation or ex¬ amination fees. Fees of entire course. V alue of grounds and buildings. 1 Endowment funds. Volumes in library. Instruction mainly in day or evening. Men. d a o £ Whole number. Students having A. B. or B. S. Graduated in 1899. 6 7 8 9 1© 11 12 13 14 15 19 17 IS 19 20 2 1 22 1 3 27 0 27 2 36 0 o $24 $4, 000 Day 3 1 17 17 1 2 26 0 $50 $10 120 Day 4 5 67 3 70 1 18 2 31 4 100 20 225 60, 000 0 a 300 Day _. 4 2 17 1 18 1 6 2 28 4 60 Eve . . 4 1 52 2 54 11 3 24 4 60 0 185 18,000 0 Eve . . 2 1 31 31 13 2 26 2 45 140 Eve _ _ 3 4 148 7 155 41 2 28 4 75 5 155 2,000 Day - _ 6 2 134 8 142 83 40 0 a 75, 000 a 550 Day . _ 3 8 79 0 79 0 35 2 26 0 15 5 a 100 Day __ 8 3 88 2 90 *48 2 25 0 43 0 66 20, 000 Day _ . 8 5 184 15 199 65 2 24 0 50 10 136 Day _ . 5 19 1 20 2 40 20 132 Day. . 5 5 44 2 46 0 14 2 28 0 75 0 150 Day . _ 6 6 43 8 51 0 14 2 40 2 0 5 76 Day . 5 3 56 0 56 15 2 26 4 80 160 Day 3 3 15 3 18 0 11 2 26 2 70 20 155 0 Day __ 12 6 ii 0 11 0 3 2,4 36 3 30 Day _ . 3 3 101 0 101 *35 2 32 0 90 1 5 180 37, 000 Day . . 5 5 158 15 173 1 26 2 34 4 100 10 215 68, 850 $13, 677 a 5, 132 Day.. 12 4 74 7 81 3 19 2,4 36 0 35 10 170 (b) (b) Day . . 5 2 47 2 49 9 2 28 0 40 10 110 0 Eve 6 7 58 4 62 2 25 2.3 32 0 75 10 165 (b) (b) Day .. 5 7 28 1 29 7 2 26 4 65 10 140 0 0 Eve 5 5 145 3 148 0 50 2 28 4 66 10 a 150 35,000 0 a 225 Eve __ 4 2 26 0 26 13 2 30 3 75 15 165 260 (c) 3 4 68 0 68 21 2 23 4 64 10 138 Eve . 5 8 101 6 107 0 51 2 31 4 65 10 145 0 0 1,265 Day .. 5 13 69 5 74 2 33 2 25 0 50 10 135 0 0 100 Day 8 5 288 2S8 *148 2 27 4 100 Day 5 2 22 0 22 0 4 2 36 4 75 _ 170 0 (b) Day .. 1 8 8 3 24 3 32 10 106 1,500 Day 4 2 214 1 215 ■ 76 1 9 40 0 60 4 Day . 6 1 32 7 39 o 25 34 10 30, 000 a 500 Day 4 1 54 2 \ 56 2 9 3 28 0 60 10 190 0 0 a 500 Day .. 6 6 36 2 38 0 12 2,4 37 0 0 5 a 50 (b) (b) (b) Day .. 5 3 53 1 54 34 1 9 40 0 75 800 Day 2 1 20 2 22 o 5 2 38 1 0 5 (b) Day . . 9 3 22 4 26 0 0 4 40 0 0 0 24 400 Day . . 5 6 27 0 27 0 5 2 30 4 75 10 165 Eve .. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 b In common with the university at large. c Afternoon and evening. 4U 41 42 43 44 45 46 47 48 49 50 51 r22 EDUCATION REPOET, 1898-99. Table 12. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or dean. Session closes — 1 2 3 4 5 Philadelphia, Pa . . . Philadelphia College of Phar¬ macy. 1821 Joseph P. Remington Apr. 15 Pittsburg, Pa . . Pittsburg College of Pharmacy.. 1878 Julius A. Koch _ Apr. 5 Charleston, S. C ... Medical College of South Caro¬ lina, Department of Pharmacy. 1898 Francis L. Parker... Apr. 1 Brookings, S. Dak. South Dakota Agricultural Col¬ lege, Department of Pharmacy. 1888 B. T. Whitehead, prof June 28 Knoxville, Tenn... University of Tennessee, De¬ partment of Pharmacy. 1388 Charles O. Hill, prof June 11 Nashville, Tenn... Central Tennessee College, De¬ partment of Pharmacy. 1879 G. W. Hubbard _ Feb. 1 _ do . Vanderbilt University, Depart¬ ment of Pharmacy. 1898 James M. Salford ... June 15 Galveston, Tex _ University of Texas, School of Pharmacy. 1S93 Henry P. Cooke _ May 15 .Richmond, Ya . University College of Medicine, Department of Pharmacy. 1893 T. A. Miller . May 11 Pullman, Wash _ Washington Agricultural Col¬ lege, School of Pharmacy. University of Washington, School of Pharmacy.* 1896 George H. Watt . June 20 Seattle, Wash . 1895 Frank P. Graves _ June 1 Madison, Wis _ University of Wisconsin, School of Pharmacy. 1883 Edward Kremers . . June 22 * In 1897-98. a For degree of Doctor in Pharmacy. PROFESSIONAL SCHOOLS 1723 pharmacy for the year 1S98-99 — Continued. Number of profess¬ ors. Special or assistant instructors. Students. Years in the course. Weeks in year. Years of practice required. Tuition fee. Graduation or ex¬ amination fees. Pees of entire course. Value of grounds and buildings. Endowment funds. Volumes in library. Men. Women. Whole number. Students having A. B. or B. S. Gradu ated in 1899. (3 7 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 5 5 393 10 403 0 127 3 23 a 4 $90 $15 $290 $150, 000 0 10, COO 6 3 88 3 91 35 2,3 25 4 75 10 160 20,000 0 400 3 1 27 27 13 2 26 2 60 125 4 25 0 25 0 8 3 36 0 12 0 50 3 3 7 0 7 0 0 2 39 0 0 i 140 (6) (6) ( b ) 4 1 13 4 16 0 6 3 24 0 30 10 143 (b) (5) 5 4 29 2 31 2 6 2 36 0 50 5 200 (6) (b) 600 4 1 38 2 40 8 2 30 0 50 4 6 22 0 22 0 6 2 33 4 60 15 135 500 4 1 8 3 11 0 6 2 38 0 0 0 SO (5) ( b ) 14 6 12 8 20 18 38 2 4 8 55 6 61 0 12 2,4 36 0 0 30 (5) ( b ) >> . cS * 2 a © > ! ® ) u ; o ! >> l rt • T3 m a 22 Day .. Day Day .. Day .. Day .. Day .. Day .. Day . . (c) Day .. Day .. Day .. 40 41 43 43 44 45 46 47 48 49 50 51 b In common with the university at large. c Afternoon and evening. Table 13. — Statistics of veterinary schools for the year 1SDS-99. 1724 EDUCATION REPOET, 1898-99. 1 •A.iBaqi[ tit sattmjoA rH » O O lC i 1 1 o »ooo — M 1 O O ^ • < « t-h i o o c *>• * (M ic » • ■ C'l • o iO O i iii * 1 1 1 1 1 •sSuipimq pu^ spuno.tS jo onp?A O rH $35, 000 0 100,000 6,000 10,000 15,000 150, 000 0 0 90,000 •asanoo aaijua jo saoj K5 M 1C i O » • i i • i iO (JQ co O CO • ^ 1 • » • • 1 C5 CO O l co * o z • • • 1 * • oi co ^>i ii i i i | •S99J HOTJ'BUI -UTBX0 JO tIOlj'Btip'B.I£) •f rH iO O O' O O O O O lO iC »o o o 0? HCi T-i OiOH ■93J tioijin jj $100 70 75 75 0 150 50 0 100 75 0 100 0 Mt’a.i nt s^aa a\ pH O CO CO lO to to o to O to CO to Cl 0^ OiOlCO CO Ol Ol CO CO CO •os.inoo eq^. nx sj*e0jt fH fH CO CO O’! CO CO otco COCO CO CO ott Students. •g a jo q y gutAuqsjuapnjg © pH I CO H CO 10) O IrH O rH O O O • rH ‘6681 1 -ev u t paj'Bupu.tL) i w LO C5 o '-O CO LO to Cl CO C't u- o rH rH rH r—t •aauupuajq.'B iij 5C ^ to to CO LO rH CO rH HN -W 01 01 t-H rH 1-H -H 01 H Ci 01 CO rH *0 •s.iojonjjstii ju'Bjstssu jo juxbadg « O rH to to CO O rH O to to ^ rH 1 rH •sjojonjjstit j'tqnSay; ® N ^ =°» o o t- hh pi i o 03 •-H © m m in o © — CO © >C T-H CO rH CO o ot t-H H o> Ol 01 01 T-I Ol CO T— 1 *H 01 © . ■5 fl fl n> fl fl 4c Pi eg © Q eg 44 Cfi 44 d eg O m a |3 o © £ d Pi eg PQ fp o ® p>h pO „ © • oH © m | te r • 44 Pi eg a H M w f— H P eg 43 o >> © 44 PI o O S| © a ® eg H1-! © 43 Id MM „ d • . 4Q m • 2-j *1—1 > eg 3 H p . Cu CM o m P eg © M 'd p eg Pi O © H Pl o 03 I— I © M ffl go > g &p 1 o to 1© H< -4 r-l 05 05 C5 05 ot i"” GO CO CO CO CO 01 U- CO CO 05 05 CO CO CO lO u- >o t- io co CO CO CO ■to 05 CO fl o °IH 3 40 •H 4-> CO d C4 o © a eg M p © +3 © > Pl p o «M - © 43 © t> PJ o © bJO . © © ^ bo ® ® .p P £ d © 43 43 © =t-l o OUff L §£> <0 wO.^ P-H © r- Oh bO.2 >>ZJ8 < p t» ° eg p © © -i, bo o ® O o £.s © 2 d 3l«il!llllll *1 8 f $ 83 St-iEsS g-83 S’jL'So ° d)®Mo,fl egg £2^ 0!>O -M Sg$ § &p | g*C ^44 § ® Sts g o g jsl? I © >.*5 >.a dec >>cg ®tjkH bc^2 © ££ > S3.-g a g S £ ® £ n.22-£ § fl Pl a fl O'® g eg fl cg> p ©,2 fl ®CO,fl> Pl Pl M M SMM M MM «JM O M t>2 ” ®pp : >> ! p eg . ® O >s >4 b£-;i P O © ®o> >., >. v fl p d eg fl © bo © 0'-§ ® 5s eo-S -V ,_4 ° Ml g 0 f. a iSil g. 8 9-2 m> © 60 • ^ 8 o g o.2 r-« O fl>. ^ 3 g.a ‘P rH bo2 Cj? fl^ O 'H 45 O be— • p 2 2^ji .2 2 ® orffi cS r* O o fl o •rH 4-3 C3 o o H o © to •fH © fl eg P H fl eg W. fl O 43 bo _fl Id to eg ! ! i i i i 44 ! • i !"d ; PI i ■ • • i i i i © ! •rH a ! J hH 1 CO i i i 03 rrt co ! V3 . •rH P . A H o ^ - P< o ag-i ©.i ® 3 *2 a o^C a a" o 4^> GO o o3 pT mm nfl eg d g eg A Pfl M MM C M 44" P O © M I « O .5 g a 42 ■© I ■§ O o 44 H 44 to eg s pl M ui cohjiio «o t-oo ©o Table 14.— Statistics of training schools for nurses for the year 1898-99. PROFESSIONAL SCHOOLS. 1725 q -s^uei^ud j:oj spag OlOCOO ONHO hH rH NiOOCOfOOO CONIOOOO-^O "ft rH rH rH 1111 111 11 1 1 1 1 111 11 1 1 1 1 111 11 1 1 1 1 111 11 1 1 1 1 111 11 •auaA puooeg F*< iHOHOCCOCHCOiCOCOOOCIOClHH CO O 00 O N Ci »C l> 1 1— < T— 1 HHHHh hHh HHHHH . rH 1 1 O 1 C'> 0 • ft v^' 1 1 e ©iOr#®ON®iOOO»*®'li©HOO ffl O IO t- ffl 05 lO p ' — i 1 — 1 H . — ti — 1 1 — i 1 (1 1 1 — 1 ^ T— i w 00 w •asunoo aqi ui s.ma^\ h ea Sg P..2 o M © : £ ;h -s^:4 P^Q ® c/5 O m ft a o rd Fh o . >> © a d •rH M p © -H m M 0 .0 r3 gjillM -H ‘ ' a^ ,d ® 5 fe <;a!!5^.s i — i d r_ , £_, dl^^i^dS'ea 6u1^q° - p drq £ -9 d‘£ ° © £ o-p © dS a^ss 5 !0 o . eg® ,» d ®«3 3 2Jd a S ■ : +3. P-P .2 • h d^ d Qrd © ■^trf . • ©H p ^ dp (C N g djp o3 02S02 K W.8 d d •h rj © "33 ® p o> p 5; 02 ©Jz M cl >>d ^d :qb. c r c/5 0 1 o V . (3 H d tj 3 H^COJhiH ^Hj(OcOO»OC5 QGiOQOCOQCr.CJiOO^CO COCOOOCOCOCOCOOOOOGOGO __■ _J -J _J _J I — _l — I _ I J t~inp- i-PO—HipCO oooococoooooooco CS 05 05 05 GO os 01 CO oooococooocoooco © 'd d cl © H CC 0 © rd +2 o m 02 © © © u ©^ .S o d-^ P 00 3 m- ©rd ^2 Cl o a -p © nd^ w>o O ©5 Q. O d+? 03 J£5 © <» © d cl W d o o o CQ *w O © a £ « o _J o r©l ®o p &p o d -'d- o o o C/2 &c d d a o o d4 o 01 bto ■ - a Sims’S HJJ -rH IS od 02^ , &p pH &c J r5,rt ti fl » S fl a i! d -p -d 0 ^ 'd •s^ a..ap p-.s PiH 03 Cl “ “r-l O t* Jf0^ H 8|Islo|*gSl KSv&fe d'^.ar ^ ffl d o 03p s-ffl ^ddMd^l5-J|=p^'a2 cc.d p dpi o 02 S O &w o o d ■d ?• d d H id ‘ — i^^ijci 1 1-3 co_,oj_,o_n-p cl d d Sfs-d'd d p-'d- fp-p.-d ^,20 &-C o o d] © 01 bn d o o rH © Ol bn cl +-> ■p. 02 O 3W o’ dr cl 5 p d 55 d ® p o >Po ^ o ® ■© H p : If Cl flH ©^ q u q^ Cl &« o o »eMS=i OW^tCj •.« «j w .5 ic^_l © W ©d^ d!^ © © a PC/Jpl p HP O 4H |Pj 12 d0.oO°5u©'q^d n <4-1 ^ .^C. Cm v H H ft 0 -1 'ciS o ,© qi >> © S m qp P 1 o 1 id ^00 C !r ®^J p -H K H O" H ^ ^ a as O cl 3; S«o^ S? q ©_, pp a:S ©rd^J S d d2 d5? © O 2 p cl d .2 L< cl © 0 d3 d d <3 r .. 02 d ® § o IS1 s-i 02 02 d o E-iH o .- . u d 02 O© d 'd d _ rH p _ rP^^rS 'H a d d .0 01 .2 o p o d d 6 a r- H © 0,Q 1 © d 1 1 c © OOOO Op ® O Op rcJrdrardrdr-H I p H I 10 • O © IfflQ d dr9 d d^ ° o - ^-gQO§ 0 2 h? ^ &a<§K 0 gg“ a.d bn Q © d d p . I d P 03 Cl © ifLcQQfiliz; d > o 4J b£ .9 bn rl O O O r rH 01 cc hh it: to cc a c ) rH e$ CO hH *c o nccco l *— ! rH rH rH rH r—i r— < t-t rH C~1 H 'll CC H >CC CO t- 00 d CM 0 iO»C»flr-'WJ>COO'HOO»r5 0 C'i T— 1 C^2 r—i O 0 0 05 1— M CO CC CHC O ^ CO ^ CO O N H O r- ! Ol rH rH Monthly allowance to pupil. •.xna^ patqi H i t till • iO • Ci O 1 * 1 1 iO 1 t III! I 1 till 1 1 till 1 1 till 1 1 1 > 1 1 1 < 1 1 l 1 1 1 l 1 l 1 1 l 1 l 1 1 O » 1 1 1 CO *0 ' » u.OO I 1 rH r 111 i— t * * 1 t-h II 1 111 111 11 1 111 111 11 1 tii 111 11 1 iii 111 11 i 111 » 1 » •jnaA puoaas 11 ^-H OlOCCSOGNOaia H r- HH Hn i ^ir: ^'^00 co 0 co ci 'WooCiO'^ rO T— t HH •v_x 1 1 1 • 1 •auaA ^sji^ 01 O l->OCOlO»OOOXO r— ' h^CIOO O O d O0 CO 00 00 c ^ ^ •©sanoo up sana ^ 55 ii co«oiwcoMeie*eico«e4ei®4eci S<1 rH T— 1 ■ -•« 1 1 1 ■ 1 1 l 11 1 1 P* l 1 l 111 r 1 1 1 1 1 1 1 1 1 « 111 1 itiitiitii pj 2 © 2 -44 rC © k m xn 05 a © © c3 ai o Q o © W O W CS . © >= a > I— 44 a m S33 Ssi)| S '^U © jjs-sl’Sgs ij -u a •© > © © oj*iros £ ofl pqP-iiHffi ©C5j-i ®? 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S# I » r* rr\ in Or 4 ° © § 3 ° 52 £ a c3 -m •z! * P*r I g <3 r-f g § ° >4 33 03 © *4 04 m © 02 l_j • r-H &£!,§ a © MCfi o o B o be oj © •rH rP o f4 o _ bn pi 2^-< Op S ■3cCo£3S 44 w * g-aP^ g.^-3 Bisopiair-Ho.-Scg ^■'-^■aglwg® 44 C<3 , e3 ^ ci gII?«iI|SI«l!isi!si-^iii rQp^P-l © 02 ©ceo f'CQ c mKoftffi Hfj-cSpW.H PJo^ - g 03^^ gH r4^4^ ©cc ^r^c«®S«Siinaci5r©OQ^^fl3 - * =>^3 >,a®grt1»«ia:toP,3o8£.s 3 P O'S 3 2 J? j5,2tS 2 s O < " ^4 « 0.3 3-3 3 p oi a PS BPh 02^02 5 0-4 > . © flH o' - ^ cS ■^P'P Sj a* © 02 B P-l ©Ph^-1 02 I?? 1'i! t| SonOfetO^ Pi Pi'S '4p ^ CSO-HPO^J © c3 1!©^ pi o •rH 44 c$ © O O Q eg > S3 © © S 1 © ; cs ' 1-5 c3 O of fl® 44 t *~ rT ^ cS Pn CO ^ CUJ §)g o 0! ’’C © '©S "C "d "2 "© 03 p s3!3 o 0} oooooooooo rord'O,wr03rd'C!r4i,rs,4S : CO H to CO t- PROFESSIONAL SCHOOLS. 1727 1!5l'5«50t«00000 CQ COW^CO'NOiOiOWNW rH CQ *0 cq 0 0*000100 O CO CO r-H CQ CQ *o rH rH o CO VO lOrHOO CO CO tO VO VO O C5 oooco. vooooo^ LOWCWL^COOHH CO CO >t-^oooooo»oooco ) H CO O r-1 ^ C} »C LC C-i O LO Ci i t — < CO rH CQ rH 1 t 1 1 1 1 1 1 1 ill ■ i i i C'l • *0 * I i i i i i i i i 1 1 1 1 i i . 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Oct. Apr. (a) July June June May Apr. July June June £g © o 'd a fn 33 eg o a d 1 ^ rn a .SB^m u ®hri gW o.2Sr h .2 3 33 eg 33 !>j J>1 H » N n ?h O i.s £ csffl p c3 r2 d © flf © eg 53 r""1 H Cv5 44 © fl-e O 33 £S 0 £ kS £ .®M eg > 33 © *rd P^M 03 ear2^_ H03 :i-3® ice® H- *£§ ®- ;®n$K- .,* © .r/)t 8g^^|||&US ©so S SS §3= d © 30 33 ■ © ® £<6 ! p «rP 03 .££ ba fCC. •- ® H S® Cg O^fe t>, 0,5 33^ ts t-5 • e8 2H Sa £ £,2 ©»‘g G1© 33^ a & CD J ©Mm c3 eg ©o3 ,h §2|®| -1 cg--wj H fecoHsCONWN*OC0*OaNC0!O OQOOCJOCiOOOOOQOOO GOCOCOCOCOCOOOCOOOCOCOCOCO CNi^OivOQOt-vO^CO OOOOOCOOOO cocococococccococo OCO^H vniH onocoooh OOOO'OCOCOOOOOCCO cococococococccococoooooco & r a r-. 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Table 14. — Statistics of training schools for nurses for the year 1898-99 — Continued. 1728 EDUCATION REPORT, 1898-99. PROFESSIONAL SCHOOLS. 1729 CO O ^OCO lO O iO O »0 OOOO O OOOlOO O OO O HO^LONNC O'! iO 02 lOWid^ CD CO CO -H LO CO O *D iO O ~ -f ^ O Ci O O O X CO rr rH 1_Q CO CO rH rH -H 02 r— I rH r— 1 CO CC 01 i — I 02 rH OC r~i i losi ' M > • C3 • 1 >o o 'Hi i i i i i i 1 I l 1 1 i i i • i i » * 1 i D i i • CO • CO » » ' l i iO 1 'CO II II II II r-l r iMH 'r—l • 'r—l 1 1 01 C 1 1 ✓•— N 1 1 1 1 1 1 1 , — ^ 1 1 il i ii 1 1 CD • i i i i 1 LS 1 i i i ■ i i 1 1 1 1 1 1 1 1 1 DA 1 1 ii i ii ii i li ii i ii I • rH 1 1 i 1 ■ i i i i i i i • i 1 1 i i 1 1 i i i i i i i i i i i i • i i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 II If II II HOWOOCOO c-i oi o o oo'co^- hH co ^ O co CO »o OO i • o o >D CD lO O CO CO CO CO rH ! 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Cj l i i i i i » l , i i l i i i : : : j ijr l&Vfe li^w ; ; ; ; !!■! I* ^^ £ '2 fils' « Jl s ; : Pj »3 £ ©ftft q o £ £ CQ © ft ,S £ £ © ft ■ £ © £ £ c3 'ft £ OHiPh -ftB o -, ft r £ £ o O £ Oft o o o o o o ftft £4 fedft-rg ft ftft ftft ft t 1 r-i ft £ 1 rj 1 1 1 1 * i <^<^4 :eq ooooooo£.,_ — ’^-e ft > 5ft 4 P - -- H 0,0 ^"00000 fee®^ftft > > £ ft 'ft ft ft ft 1 .S5.l^ : © 55 : ; : ; : : : : : : • ftft: f»Sg r-® fee fe ®.a ®w * Tn 1397-98. a No definite session. b $100 at graduation. Table 14 . — Statistics of training schools for nurses for the year 1898-99 — Continued. 1732 EDUCATION REPOET, 1898-99. 1 •s}neiii3cl .ioj spog M CXXOOiCNOCiCHOWOCO rH o O O O O O O 0^ O O UCICO OCINCPCCOC'MNI-HX'C>CO^ O C C X H iO O CO N N Cl iU^iO C5 CO rH r—i ^CDCHHHW OtOi r— l ^ O' M rH lO CO rH ■ irT t— Tof Monthly allowance to pupil. muoj£ pupLL f>} M i i * i » i • • O CO C5 CO • i'- O i i i i 1 1 1 ^ 1 1 1 1 1 r— ( 1 T— 1 till i > * *>. i • i i i 1 • • 1 i i i i *^7, i i i i i i i i 1 1 III 1 1 1 1 1 1 till 1 1 1 1 1 1 l O • • C5 o rH 1 » rH rH ^ i i i i i i i i i •.reoi puooeg 11 (M 1C LO 1C O'! 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P^ C o pp rt flS -pft •ftft ft co .— i g O fl.r, Wftft ft m o M © ■r, © ® g g a -p M © ft OPrnM 2 Q p >»fl I CO ® fl.ft.2ft ftta roi ^ C5 Ol 05 05 00 CO Pi^ " 0 4^ ^oMW Ph«5 ^ C; l. -ift 4-2 ^ CO CO ■2 p.p 7 © gift £ © 5 P l> P CO 03 •a fl 2 ® ® ■ ©? ft o s O o © ooooooooooooo • !z -2 ft SX) 03 ft p ft.- fl © p ft ©ft CO ft ft C flft © ^ © - w c3 O O o 0) o o rqj ® Wlrfl >^3 Tfl Tfl >a fl ft T3 fl © ■ i i fl P 1 tJ3 O O lOfftft O >1 ■ COCO O - ft o cfl >50^ ■ O-rH 1 ; p£ J iSfflN®©©H«}CO'HM5©POO©0 ^C 0'!C0pJ»Ct0i-00CiO.piMC0'*i0 1J3 I - SO iO ia CO CO CO CO CO 'CO CO CO CO CO i— fc- t— X— i— i— ?>• t— t-« OO CO OO CO CO CO C-l 5-! Oi S') S) Si Si Si Si Si Si Si Si Si Si Si Si Si St Si Si Si Si Si Si Si Si Si Si Si Si PROFESSIONAL SCHOOLS 1733 CNH< HN^ i-( di r-Tof .ooo • (MON • 1C 1 1 1 ooowoocco IO CD H O CO C »C IO iO rH rH rH C3 O CO rH rH i i i i l iQCLOiO • O lO Ol Ol • rH rH looocooooooi i HSHiNNlOHUniOO 1 1 Nh O CO i — i 1 rH 1 JO GO rH CO JO O 50 rH CO O l 50 O Cl JO OOO COQO JCCCCOHCCOHJOHO r-l t—i rH rH rH O i i i till 1 1 1 1 i.ii >1 i i i i O GO O 1 1 i i iiii i i i i JO II 1 1 I 1 1 1 1 1 Ol O ICO l 1 I 1 i lilt iiii o i i i i i i i i i i i i i i o i o 'co i i i > i i i i i i i i i i i till I'll 1 1 1 1 till 1 1 1 1 1 1 1 1 1 1 1 1 II till II 1111 II 1 1 1 1 II till II » 1 1 1 * 1 i l i i i i • 1 1 1 rH iiii i i « t lift iiii iiii • 1 rH rH • • t i i i l» l i i i i i li i i i i i i ii i • 1 l i i ii i i • i i i 1 1 1 1 rH IIII IIII IIII l 1 1 1 1 1 1 \ i l l i i l i i i « i rH ' rH ' 1 • i i l l i 1 l f 1 i i * i l i i l ■ i i l • l l i i i t • i i i i 1 1 1 CO CO 03 • C3 05 oc iCO-ICOOGN i CO O O O 0*0 05 « 05 GO O CO O O Ol Ol 05 • oi co oi co o CCC500050CNN Ot 0» T— 1 • rH • rH rH rH Ol * rH m • i-i rH CO Ol rH J rH rH rH rH rH Ol rH t—i co co i i OD i o i 4 14 i JO T— ! 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CHAPTER XXXIX. AGRICULTURAL AND MECHANICAL COLLEGES. I.— STATISTICS FOR 1898-99. The usual statistics for the year ended June 30, 1899, of the institutions endowed by the acts of Congress of July 2, 1862, and August 30, 1890, required by the latter mentioned act to he made to the Secretary of the Interior, have been collected and compiled, and are given in the following pages. Of the 64 institutions endowed by these acts, 14 acre for the education of colored students. Summary of statistics. Men. Women. Professors and instructors: In departments of agriculture and mechanic arts . 1,705 2,055 253 312 In all departments . „ . . . Students: In departments of agriculture and mechanic arts: Preparatory . _ _ . 4, 281 12,491 460 8,989 1,967 2, 593 128 4,742 Collegiate . . . Graduate . _ . . . . . In other departments . . . . . Total . . . 26, 121 9,337 DISTRIBUTION OF STUDENTS IN COURSES OF STUDY. Agriculture _ _ _ _ _ _ _ _ 4, 390 Engineering: Mechanical _ _ _ _ _ _ 3, 355 Civil _ 1,463 Electrical. . . 1,325 Mining . . . 587 - 6,730 Architecture. . 410 E ousehold economy _ _ _ _ _ _ 1, 573 Veterinary science _ 646 Military tactics . . 11,095 PROPERTY. Libraries: Volumes . . . . . . . 1 , 076, 887 Pamphlets . . . . . . . . 390, 454 Endowment funds.. _ _ _ _ _ _ _ 824,087,162 , 1737 1738 EDUCATION REPORT, 1S98-99. property —continued. Land: Total number of acres . . _ _ _ _ _ 23, 944 Acres under cultivation. . . . . . . 10, 780 Acres used for experiments . . . . 3, 904 Value . . . . $2, 454, 656 Value of buildings: Total.. _ _ _ _ _ _ _ _ _ $16,822,799 Used for instruction in subjects specified in act of August 30, 1890. $12, 347, 193 Value of equipment: Total _ _ _ _ _ _ — . $6,851,134 Used for instruction in subjects specified in act of August 30, 1890. $5, 746, 377 INCOME. Federal aid: From land grant of 1862 . . . . . . . $617, 716 From act of August 30, 1890 . . . . . 1, 152, 000 Total Federal aid _ _ _ _ _ _ 1, 769, 716 State aid _ _ _ _ _ _ _ 2, 570, 427 Fees and other receipts . . . . . . . . 1, 852, 873 Total . . . . . . . 6.193,016 EXPENDITURES. For instruction in subjects mentioned in act of August 30, 1890 _ $2, 449, 588 For instruction in other subjects and administrative expenses _ 2, 094, 788 AGRICULTURAL ART) MECHANICAL COLLEGES. 1739 5- 8 ©i 8 5- O oT 83 Si 8 r^» O •o rO cH oT C* Co oT Co So co c-» O • So s So *8^ SO CO CO C5 05 ^0 C5 CO >S fs. Co <55 *«s> •so 00 • So 8 SO CQ m <8 d c3 m O fs +? 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A cA"3 rt A a ©A • fecc- , CC c3 ■ |a § © O hW o© A 02 C‘ © hre ©' !> fccA PA oP :P5 a o in o o lO i~l 01 01 o r-H O ^ CO *-H rH no tH r-H CO r-i rH 1— | (M CO 01 CO i © a © M r-H .2 © © « a a 2 oa -© ©§ ^ UH rj. rf^ -A3 H O QJO^-o 0 . a ^ T1 co H 3 p3 © aP ©4 > b S) 1 §> a p, P^ CQ 'Sr AGRICULTURAL AND MECHANICAL COLLEGES. 1741 262 l l i 400 y—i CO 07 1 1 1 OS CO 07 1 1 1 • 1 1 1 t 1 1 1 1 >4 CO -4 151 CS 117 — ' 500 XO 07 07 O 71 rH CO Hi CO xo 07 T—I rH I— 0> C i o i i o ftH 1 1 1 1 1 1 1 1 ! 1 1 i o o CO » i os cs 07 1 - 1 ; i i i i CO CO 1 1 CO 1 1 1 1 1 i i 07 i < 01 07 T—I i i o CO o • 1 1 1 J 1 1 o T — 1 T— 1 1 1 i i o o | i i CS os o 1 1 07 i i Ci CO 1 1 1 1 1 1 1 i- T - 1 3 i 1 i i 'Hi rH CO 1 1 CO rH i i -p-H 1 • J 1 1 1 1 1 1 1 1 1 1 1 1 1 1 i i o o CO i i o cs 1 1 l i i O 1 1 J 1 1 1 1 1 1 1 1 1 1 » 1 i i i rH I 1 i i i i C7 1 1 07 1 1 1 1 CO 1 1 1 1 1 1 1 1 X-O i i o o i i i i i i o 1 1 i i o lO 1 co 1 1 1 1 t- 1 1 1 1 1 1 1 1 xO i i i i ■ rH 1 1 i i 07 1 1 1 1 1 1 1 1 1 CO CO I 07 rH o l i 3 1 i ( o CO 1 1 CO CO o 1 CO 1 1 07 1 1 Lft- 1 rH i 1 i O 1 CO 1 1 1 ' r-H 1 rr> 1 I 1 1 1 CO 1 1 1 1 J 07 ’’4 J CO o xO 4 1 i i o CO 1 t -4 a 1 07 1 1 CO 1 1 1 07 i 07 CO 1 i XO 1 i 07 1 1 1 1 ' 1 rH \ 1 CO lO os os 1 1 -4! 1 1 1 iO> OS >o OS O CO u- 1 t- xo OS xO 7- I— o CO 07 1 rH 1 1 iO rH T—I 1 CO xO -4 O 4i r— * 07 1 1 xO o o os i- CO 1 1 1 co CO 07 OS O rH T—I 1 1 OS i- CO T—I O o CO t*H CO 1 • CO T—i xo o » Oi XO co 1 - 1 XO L- O't OI CO 1 T—I CO co o o CO 07 rH -4 os 07 OS OS t- CO o CS o os O'* rH O OS 07 OS T—i CO 07 1- CO CO T—I -rh co CO L- '4 T—I CO T— i T—I r— i CO T—i CO T—I rH -4 xO OS 7- 7— Hi © 07 7— © T—i CO xO xO 07 CO T'- 7- 7-» 7- © 07 CO OS CO O T— 1 T - 1 07 Hi CO xo *—i © H 00 uO co 7— XO H © T—I <— l Hi o 07 CO co T—I T—I rH © rH T—I 07 i— 1 co 07 rH © T—I rH CO T— 1 of rH T—J o o O o oo O co 7- XO 1 © rH Hi © © © CO © i i © xo os 07 CO © • 1 T—i xo i 7- T—i 7— i r 1 1 1 CO rH ■ i i o 0 CO O o 07 o Hi Hi 7- i i 1 1 CO CO © © © XO © • i © -4 Hi r-H © i 1 xO 07 © co ■ XO Hi © i 1 07 Hi T—I i T—i r o o o o ° O o © © 07 07 I- © © o © © © rH CO 07 CO ° 7- o CO xO o O 7- © © © 07 07 CO 07 xO © CO © 07 7- CO CO CO T—I t- CO XO o o O 07 00 7- © co © © rH 07 © Hi © CO © CO © 4i os T— 1 rH T—I XO T—I xo 7- 07 rH T — 1 CO 07 CO T— 1 N xo co CO 7— xO 7- © CO Hi rH Hi 00 Hi CO T— 1 © CO Hi © XO CO 07 T— 07 7"» O CO 07 Tft» © rH T—i CO © H co © © 00 rH Hi 07 T—i T—I rH CO rH rH xO 07 H 07 o o O o O o O xO © CO 7- © © XO © © XO © © Hi © 0 co tH Hi 7- co CO Hi CO Hi Hi o o CO o o o o xo © CO CO CO © T— 1 © © 7"- 00 © rH © r-H 07 co CO Hi © Hi co © © 07 Hi co co CO CO 07 rH T—I 07 CO o o o rH o Hi 00 © 00 © Hi CO © © 07 CO © CO xO CO 07 rH os 7- Hi os o Hi CO CO rH t — i xo rH 07 xO co 7— © © 07 Hi © 07 O CO rH 07 07 XO 1 — 1 l — 1 co 1— 1 07 CO rH © > a ft a H r-H Q i i i 4S U1 rH cc ft a o -P o o xn. ft . o ro o ft . d M Mh HH Xfl o . — i ftd dft GJ 3 C ^ 5h _jo fl ► ^ M r<-H -H £? a ft “ft bo a ph o ftJ d © ft '©■? u.>d a^a’ao S d © a ft a pH PC g 5 a *i — 1 a r*H bC ft © a be .2 © o . 03 03 03 a a ft © © HH rft •>— 1 ^’Hft ft ^ CM a •■ o a®© .2 h> r5 oq o2 C^j 4ft -4 — 1 a- 2 • So 03 a^ft5 O <30“ © ©ftS o ft a be ° .-ft ftrH &-C® >--2 r2 p,a o' <5 ft. ft ft. -t •S’.© be ® co a a sS^h05o m 2 o o a.> o 03 •S'So®.® aO-S S <1 d S c$ © Hi d a m © d •rH sw , o >> -p •rH o a o 03 a © ft © ft ft g a o © o © a>_j a a^ift ftaJ d JT I a o © 455 d a aft -P ft “ o a P5H >;a he's ^a a i© d 3 '®4S ad a ft -p d C/2 a' o >5 P '3 . a a © jD © a •£ft be j2 d © oi > a d ©^ d © d o o ft © xn © . ftft aft || ft d .2 -p dft beS tpd ©i be a ©<^ cfe o © .s no a ©24 o a 02 .2.© ft „ _ ^ H ® M d a a ft ph i— - ft © a ft ^ ft © . beg .ft _ jh h -p «a p a 1-^ d ad © ad o ft d q d d a © a ft -p ft p> ’03 a © > a ad 2- a © be 03 <5ft O © g bo-^ ,© © "o'S Qa a u •9 ft o'^ a ft a a O a ft © +-> a _ O-p d ft 03 r9 a o © © id a, ©c © 0! be a © ft ftd a © a 3 a © a © ft a ©ft ft ft ft © a ft o go a0 i — * © . i"‘ afto o a^ •& s'SZg' O © © gft'i .•a be 2 ft i d be5 ft o - J d a *r £dC ft © 9 be: © © *1^ r— H rft O a c«[ aft Died February 21, 1900. b Succeeded by E. R. Nichols, A. M. c Resigned; Henry S. Pritchett, Ph. D., elected president. Deceased. e Rev. E. B. Andrews, D. D., LL. D., elected chancellor. / Succeeded by George T. Winston, LD. D. Statistics for 1S9S-0D of institutions endowed by the acts of Congress approved July 2 , 1862. and August 30, 1890— Continued. 1742 EDUCATION REPORT, 1898-99. 03 ! ; © a p cc •8015.013^ iCa^iiTW 13 i o o ■ n ^1 tH Cl i u T- ^ C'l vO Cl CP Ol t- L- •aonaps ^.i^mj;03fa^Y j § ° ° => Cl IP i s r-H | js • rH •Auiouo.ja ppipsnog ; 1 I 1 p i.O t- - lO ° i l CO 0 a •s.mpa^iqojy 1 1 ZD UC - | 3 ! ! o o •SuxjaauxSua 3 entit y : ' ( 1 1 ° o ■ i • i o • • i i i i bo 3 •guictaamSiia x'BOi.ipaig Cz - ° CP : 1- 2 ; DQ fa •Stit.i8ani.Sn3 iiaio *~l o <=> <=> 4r c; ^1 ci ; •Snt.taantSna xnotnnqoay l.U ZD i- i- i-O i g, : Cb ui CO : •a.tnqnoL.tSy co iCt -1 LO x co o ?1 O i.— -r C'l t_0 5i •— < 1 . 33 72 2 -i-3 tt Cj r] ®P 33 +3 a "S ® &2 r-‘rC s •ueixio^ *U8]^[ © CO 00 O © C; CO lO O T-H •neinoM co •U0K CO i-O U3 0 g^g Z* 5 •uaiiio^vV *nai\r .2 ® ^a © i p 73 03 •natnoM CO o 01 xD CO i- ° rH ID I- ° o p© o © o'Ec © f— H •nay CO N ID (M <3> 02 02 co 02 Ovl 01 ID l- O 'rH H © 02 ® a © ^ U •uamoAV —V O CO lO ° <=> 0-i rr Ci o ° t-H N CO o a O fa a o fa fap •nai^r co 02 CO oo o Cl o N rH co -rfa 02 o o 02 J- rH r—j <~i • a ® o ® -p ^5 a a fa •nonto m L-» o xH r-H ° CO CO © O -rH a fa© ^p 3 Ufa i-H •USK O 01 O r-H CO r-H ct L- o 02 © 02 ■rH CO CQ ^ 03 Jh 0 Hfa «w tf3 •s^nanu.md -9p ^notunqoatn pnn x'Ban^inotjSy •natno ,\\ “Tfl r-H o CO Cj o — P ^ fa'" •uay fa a 01 Cl co r-H i — 02 r-H 02 o 02 02 © r+( CO 3 o 5 *co 0 6 § Q © i-» ■ : fa fa rH ^ fa ^ fa fa 0 fa a . © C/3 be HH 2 Tfa • □ ^ N H-3 F^H fa M hH • ci ^Qfaj 33 3 fa ^Q^Cfa rH • to -3 Zfl Op-fa SJ|fa H fafa|fa 3 ^ K £h 4 o fa a © fa 03 fa o cj s fa fa © a a a & s Q fa hh 3 Cj fa fa o m M S Q fa ® fa o S A A 'B 03 .03 fa w « a .2 p a .GW ® TJ a ® a o •fH 4_J 03 be bx) <3, P OH ® r/A bep © a j=2<3 ~ © o P 0 be 0 I © be © o O X o a fa 5| r-H Ci Cu -+-1 or/} §P Sfa Cv Q 77. ® © US o 3 cjO a a -r© a -a rH 72 © P £r,_l .2 ® a bii o § o afa o ©U $ 3 2 TTS * * fa a fa Tj 2C-3 o u •a a © a +3 © a ^ as h a . 03 73fa. ®fa 2 © fa a a a Scc3c ® ® tfao“? _fafa g>£ gg«-ggfl o fa a fa a fa © ©O gw 5e CC fa 2 0 5 be ofa © r-H Sq rr) .. a 2 a a M p © ap fa o 3 ® x •a op © a fa ©~ &J0 © o U 'a 3 o fa a p fa P O © be © o . fe; X p © i* *< © ® a- p 3 a o p p 02 be -ofa a a a a pM o ® a 6)0 Pfa ©3 !>o .oi 1 ^ ?H a^Pr :| §|' bfibeS" <5 |fa a a p 5 ® afa © a 72 p >> p ^ .2 ^ be P a a a a a <5k- r—^ |30 rrt jr aa^o a ® rffa p a 73 a< WS3 a ® oW be of‘ *z *■ "^afa •a o 3 fa .a rH fap :|*l la ^ HH AGEICULTUSAL AND MECHANICAL COLLEGES 1743 140 144 CO O CO O L- 1 1 1 1 1 1 1 0 1 1 1 1 O 1 1 1 10 1 O 1 1 1 CO 1 1 c 1 * 1 10 1 O 1 1 1 1 cm I 1 CO 1 1 0 1 1 O t-H 1 1 1 1 1 — 1 05 1 1 0 05 0 rH 1 * 1 CO 05 CO 0 CO O CO t- CO '-H 05 05 iO t-H cO rH O CO ©1 01 0> CO IO 0 O 0 CO 0 05 0 co t-H CM ■ 10 lO lO O 05 0 CO rH O 1 — i rH CO oi >o 05 co 'ft' CO CO ' M CO . ?H ffl H H © £ 3 ^ FiCLf^ 0) " . A J oj <5 W CO & ?H o3 a5 O c • rH I a 02 e4 a cQ s ffl 4- © 03 ^3 O r-H 03 _ _ _ P-l «~ ?H © p Si £> 3 9 .a © © ■a® br.CM » i°l£* S CM "3a 0 :‘ST& ‘.a ®ii £ & p o 4-J *3 Statistics for 1S9S-90 of institutions endowed by acts of Congress approved July 2, 1S62, and August 30, 1S90 — Continued. 1744 EDUCATION REPORT, 1898-99. C © U ®4 d ! 0 > d'© ©£jf O O P ® (j™ ^ F “ P.” bio prj r* £3 ^ .5 £ 'w' T, -rH rr> ^ ^ GO ® 2 0 d <1 rH rt - o -H *r-5 o O WO-H30H300N O -fO^COWt-OOH GO ^OHiOOtHNCOO go GO €/> OJOO:}Oi<'OXClH *> b- 01 CO OOOOOO NOO Cifl^OvOON OOOCQO'tOW OH^OCOON OOOOOO GO Oi>- O X -t1 O GO O X coo _ . . 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CO o3 be a S rn © £ 0 o a- s a y 0 o 9-h p © be © ©r-j be o fct © 3 be£ Q)H a ~rj ^t>jO rS U © &0 P d .d d is .d n-® ® ^ <1 0 S Sd £1® !!I!§15s&sg •0 0^0^ O ©33^ © © ,-2 §).S ■< © fnct-1 dd-0 o © o m 00 °Z, p -3 0|3 ^ Pd © d tu © o 9-1 © be © r-H 1 - 1 O O rH cd ^5 d 0 © r3 r—H ©■s g © a p pws O— p O to © 0 o © to •n M £ (D ©0 0-t ©©d ^ o be <1 d rH C^do s ?n3 go d©g^0 00© PcS 2-^-q 3 So 0 2 >w2;!0 o _ 0.a.d eS 00-0 lnrOdc,30^-C©^ ©HH 0 0 .-g§^ ® O o <0 i^EpS5 o g Op g 0 P P u-© 0 © ©F^ be— • ® S, 7! be o © O.d r-H O «Q 0 p 0 0 r^i 5 ® *0 H 03 . 0^0 ©00^ a -pd o 2 0 " “0, 'S'S ®5jp §^a.S|^a •p 0 0 2 >d 0 24a ® O -p 'P [© 0 0 _j ©00p0P©j2 « l:© © Ah ^ ■ Pddbecn0H00p • ^ m m ^ Sr.-H H r-H H 7i- U o ID s. ^ ® k ,H b* ,.h0 >=_J to to^ >>d be 0C|^4-3dp ri.be CO'H ^ 0 0 0H J — . I-, ytji r- 1—1 d 0 p -n P p: © 0 P © © hr 0 w 0 55 © d ® d p p •- ® .2 2 •rH®+i>P>C0C0d>t0O £ rH • rH rH C/5 C/5 •r-( 7/) S3 O 0 0 0 03 ad3 r-H P rH -fO P © © V— j a 3 CO ^ ^©d f7 0 CJ-I ^ -D 3 40 s c8Q CT; ^ cm © O .-£ r-H H O «M 2 j?to fH * rH a a© s p. © a ■p'0 a AGRICULTURAL AND MECHANICAL COLLEGES. 1745 Q ^ ^ tO O O O 1>- co 0 0 co 00002 O O O rH to 0 0 to 1 1 1 oooooooco OOOOOOHH ooooooot- oaoooooooooaioo 22?i;i!0®°co5ooMo ooiococoooocooihia 0 oco' coo 02 02 to >0" to" ci to CO CO JO rH 1 1 1 1 1 1 1 1 00 co" 0" u- u- 0" h" co" H H CO 02 CO CO i> rH icaHO-^od ?> 00 Vi uio'cTo' (M ^HCO HONOLO HOCO i-l * too 0 0 1 1 1 1 OOOOOOOJCO O' O O O 0 0 CO H COOC’tOOWN oooooooooooocoo 000<*20CD000000tC0 OOtOCOtOGOOOOOOOGOtO too 0" 0 CO CO to 00 co to t- ^ CO rH rH t • 1 1 1 1 1 co oo onVoh co"' HHOCOHCSC’GD 02 too" 0 o" id o" 0" 02" od'td o' cd co zo 02 OH HOHOtOCOHHH H 02 CO 0000 0000 too 0 0 0 0 0 CO rH O tO U- O' to CO i>- H to tO 00000000 0 0 O' 0 0 0 0 0 0 2 0 0 0 0 O GO 0 Q00t000000 000 02 0 O O O H O O O O O O O O CO H OOOO'OOOOOHOOCOtD cs 0 to O' 0 CO CO rH 02 OCO 0 02 t - 2— CO O tH 02 02 rH CO GO co ©S'os on 0 co H H ^ GCi £— 10 t-. l^" co" 0" o' tc to d 00" H GO C O CO H i>» O H H 02 tO O' H O l'* to H 05 H HH HlOHlQ 02 HH QO ON 00002 to 0 0 01 CO 0 O CO rH O O i- O to 0 CO H to to 00000000 OOOO O' 000 «3<2OOOOOC0O 0 0 O to O O 0 O O O O O' 02 O O O O H O O' O' O O' O O O U- H OOOOCDOOOOOOOC5tO ci O >Or rH IOHOOH H CC CO" to" OOOH O rH CO CO co" GO CO (C2 05 tO 02 o" H 0" H O H 02 O O CD O i>» t'eHW i - co" o" 05" o" lD CCOHO tOHNH NDXDOlOCHOCGHNH H 02 rH tO H tO H 02 O H rH H 0000 0000 toooo OOOO O O O O’ to 0 0 0 O O to OOOOOOOO OOOOOOOGO 0000'-0 0002 O loOOOOOO'QOOOO O ' I- 02 O O O O' O O O O O O 0 'CCCOOXCOOCCtOOO CJ 0 0 ?! 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g'SSSS 0^2 2 ©al^'SO g q bo^ 503.3 3 3 cclz;Ml2iO^ O qS3^3»s g g 33 ® ©£ © P.3 ^32.44 ^ ® if co 3 co m * ^ 6*: c3 © © 1748 EDUCATION REPORT, 1898-99. II.— NEW BUILDINGS AND CHANGES IN THE COURSE OR IN THE METHODS OF INSTRUCTION. Alabama Polytechnic Institute, A uburn, Ala.— The last State legislature, on appli¬ cation of the trustees, changed the name of the college to the Alabama Polytechnic Institute, thereby showing its comprehensive and general scientific character, including not only agriculture and the mechanic arts, but also physics, electricity, chemistry, etc., in their varied applications to the industrial arts. Much atten¬ tion is paid to laboratory work on the part of the students. Additions were made to the equipment in mechanical and electrical engineering, and a new residence for the professor of horticulture was constructed at a cost of $1,950. At present a special chemical laboratory for work in the experiment station is being constructed, and the foundry and forge room in the mechanical department is being enlarged. (President William Le Roy Broun.) Agricultural and Mechanical College for Negroes, Normal, Ala. — One year has been added to the normal course, making it four years instead of three years. All the literary and industrial courses have been strengthened very materially. Sick nursing, cooking, and agriculture have been greatly improved. One of the two-story frame mechanic- arts buildings was destroyed by fire January 28, 1899. It was occupied by the departments in shoemaking, blacksmithing, carpentry, wheelwright, mattress, and broom factory and paint shop. The school being unable to restore the building, it was replaced by a brick building paid for by vol¬ untary subscriptions of the teachers of the school. A new brick wing, 40 by 70 feet, three stories, was added during the year. This contains recitation rooms and laboratories on the first and second floors, and a dormitory for girls on the third floor. (President W. H. Counci'll.) University of Arizona, Tucson , Ariz. — The principal change in our course of instruction lias been the development of manual-training features, including free¬ hand and industrial drawing. The shop has been fitted with power and facilities for woodworking, so that we have given courses in carpentry, joinery, wood¬ turning, and inlaying during the year. Our requirements for admission have been increased, a fact which tends to lessen our patronage. Almost our only sources of supply for our college classes are our subcollegiate department and the high schools of the Territory, of which there are but few, so that our classes must remain small until our population increases and fitting schools multiply. While there have been no radical changes to record, the year has shown sub¬ stantial progress in all lines of work. (President M. M. Parker.) University of Arkansas, Fayetteville , Ark. — The financial condition of the uni¬ versity is perfectly sound, its educational work vigorous and progressive. The department of history and pedagogy have been separated, history made an inde¬ pendent department, and philosophy and pedagogy united, forming also an inde¬ pendent department. The courses of study have been materially modified, electives being limited to the junior and senior classes, the courses for the freshman and sophmore classes more definitely prescribed, some options, however, allowed among related subjects. Greek required for the B. A. degree, and a course, includ¬ ing Latin but not Greek, arranged leading to the degree of B. Ph. Repairs and minor improvements have been made on the buildings, but no new buildings erected. By act of the general assembly of Arkansas, approved March 8, 1899, the name of the university has been changed from Arkansas Industrial University to the University of Arkansas. (President John L. Buchanan.) University of California, Berkeley, Cal. — Paid to complete buildings in San Francisco for use of the professional departments during last fiscal year, $41,000. AGRICULTURAL AND MECHANICAL COLLEGES. 1749 The college of commerce began instruction, and instruction in the new depart¬ ment of geography was begun by Prof. George Davidson . Instruction in Cantonese Chinese was provided by the addition of Dr. John E. Gardner to the staff of the department of oriental languages and literatures. (President Benjamin Ide Wheeler. ) Delaware College, Newark, Del. — No changes in the courses of study have been made during the year except to effect a better correlation of work, through sev¬ eral transpositions of subjects, and to enlarge somewhat the freedom of election in the junior and senior years of some courses. The library and reading room, opened in September, 1896, at once began to tell upon the instruction in the departments of English language, history, and economics. The library is steadily growing and is exercising an increasing influence upon the work of the college. (President George A. Harter.) Florida Agricultural College, Lake City, Fla. — Requirements for admission to the freshman class have been raised by the introduction of elementary botany, elementary physics, and concrete geometry into the preparatory course. The new catalogue outlines for the next year an entirely new course of study, in which agricultural subjects are to receive greater attention and be obligatory on fresh¬ man and sophomore classes. (President W. F. Yocum.) Florida State Normal and, Industrial College, Tallahassee , Fla. — In the session of 1897-98, owing to the increasing numbers in the boys’ hall, the board of trustees set aside $900 out of the State appropriation for the year to add an extension to that building. An addition of two stories, 82 by 50 feet, containing 16 rooms, each I0£ bj7 IQ-i feet, was projected. The boys of the mechanical department, 14 in number, working for seven months at an average of two and two-thirds hours a day, after the close of the literary work, under the superintendence of their instructor, erected this building, which is quite an evidence of the brightness and efficiency of the young men, especially when it is noted that most of them had never handled a carpenter's tool until after entering this institution; this comes in as practice work. Had the building been erected by contractors it would have cost the State at least $1,800. During the past summer the girls’ hall has been completed by the construction of the west wing at an expense of nearly $4,000 from the State appropriation of the present year. The finished building is 122 feet in length; the east wing is 20 by 54 feet; the west wing, 20 by 90 feet, and the main body is 36 by 80 feet. (President T. D. Tucker.) Georgia Slate College of Agriculture and Mechanic Arts, Athens, Ga . — The con¬ dition of the college is good, and its progress for the year has been satisfactory. The faculty have given much consideration to systematizing the curricula and courses of instruction, with special view to strengthening and popularizing the courses in agriculture. By authority of the board of trustees all degrees given by the college have been abolished except one, that of bachelor of science. To obtain this degree four courses are offered, each with a certain degree of elasticity in the matter of options, and, in the special course, permitting the substitution of appropriate technical studies for those in the higher branches of pure science and others as follows: (a) General course; (o) civil engineering; (c) electrical engi¬ neering; [d) agriculture. The courses are essentially the same for the freshman year, which includes botany, drawing, and elementary agriculture. In each of the courses certain fundamental, liberal studies are required, and it is believed they are of equal pedagogic value, and also equal in this particular, to the courses for bachelor of arts offered in another department of the University. The course of instruction offered in the school of agriculture is essentially that proposed by the committee of the Association of American Agricultural Colleges and Experi¬ ment Stations. We believe this step will have avast influence in establishing the course of instruction in agriculture in its proper place in the college curriculum. 1750 EDUCATION REPORT, 1898-99. The board of trustees of the university at its last session (June, 1899) also author¬ ized the general faculty to require * of all students in the university attendance upon courses of lectures upon agriculture or topics directly related thereto. (Pres¬ ident H. C. White.) University of Idaho, Moscow, Idaho. — We have enlarged the courses of instruc¬ tion in the preparatory department, giving greater emphasis to scientific instruc¬ tion and increasing laboratory facilities for the same. Fifteen additional rooms have been finished and furnished in the administration building at a cost of $14,000. These rooms are for laboratory and recitation purposes. In addition to these an auditorium capable of seating TOO has been finished and furnished. A farmhouse has been erected on the experimental farm and a greenhouse on the horticultural grounds. (President Joseph P. Blanton.) University of Illinois, Champaign, III. — The university has enjoyed a year of unprecedented prosperity. In the year we completed and occupied a new elec¬ trical building and steam laboratory, and the legislature made an appropriation of $150,000 for a new agricultural building. (President A, S. Draper.) Purdue University , Lafayette, Ind. — W e have made a one-storv brick addition to our chemical laboratory; erected a substantial wooden pavilion, 80 by 50 feet, for lecture purposes, particularly for the use of students in agriculture: a two- story piggery, built in accordance with the most improved modern plans; an extensive addition to the dairy; remodeled and made a substantial addition to the engineer’s residence; remodeled the central heating plant, putting in new boilers, erecting two new coal houses, etc.; and improved our campus by laying cement walks to the extent of over 25,000 feet. In addition to these improvements, we have added to our equipment to the extent of about $10,000, making the total cost of improvements for the year 1898-99 about $20,000. While the total enrollment for the year was 7 49, one less than the previous year, the number of graduates, 158 (regular four- year courses, 103; pharmacy, 33; advanced degrees, 22), was the largest in the history of the university; the freshman class, numbering 180, the largest save one, and the number of students taking the short course in agriculture was 50 per cent in advance of any previous year. During the year 1898-99 there have been published 8 regular station bulletins, 18 newspaper bulletins, 1 pamphlet on civil engineering, and an address by Governor Mount on “ The Need for Higher Education in Agriculture and the Industrial Arts.” The professors have delivered about 100 lectures on scientific subjects and 92 farmers’ institutes have been held, averaging two days each. (President James H. Smart.) Iowa State College of Agriculture and the Mechanic Arts, Ames, Iowa. — The growth of the attendance of students still keeps up. The college year hereafter will begin about September first instead of the last of July or first of August. We have fitted up new laboratories for pathology and histology. Our professor of zoology is now State entomologist. Our course for young women has been strengthened to a course in philosophy and letters and the degree of bachelor of philosophy given to the young women of this course instead of the degree of bachelor of letters, as hitherto. A number of the prominent buildings have been painted this summer. W e have put in 25 shower baths for voun g men. W e have added two new teachers to our department of English and greatly strengthened the quality and quantity of the work done in this department. (President W . M. Beardshear. ) Kansas Stale Agricultural College, Manhattan, Kans. — A four-years’ course in civil engineering has been established; also a short course of one winter term in dairying. In addition to this three other short courses have been prepared to go into effect next year. They are respectively a domestic-science course of two terms, an agricultural mechanics’ course of two terms, and a horticultural mechanics’ course of two terms. The domestic-science course will be given in fall terms, the agricultural mechanics' and the horticultural mechanics' courses in AGRICULTURAL AND MECHANICAL COLLEGES. 1751 winter terms. All these short courses are open without examination to students of good character and 18 years of age. These courses are highly practical and are designed to meet the needs of students who can attend college but a short term. By systematic effort, continued through a considerable portion of the year, the college has secured the largest legislative appropriation in its history, amounting to $111,600. Of this sum, $25,000 was appropriated to the erection of an agricul¬ tural and dairy building, and $9,000 more to the equipment of this building, the purchase of a dairy herd, and the provision of shelter for the herd; $9,000 was appropriated to the erection of an addition to the mechanical engineering building, while $12,000 more was allowed for equipment and additional boilers, boiler house, and engine; $5,200 was appropriated to the college library for completion of room and book stacks and for furnishing, heating, and lighting an addition to the library. (President Thomas E. Will.) Agricultural and Mechanical College of Kentucky, Lexington , Ky. — We may con¬ fidently say that the last year was the most prosperous that the college has ever known. The attendance was larger, the college classes consisted in the main of good material, and the average numbers maintained were better tlian in former years. The greatest improvement is along the engineering lines. The graduates from these courses of study find no difficulty in getting remunerative employment of a high order. Indeed, their services are not infrequently engaged in advance of taking their degrees. Experts who visit our shops and examine our lines of work speak uniformly of our good equipment and of the scope and character of work done by engineering students. In natural science notable advancement has also been made. Our laboratories are well equipped for doing good work, and good work is done. The removal of the State Geological Museum from Frankfort to Lexington, with the inspector of mines and his assistant, has added to the prestige of the college, and will by the act of removal establish a school of mines in the year 1900. The coal and iron interests of Kentucky will be materially benefited by a course of mining engineering in Kentucky. The organization of farmers' institutes last winter bids fair to bring the facilities afforded by the college for agricultural instruction before the farming community. These institutes have been liberally attended by our professors of botany, zoology, geology, horticulture, dairying, engineering, and agriculture. We had one or two representatives at every institute held. In conclusion, we are able to report progress along every line of work. (Presi¬ dent James K. Patterson.) State Normal School for Colored Persons , Frankfort, Ky. — We have purchased a farm of 265 acres, with a two-story brick dormitory, which we use for the boys’ dormitory. This purchase increases the value and interest of our agricultural feature verjr much. The farm cost $16,500. It has outbuildings valued at $2,000. This year 80 acres are in grass, 40 acres in wheat, 12 acres in rye, 80 acres in corn, 10 acres in oats, and 3 acres in garden. (President James E. Givens.) Louisiana State University and Agricultural and Mechanical College, Baton Rouge, La.— No buildings wTere erected during the year except a wooden store¬ house for implements, tools, etc. A two-story addition to the mechanical work¬ shop, 100 by 30 feet, is now being built. During the session of 1898-99 the course in sugar engineering was extended and perfected and full courses in mechanical engineering and civil engineering were substituted for the old one course in the two combined. A commercial course of four years has been arranged for the next session. (President Thomas D. Boyd.) Southern University and Agricultural and Mechanical College, New Orleans , Da,-— There have been no changes in course or methods of instruction during the 1752 EDUCATION REPORT, 1898-99. session. A course in printing and one in bookkeeping and typewriting have been added during the past session. A printing press was purchased, with type and all necessary accompaniments, and a room was fitted up and a teacher for the same was employed. Classes have been taught in both sections during the session. The school has just passed through a prosperous session. The total number of graduates this session from all the departments of the school was 23 — 12 from the literary and 11 from the industrial. Two of the lowest sections were removed. This reduced the total attendance from 443 of last year to 414 this year. W e had, however, more applications for admission this session than last. Up to date, dur¬ ing thirteen j’ears past, the number of graduations from the school are as follows: In the literary department, 100; girls’ industrial, 27; agricultural, 19; mechani¬ cal, 2; making 100 literary and 48 industrial graduates. The agricultural and mechanical feature, however, is of more recent date. It has been almost impossible to find pupils outside of this school far enough advanced to enter the lowest year of the high-scliool department. We have been obliged for years to maintain a grammar school to prepare material for the higher grades. The 148 pupils graduated have been brought out, almost without excep¬ tion, from the raw material, most of them very raw. They have been, nearly all, through one or all of our grammar grades. The New Orleans public colored schools have taken our normal students for teachers about as soon as they grad¬ uated, and have picked out a number of our high-school graduates also. As most of these pupils are poor the temptation to secure a position for themselves is too great for them to resist. In making a list of our graduates we could not find one unemployed. (President H. A. Hill.) University of Blaine , Orono, Me. — During the year ending June 30, 1899, the school of lav/ of the university has been opened with a very encouraging attend¬ ance. Professors of Latin and Greek have been elected in preparation for the inauguration of the classical course in the fall of 1899. A dormitory for women has been completed at a cost of about §5,000. About §6,000 has been spent for the equipment of the departments, the largest amount going to the agricultural departments. The faculty and number of students are the largest in the history of the uni¬ versity. (President A. W. Harris.) Maryland Agricultural Coliege , Collegepark, Bid. — All courses have been ma¬ terially advanced, the natural science section particularly. The trend of the institution’s work is along the line of more technological work. Morrill Hall has been constructed during the past year, at a cost of §12,000. This is devoted to agriculture and allied branches. An annex to the main building for sanitary purposes has been constructed at a cost of §4,500. University extension work is being pushed. Nature studies in the public schools is a feature in which the col¬ lege is much interested. (President R. W. Silvester.) Blassachusetts Agricultural College, Amherst, Blass. — The elective studies of senior year have been grouped according to their imoper relations into 11 courses, and the courses have been made elective. A wooden building with small dairy plant has been erected for the special study of problems in the dairy, at a cost of §2,000. A veterinary laboratory and hospital stable have been erected and equipped at a cost of §25,000. The buildings are of brick. The walls of the laboratories, class rooms, and dissecting pit have the bricks covered with white glaze enamel to facilitate disinfection. The buildings are furnished with the latest apparatus and labor-saving devices. The most notable piece of work has been working out and describing the life history of the nematodes affecting very seriously the crops of cucumbers, toma¬ toes, lettuce, etc., grown under glass, and making public a cheap and effective remedy for the same. (President Henry H. Goodell. ) AGRICULTURAL AND MECHANICAL COLLEGES. 1753 Massachusetts Institute of Technology, Boston, Mass. — Last year's report con¬ tained a brief description of the new building named in honor of Henry L. Pierce, which since then has been practically finished. It is valued at about $130,000. In that part of it devoted to the engineering laboratory new pieces of apparatus have been placed to the amount of about $3,500. Additions have been made to the boiler house and electric plant; cost, $23,000. (President J. M. Crafts.) Michigan Agricultural College , Agricultural College, Mich. — The past year has been a very successful one in the history of this college. The attendance was much larger than during any previous year . and good work was done in all depart¬ ments. Our State legislature dealt liberally with the college during its last session , making the following appropriations: For the erection and equipment of a woman's building . . . . $95, 000 Dairy building _ _ _ _ _ 15, 000 Farm barn - - - - - — - - - - - - - 4, 000 Replacing heating apparatus in Williams and Wells halls _ 2,500 Fire escapes for these halls - - - - - - - - 500 Student labor _ _ _ _ _ _ _ 5,000 Repairs to buildings _ _ _ _ _ 10, 000 Printing experiment station bulletins _ _ _ _ 8, 000 The increase in attendance has not been brought about by giving up any of the industrial features of the institution. Every student entering is required to take industrial work; young men in either the agricultural or mechanical departments, and the young women in domestic science. Farmers’ institutes, experiment sta¬ tion bulletins, and summer excursions to the college have had much to do in bring¬ ing this institution into closer touch with the people for whose benefit it was established. (President J. L. Snyder.) University of Minnesota, , Minneapolis, Minn. — The work in mechanical engi¬ neering has been materially strengthened during the past year by the introduction of a systematic course in machine design. This has brought about some changes in the general work of drawing and kindred subjects, which also affect and benefit the students in civil and electrical engineering. The administration of the work in shop practice has been somewhat modified, and now includes a course of lectures supplemented by shop visits which bring the student in closer touch with practical methods of construction. Much attention has been given to the development of the courses in railroad engineering, and the facilities for better instruction have been increased by material additions to the equipment. An air compressor for use on the W estinghouse airbrake has been set up in the mechanical laboratory, and special investigations will be carried out with this apparatus. The college of agriculture and the school of agriculture continue to grow in influence and popularity. The college course has been strengthened in the sciences. The work during the past year has been most satisfactory. The last legislature appropriated $35,000 for a new horticultural and physics building, which is now being erected. The size is 50 by 80 feet, three stories in height. The first story is of pink Kasota stone; the rest of the building is finished in red brick on the outside; the inside "walls are of buff brick, no plaster; floors are of hard pine, mill construction; roof of slate. The first story is to be used for a botanical laboratory, the second floor for the horticultural department, the third floor for the department of physics. There is to be a greenhouse laboratory annex 25 by 50 feet, built of brick, one story in height, which will accommodate 30 stu¬ dents. The greenhouse covers 4,500 square feet, one-half of which is designed especially for students. There is a machine and tool exhibition room 20 by 80 feet, and there are storage cellars 20 by 50 feet. This will greatly increase the facilities for instruction in horticulture and physics, and at the same time relieve 1754 EDUCATION REPORT, 1898-99. tlis congestion that has existed in the departments of entomology and chemistry. The last legislature appropriated $10:000 to enlarge our heating and lighting plant. (President Cyrus Northrop.) Mississippi Agricultural and Mechanical College, Agricultural College, Miss.— The course of instruction in agriculture has been enlarged in the freshman class by adding a course in chemistry of agriculture and a course in elementary veter¬ inary science, the two important sciences so closely connected with agriculture. All freshmen receive instruction in agriculture, horticulture, chemistry of agri¬ culture, veterinary science, and botany, besides the usual studies, giving a general or liberal education. The establishment and partial equipment of physical and electrical laboratories, an electric-light plant, and additional instruction and sys¬ tematic laboratory work in both physics and electricity have been material im¬ provements to the course *of instruction in mechanic arts. Good progress has been made during the present year. The course of study is now well arranged and coordinated in the different departments. (President J, M. Stone.) Alcorn Agricultural and Mechanical College, Westside, Miss. — The following improvements have been made: A new barn, costing $1,000; a shoe shop, costing $1 ,000; and repairs on eight dwell ing houses for professors, costing $1 ,300. Improve¬ ment of old lands has been carried on systematically and 40 acres of new lands have been cleared and improved. An increased quantity of Indian corn, pease, Irish and sweet potatoes, pumpkins, cotton, clover, hay, and numerous grasses, hogs, cattle, and butter were produced and realized from the farm. (President W. H. Lanier. ) Missouri School of Mines and Metallurgy , Bella, Mo. — Began a new course in general science, four years, leading to the degree of B. S. in general science. This differs from the other courses in being much more largely elective. Enlargement of wood- working shops and dynamo laboratory begun; new system of waterworks completed; bathroom, with shower baths, etc., and lockers for student use added; physical laboratory enlarged by addition of one room. Several new advanced sub¬ jects have been added to the graduate courses. The grounds have been improved by planting trees and vines. A new chair, full professorship, was provided for this past year. (Director Geo. E. Ladd.) Lincoln Institute, Jefferson City, Mo. — In addition to manual training in our shop, as heretofore, we have decided for the coming year to give to our students complete trades in carpentry, blacksmith ing, and machine-shop work. For the coming year, also, in addition to dressmaking, we shall give the girls instruction in cooking and laundry work. While we erected no new buildings during the past year, we have repaired and improved our present ones. (President John H. Jackson.) Montana College of Agriculture and Mechanic Arts, Bozeman , Mont. — Nochanges of any importance have taken place during the year in methods of instruction. A biological department has been organized in which opportunity will be given stu¬ dents to specialize in the direction of either zoology or botany. A short course in agriculture, covering three years of six months each, has been arranged. The standard for matriculation in college courses has been raised, and the common branches have been thrown out, making it necessary for students to prepare in these subjects in the public schools, (President James Reid.) ! University of Nebraska, Lincoln, Nebr . — Many changes in the courses of study have gone into effect during the year. A complete revision of the curricula in the College of Literature, Science, and Arts and in the Industrial College was made after careful and prolonged investigation by a committee of the general faculty. It was found during the past few years, in which a pretty free elective system pre¬ vailed, that the great majority of students in both colleges took what may be called general rather than special lines of work. Accordingly the faculty brought AGRICULTURAL AND MECHANICAL COLLEGES. 1755 together three “ groups” of studies, viz, (1) classical; (2) literary; (3) scientific, with approximately equal entrance requirements, each of which is intended to give a general training. In each of these 130 hours of work are required for graduation, of which 36 hours are elective. The classical and literary groups are in the College of Literature, Science, and Arts, while the scientific group is in the Industrial College. In the College of Literature, Science, and Arts there are 18 special groups of studies, intended to supply all reasonable demands in the way of combinations and electives. Here also are found the teachers’ course and course preparatory to lav/ and journalism. In the Industrial College there are seven special groups having the same purpose and four technical groups, in which the purpose is to give a thorough professional and practical training in a particular kind of work. In the Industrial College are also the practical courses of one, two, or three years’ length, in which those with less preparation are admitted to the study of agriculture, mechanic arts, domestic science, etc. The growing demand for opportunities for study during the summer has re¬ sulted in the development of the summer school, which had little relation to proper university work, into a summer session (6 weeks in length), limited almost entirely to certain lines of university work. The relations of these several groups of studies and lines of work are shown in the following synopsis: I. General groups (requiring 130 hours, of which 36 are elective}: (a) College of Literature, Science, and Arts — 1. General classical group (including classical studies, 24 hours; mod¬ ern language, 14; English, 14; science, 12; history and political science, 12). 2. General literary group (including history and political science, 34 hours; ancient or modern language, 16; English, 14; science, 12), ( b ) Industrial College — 1. General scientific group (including science, 36 hours; English, 16; history and political science, 16; modern language, 8). ; 2. General agricultural group (including agricultural subjects, 28 hours; science, 20; English, 16; modern language, 8; political science, 6). II. Special and technical groups (requiring 130 hours, of which at least 40 hours must be in the special or technical line, and usually permitting less than 36 hours of electives) , with some practical groups (with lower require¬ ments) : (a) College of Literature, Science, and Arts — 1. Eighteen special groups, as follows: (1) American history and politi¬ cal science; (2) English and history; (3) English and philosophy; (4) English and political science; (5) Germanic and Romance lan¬ guages; (6) Greek and English literature; (7) Greek and Ger¬ manic languages; (8) Greek and Latin; (9) Greek and Romance languages; (10) history and philosophy; (11) history and politi¬ cal science; (12) Latin and English; (13) Latin and Germanic languages; (14) Latin and history; (15) Latin and Romance lan¬ guages; (16) mathematics and political science; (17) philosophy and political science; (18) philosophy and zoology. 2. Law and journalism group (with the same conditions for admis¬ sion as for other groups, but requiring 66 hours; in history and political science, 42 hours; English, 19 hours, and philosophy, 5 hours). ' 3. Teachers’ course (may be elected by juniors and seniors, and in-x eludes 65 hours of prescribed work, of which 25 must be devoted to special, 12 to professional, and 22 to general knowledge). 1756 EDUCATION REPORT, 1898-99. (b) Industrial College — 1. Seven special groups, as follows: (1) Agriculture and chemistry; (2) botany and agriculture; (3) botany and zoology; (4) chemis¬ try and physics; (5) horticulture and botany; (6) mathematics and physics; (7) zoology and philosophy. 2. Five technical groups: (1) Technical agriculture; (2) civil engi¬ neering; (3) electrical engineering; (4) mechanical engineering; (5) municipal engineering. 3. School of agriculture (including a 3-year course and a “short course”). 4. Sugar school (including a l^ear course). 5. School of mechanic arts (including a 2-year course). 6. School of domestic science (including a 2-year course). 7. Preparatory medical group (including a 2-year course). In addition to the foregoing the following is an elective group for students in either college: Course in physical education (may be elected by sopho¬ mores, juniors, and seniors, and including 36 hours of prescribed work). III. Summer session (of 6 weeks, including courses in science, English, history, Latin, mathematics, pedagogy, and modern language). The north wing of mechanic arts hall, erected at a cost of $30,000, was form¬ ally dedicated October 27, 1898. It is a substantial brick building, 65 by 120 feet on the ground and three stories in height, containing rooms for shops, labora¬ tories, lecture rooms, etc., for the departments of mechanical, electrical, and civil engineering, and temporarily for agriculture, mathematics, entomology, and domestic science. (Acting Chancellor C. E. Bessey.) Nevada State University, Reno , Nev. — The organization of the university com¬ prises the following schools of instruction and training: (a) The school of agri¬ culture; ( b ) the school of liberal arts; (e) the school of mines; ( d ) the school of civil engineering; (e) the school of mechanical engineering; (/) the State normal school; ( g ) a course in the theory and application of electricity. The school of mechanics has become the school of mechanical engineering. The course in the theory and application of electricity is a new course. It is not designed to be a full course in electrical engineering, but rather a supplement, and strengthens the work in all the tecnnical schools. The courses of study in history and polit¬ ical science have been enlarged. The faculty have given careful consideration to improvement in all their subjects of instruction. The college needs larger library resources and better library facilities. The legislature of the State at the session of 1898 did not feel able to purchase land for the Experiment Station and Agricultural and Mechanical College. The county of Washoe, in which the university is located, purchased a valuable piece of land near the university and gave the land to the State for the use of the col¬ lege and station. The cost of the land was $12,000. (President J. E. Stubbs.) New Hampshire College of Agriculture and Mechanic Arts, Durham, N. II. — No important change has been made during the year except such as naturally followed from the decision indicated in the preceding report to adopt a schedule of entrance requirements not lower in grade than those recommended by the Association of American Agricultural Colleges and Experiment Stations. The preparatory course, adopted as a temporary expedient and incident to the change indicated above, has been continued and will be a necessary burden for one or two years at least. The two years’ course in agriculture required by the legislature of New Hamp¬ shire and supported in part by State appropriation is so related with the four years’ course in agriculture as to give a theoretical and practical training not too AGRICULTURAL AND MECHANICAL COLLEGES. 1757 far removed from collegiate standards. Its permanence, however, is not yet established. (President C. S. Murkland.) Rutgers Scientific School, Neiv Brunswick, N. J. — The year opened with an increased attendance of students, the entering class being considerably larger than for several previous years and nearly every member of the three upper classes returning for the continuation of study. The five courses of study leading to the first degree in science (B. Sc.) have been maintained throughout the year. The course in agriculture still continues to attract attention, and reports from various preparatory institutions in New Jersey indicate that this course is likely to have an increased number of students. The course in civil engineering and mechanics maintains its high standard as well as its popularity and influence among the students. To this course has been added a plan, now in successful operation, for practical field work under the per¬ sonal direction of the professor of graphics and mathematics, whose class-room instruction in surveying and in railroad curves is thus happily supplemented. A professor, two associate professors, and a well-equipped laboratory make the facilities for instruction in the course in chemistry of a superior order. Those students who are preparing for post-graduate courses in technical schools or for electrical pursuits which do not require, at the outset, a complete profes¬ sional training find the course in electricity most useful. The physical labora¬ tory has received recent additions of wireless-telegraphy apparatus, an 8-inch spark coil and a Reichsansta.lt photometer. In preparing for advanced studies in medical schools the course in biology has proved most helpful and has received a large number of elections. The arrangement of the recitation schedule has made it possible for the members of the senior class in the scientific school to attend the lectu res in pedagogy given regularly to the members of this class in the classical school. The plan of instruction and examination in municipal hygiene introduced in Rutgers Scientific School last year and for the first, it is believed, in any Ameri¬ can institution, has been continued during the present year. At the examination held in May, 1899, two persons approved themselves as qualified to act in the exe¬ cution of the health laws of New Jersey — one as an executive health officer and one as a sanitary inspector. In the general work of the extension department three half courses of six lec¬ tures each and two half courses of seven lectures each have been given, as follows: One half course each on the eastern question and modern history and three hafif courses on the Victorian poets. The total attendance at the 32 lectures was 735 persons, and the average attendance 525. The total attendance at the class hours following each lecture was 303 persons, and the average attendance 230. Ordinary half-course certificates were awarded to four persons, and an honor certificate to one person. In special work 18 lectures were given, at which the total attendance wTas 946 persons, and the average attendance 681. The total attendance at the class hours was 600 persons, and the average attendance 425. The total number of catalogued and classified volumes in the library is 40,000, of which 3,438 volumes were added during the past year. During the year the membership of the faculty has been 27, and all but 3 of this number have given instruction in the scientific school. The enrollment of students for the year was 116 — graduate students, 2; seniors, 19; juniors, 21; sophomores, 21; freshmen, 47, and special students, not candidates for a degree, 6. There were also 53 students in the classical school and 138 pupils in attendance at the preparatory school. The degree of bachelor of science was 1758 EDUCATION REPORT, 1898-99. conferred upon 19 graduates in June, 1899. Of these graduates, 10 had pursued the course in civil engineering and mechanics, 4 the course in chemistry, 2 the course in electricity, and 3 the course in biology. The results of the work of the New Jersey State Agricultural Experiment Sta¬ tion and of the New Jersey Agricultural College Experiment Station are published in the form of bulletins and annual reports. One hundred and thirty-six bulletins, 18 special bulletins, and 19 annual reports were issued by these two stations prior to June 30, 1899. The particular work of the Agricultural College Experiment Station is included in 41 of these bulletins, 13 of the special bulletins, and 11 of the annual reports. The special work of the year has been a continuation of the investigation of bovine tuberculosis and other diseases of animals, the fungous diseases of plants, the injurious insects found in New Jersey, and of the experiments in irrigation. (President Austin Scott. ) New Mexico College of Agriculture and Mechanic Arts , Mesilla Park, N. Mex. — The courses of study in the college have not been materially changed, but in minor details have been strengthened. A frame building lias been erected on the college grounds and has been used as a club house for young men. This has only partially met the demand for better dormitory accommodations, yet it has been fully occupied throughout the year. Improvements have also been made in the basement of the main college building. The equipment of the various depart¬ ments of the college has been added to, the electrical equipment receiving numer¬ ous additions. Satisfactory work has been done in ail departments of instruc¬ tion. The enrollment has been about the same as for the year previous. A class of three men was grad uated with the degree of bachelor of science at the close of the year, and the degree of master of science was conferred upon one post¬ graduate. The work of the experiment station has progressed satisfactorily during the past year. Investigations in sugar-beet culture and soil moisture have been con¬ tinued. The station has adopted the plan of issuing press bulletins weekly in ad¬ dition to the regular printed bulletins. (President Frederic W. Sanders.] Agricultui al and Mechanical College for the Colored Race, Greensboro, N. C. — An architectural course has been added to the curriculum. (President James B. Dudley.) Norfji Carolina College of Agriculture and Mechanic Arts, West Raleigh , N. C. — No vnaterial changes have been made in methods of instruction. The scope of instruction has been extended by the addition of a course in veterinary science under the direction of Prof. Cooper Curtice, B. S., D. Y. S», M. D. Additional electrical apparatus has been purchased to the value of $1,000. Two additional rooms have been added to the mechanical building. (President Alexander Q. Ilolladay. ) North Dakota Agricultural College, Agricultural College, N. Dak.— A combined sheep and pig frame barn, 36 by 48 feet, one and one-half stories, has been contracted for and is about completed, as is also an addition to the mechanical building, 22 by 36 feet, for instruction in blacksmithing. A department of steam engineering has been established in connection with the mechanical course, intended more particularly to accommodate young men desirous of operating steam traction engines. The boys' dormitory has been abandoned, rechristened Francis Hall, and remod¬ eled and converted into class rooms and laboratories, affording accommodations for the departments of household economics, agriculture, horticulture, veterinary, and a museum. A brick walk, some 900 feet in length, is about completed, extending from the AGRICULTURAL A JND MECHANICAL COLLEGES. 1750 main college building to Francis Hall, and a wooden one from there to the barn, some 6:00 feet distant, is already completed. The poultry yards have been materially enlarged and the barn, implement shed, poultry house, farm house, and dairy building have been newly painted. No material change in course of study or methods of instruction, except one year's work has been added to the preparatory course. Several additions have been made to the faculty. During July and August a four weeks’ summer train¬ ing school for teachers was conducted the same as last year, with 180 in attend¬ ance. (President J. PL Worst.) Oklahoma Agricultural and Mechanical College, Stillwater , Okla . — The charac¬ ter and manner of instruction was the same as that followed in former years. A two-story building of native stone, 80 by 35 feet, was erected during the year and fitted for instruction in mechanic arts; cost, $3,553. This increase in facilities per¬ mitted of the establishment of a course in mechanic arts. Facilities for instruc¬ tion in printing have also been provided. The courses of study for the coming year have been revised and arranged so as to permit of elective courses instead of elective studies making up a course. There will be offered courses in general science and literature, agriculture, mechanical engineering, and special science, with (a) chemistry or ( b ) biology as majors, (President Angelo C. Scott.) Oregon State Agricultural College , Corvallis, Or eg, — An armory has been built costing $10,000. It is devoted primarily to military training. It is 70 by 120 feet, two stories. The basement story is of stone and has a commandant’s room, a phys¬ ical-culture room for young ladies, and one for young men, and a bowling alley for both sexes. The second story is of wood and contains a drill hall with armory rooms and a running gallery. The main drill room will be fitted for a gymnasium also. A mechanical hall, to be known as the Morrill Mechanical Hall, 120 by 80 feet, has been completed— two stories, stone. It contains a woodworking room or shop, machine shop, printing office, drawing rooms for both free-hand and mechanical drawing, physical laboratories, and botanical rooms. The cost is $21,000. A power house, including a blacksmith shop, one story, brick, costing $2,000, has been built. The engine rooms are supplied with boiler, engine, and dynamos for furnishing power to the mechanical hall and printing office and for lighting the various buildings. A steam heating plant has been contracted for and will be ready for the fall opening. It will cost about $16,000. (President Thomas M. Gatch.) Pennsylvania State College , State College, Pa. — The only important fact in rela¬ tion to the college during the year has been the steady strengthening of the work in the several departments, and the corresponding fact that nearly every member of the graduating class had secured a position for employment in the line of his chosen profession before commencement day. (President G. W. Atherton.) Rhode Island College of Agriculture and, Mechanic Arts, Kingston, E. I. — The institution has continued its usefulness during the past year. In the agricultural _ department the poultry school has had an increased number of students. The preparatory department has proved itself of great value in fitting country hoys and girls for the college course. The biological department has had charge of a summer school for nature study for the teachers of Rhode Island. Over 70 teach¬ ers were in attendance, and 40 applications were refused, as our number was lim¬ ited for lack of accommodations and facilities. (President J. PI. Washburn.) Colored Normal, Industrial , Agricultural and, Mechanical College , Orangeburg , S. C. — There has been no change in the course of instruction. Besides Bradham Hall— a building three and one-half stories high, 62 by 126 feet, containing dormi¬ tories and class rooms — and a dining hall 36 by 75 feet, with an altitude of 18 feet, we have erected a new college building, 00 by 154 feet, containing chapel, library, 1760 EDUCATION REPORT, 1898-99. reading room, laboratory, two literary auditoriums, gymnasium, commercial department, 8 class rooms, and 50 sleeping rooms, to be heated by steam, with waterworks on each floor. This building will be ready for use September 20, 1899, and will cost not less than $27,000 when completed. We have purchased opera chairs for the chapel, at a cost of $1,000, and chairs for the new dormitory, at a cost of $200. (President Thomas E. Miller.) South Dakota Agricultural College, Brookings , S. Dak. — There has been a steady growth all through the year. More than 400 students have been in actual attend¬ ance. Every department in the institution has been taxed to its utmost. The legislature has increased State aid materially for the future and will hereafter furnish about the same amount for running expenses that is provided by the national funds (Hatch and Morrill). It has in addition provided money for two new buildings to be erected this summer— one for armory and gymnasium pur¬ poses and another for the use of dairy and animal husbandry work. No changes whatever occurred during the year in the faculty. The new departments men¬ tioned in my last report have proven highly popular and helpful and have been well patronized. The changes in courses of instruction announced last year were carried out, and in the main were found helpful. The freedom offered students in choosing majors is highly satisfactory and will be developed more fully in the future. Our courses are so arranged that they articulate well with the work of the common schools. This we regard as very important, because it brings our advantages within the reach of the masses, for whom they are especially provided. (President John W. Heston.) University of Tennessee , Knoxville, Tenn. — Courses of study and methods con¬ tinue the same. A new experimental barn has been erected at the farm especially for work in dairying. It is frame over brick basement, cement floor, iron stall fittings, etc.; cost, $4,200. The school of agriculture has been reorganized and several assistants added in this department of the station, viz, a dairyman, an assistant for plat experi¬ ments, and a foreman of the farm. This school is being fully equipped. Much new equipment has been added during the year to the mechanical depart¬ ment, a new building for which (costing about $13,000) "was completed last autumn. (President Charles W. Dabneju) Agricultural and Mechanical College of Texas, College Station, Tex. — A depart¬ ment of entomology was established during the year. The standard for entrance has been raised. A student must be able to stand examination in arithmetic and begin with algebra to enter our fourth (freshman) class. The State legislature just adjourned (July, 1899) made the following appropriations for buildings and improvements to be completed the coming year: For agricultural and horticul¬ tural building and equipment, $31,000; dormitory and equipment, $28,000; dwelling, $6,500; well and equipment, $2,500; sewerage system, $5,000; repairs, $5,000. When the above-mentioned dormitory is completed, it will furnish room for about 200 additional students at the college. (President L. L. Foster.) Agricultural College of Utah, Logan, Utah. — The last legislature made provi¬ sion for a new greenhouse, which is at present erected, at an expense of $2,800. The most noticeable progress in the college is the increased percentage of students who remain throughout the entire school jTear of nine months. For the benefit of students who can not leave the farm before November 1, provision was made by the last legislature for a five months’ course, extending from November 1 to March 31. (President J. M. Tanner.) Virginia Agricultural and Mechanical College , Blacksburg, Va. — A new four years’ course preparatory for study of medicine has been added, and two years’ instruction in Spanish, and two years’ in Latin provided. Improvements: Coldr AGRICULTURAL AND MECHANICAL COLLEGES. 1761 storage plant, cost $1,336; dwelling house and lot, cost $3,000; two laborers’ cot¬ tages, cost $500. (President J. M. McBryde.) Hampton Normal and Agricultural Institute , Hampton , Va. — The general con¬ dition of the institute is good in all of its lines of work. The standard of excel¬ lence in the academic department is being raised each year. The departments of agriculture and mechanic arts have been strengthened by the equipment of new physical and chemical laboratories. The courses in the trade school have been enriched, and the entrance requirements to these courses have been raised. In the agricultural department a dairy course has been started, the elementary course in agriculture has been opened to all the girls of the academic department, and the special course in agriculture, leading to a certificate, has been made a post¬ graduate course. The work in domestic science has been greatly advanced by the addition of new and commodious sewing rooms and a well-equipped kitchen. The effort in each department is to keep in touch with every-day life and to make its work as concrete and practical as possible. (Principal II. B. Frissell.) Washington Agricultural College and School of Science, Pullman, Wash. — One hundred thousand dollars have been appropriated for the construction of Science Hall for the departments of botany, zoology, bacteriology, agriculture, horticul¬ ture, veterinary science, and geology, and museum; also forge shop and foundry and rebuilding Ferry Hall (the boys’ dormitory). These buildings are under con¬ struction. (President E. A. Bryan.) West Virginia University, Morgantown, W. Va. — A department of domestic science has been established, and our premedical course has been made to cover two years. Fellowships in chemistry, Latin, mathematics, agriculture, econom¬ ics, elocution, English literature, Romance languages, and German have been established. Three new buildings are to be erected: A library building, to cost about $50,000; mechanic arts building, to cost about $30,000, and an armory, to cost about $12,000. (President Jerome H. Raymond.) West Virginia Colored Institute, Institute, W. Va. — Since the last report our English course has been materially broadened. Our mechanical course has been strengthened by the appointment of two new teachers and the purchase of addi¬ tional mechanical appliances. We have now in course of erection one brick dor¬ mitory which will accommodate 100 boys, and we are also making a much-needed and substantial brick and stone addition to our main building. The boys’ new dormitory, when completed, will cost $15,000, and the addition to the main build¬ ing $6,000. We have also added a new electric plant and engine, at a cost of $3,000. (President J. McHenry Jones.) University of Wisconsin, Madison, Wis. — During the year a dairy barn and stock-judging building has been completed at a cost of $18,000. In this structure the latest ideas relative to the economic healthful housing of dairy stock has been incorporated. The building is lighted by electricity and three electric motors furnish the required power. A large room is provided for stock-judging purposes. This room, which is 40 by 70 feet in area, is warmed by steam heat and is lighted from above by means of skylights. (President C. K. Adams.) University of Wyoming, Laramie, Wyo. — During the past year an addition to our greenhouse has been built at a cost of $900. In our military department we have been without a regular officer from the United States Army and one of our professors has taken charge of the department. On the whole, he has been a great success and shown himself surprisingly competent for that line of work. Our normal department will be greatly strengthened the coming year; a business col¬ lege will be added to the courses of study and some minor changes will be made in our work generally. W e have an appropriation from the last legislature also for a new science hall, which will be erected another summer. (President Elmer E. Smiley.) ED 99 — VOL II— 111 1762 EDUCATION REPORT, 1898-99. III. — INSTRUCTION IN DAIRYING. Prior to the passage by the Congress of the United States of the act of July 2, 1862, donating lands to the several States for the purpose of establishing institu¬ tions in which the leading object should be instruction in agriculture and the mechanic arts, very little had been done in this country for the scientific educa¬ tion of the farmer. The passage of the said act and of the act of August 30, 1890, for the more complete endowment and support of the institutions established under the provisions of the act of July 2, 1862, resulted in the establishment of what are generally lmown as “agricultural and mechanical colleges” in each State and Territory of the country. The courses of study provided for the farmer or for those who wished to prepare themselves as such were intended to cover the entire field of agriculture as well as to furnish a good general education. Thus, while general instruction in dairying as it should be carried on by the farmer was included in the agricultural course, no provision was made until a comparatively recent date for the education of persons who were to devote themselves to the making of butter and cheese. On account of the lack of such instruction creamery men were compelled to rely upon their own efforts for any improvements in the methods of manufacturing dairy products, and as a result could not compete successful!}7- with the butter and cheese makers of countries where instruction in dairying and investigations into the subject were carried on. In order that the dairy interests of the country might be fostered as much as iiossible it was considered necessary to provide the needed instruction, and thus special schools of dairying were established in con¬ nection with the agricultural colleges of the country. The establishment of experiment stations in connection with these institutions, under an act of Congress of March 2, 1887, undoubtedly assisted in the founding of dairy schools, as it opened the way for investigation of the subjects to be taught therein. The Wisconsin Dairy School of the University of Wisconsin was established in January, 1890, and in 1891 the legislature of that State appropriated $25,000 for the erection of a dairy building in connection with the dairy school. These steps were quickly followed by other States. The popularity of these schools and the demand for the services of persons who have received instruction therein are proofs of the wisdom of their establishment. In his report for the years 1896-97 and 1897-98 to the. board of regents of the University of Wisconsin, President C. K. Adams says: “Our dairy department has now sent out more than 700 trained students, and still the demand is far more than we can supply. There are now about 2,500 creameries and cheese factories in the State. * * * The importance of the work of the school is indicated by a single fact. Only a few years ago Wisconsin cheese was worth in the market from 2 to 5 cents a pound less than the cheese of New York, but at present, chiefly — directly or indirectly — through the teachings of the dairy school, the relations of the products of these States in the market, as well as in the opinions of experts, have been reversed.” In the tenth biennial report of the board of regents of the University of Minne¬ sota the influence of the dairy school of that institution upon the dairy industry is stated as follows: “ Since the establishment of this school dairy industry has made such remarkable growth that Minnesota is now recognized as one of the lead¬ ing dairy States of the Union. * * * “ During the past two years some 200 new creameries have been built, equipped, and are being successfully operated, bringing the number of creameries in the State up to 650. When the last biennial report was made it was estimated that half of the dairy products in the State was manufactured in creameries. Now the product of the creameries is about 50 per cent greater than that of the home dairy. A careful estimate of the annual amount received by patrons of the cream- AGRICULTURAL AND MECHANICAL COLLEGES. 1763 eries in tills State is §10,000,000, and the receipts from the home dairy $0,500,000. During the seven years that the school has been established, 484 students have been in attendance. ” Probably the most important invention as an aid to the dairying interests of the country is the Babcock milk test, invented by Dr. S. M. Babcock of the University of Wisconsin, by means of which it is possible to determine the amount of fat in milk. This method of testing milk is taught in the dairy schools of the country, and is in almost universal use even in home dairies. As the quantity and quality of butter that may be made out of a certain amount of milk depends upon the amount of fat contained therein, the price paid for milk by some creameries is regulated b}r the amount of fat it contains as determined by means of the milk test. In the report of the University of Wisconsin, quoted above. President Adams calls attention to another aid to the dairying interests. He says: “ Probably next in importance to the invention of the Babcock milk test has been the Wisconsin curd test, also devised at this station. This is a simple method of treating a sam¬ ple of milk so that it will show to the operator whether or not milk is contami¬ nated or tainted in any way so as to unfit it for use in the dairy, especially for use in cheese making. Not infrequently the product of our cheese factories is depre¬ ciated in value from $5 to $15 per day for weeks at a time because of bad milk. It lias been calculated that $100,000 a year is not too small an estimate for losses to our dairymen from this source. The experiment station is now teaching the dairy pupils the use of this test, and its introduction over the State is spreading rapidly. The Wisconsin Dairymen's Association for 1898 and the Quebec Dairy¬ men's Association for 1897 have both warmly commended the test as having already greatly increased the value of dairy products. ” The special dairy schools are not conducted throughout the entire scholastic year, but are opened, as a rule, in December or January, and continue for from four to twelve weeks ? the length of the course varying in the several States. • These special courses, being intended especially for persons who have had some experience in creameries or cheese factories, are given in the winter season, as that is the most convenient time for creamery men to leave their work, the summer months always being the busiest in creameries. In some of the schools one of the requirements for admission is that the applicant shall have had practical experience in cream¬ eries. Owing to the large amount of practical work included in the courses of these schools the number of students admitted at any onetime is necessarily limited to such number as can be accommodated at the machinery and other apparatus of the department. In the following pages are given outlines of the instruction in dairying offered by the various agricultural colleges with special reference to instruction in batter and cheese making. The special courses in dairying are given in full, so far as they are published in the annual 'catalogues, together with a description of the equipment for instruction in practical dairying. As may be seen, some of the States do not provide special courses for the instruction of butter and cheese makers, but the only instruction offered in dairying is that included in the regular agricultural courses. Alabama Polytechnic Institute. Dairying is taught in the first term of the sophomore year by practical work in the dairy — butter making, determination of fat in milk by the Babcock method, etc.— as well as by instruction in the lecture room. (Catalogue, 1898-99.) Colorado Agricultural College. Dairying is taught the first term of the senior year by means of lectures and recitations in the forenoon. The exercises of the afternoon relate to butter making, milk testing, and the handling of dairy apparatus. (Catalogue, 1898-99.) 1764 EDUCATION DEPORT, 1898-99. Connecticut Agricultural College. 1. A short winter course in dairying is given for the benefit of those who can take but little time for the subject, including composition of milk, conditions of creaming, milking for market, butter making, washing, salting, packing, etc. Breeding, feeding, and diseases of dairy cattle are subjects also treated in this course, with such texts as “ Milk and its products ” (Wing), “ Bacteriology ” (Rus¬ sell), and ‘“Feeds and feeding” (Henry). 2. In the regular course the junior class is instructed four and one-half hours a week, with practice in feeding and dairy work and keeping records of the herd. (Catalogue, 1898-99.) Delaware College. A course of lectures on the handling and care of milk and its products is given in the winter term of the sophomore year. This includes work in the determina¬ tion of fat in milk by the Babcock tester and special attention to the commercial handling of milk. In the short course in agriculture, extending from the first Tuesday in January to the last Friday in March, there are given 12 lectures on the chemistry of milk in general, treatment of milk, creamery machines and methods, testing of milk, and the commercial side of the dairy. One hour per week is devoted to lectures on agricultural bacteriology. Among the subjects treated are: The general char¬ acters and methods of study of bacteria and their relations to health and disease; methods of destroying bacteria; antiseptics and disinfectants; the relation of bacteria to milk: (a) milk and human disease: (b) fermentations of milk and their prevention; preservation of milk; special diseases of milk; (c) the relation of bacteria to good and bad butter; (cl) the relation of bacteria to cheese making. (Catalogue, 1898-99.) Florida Agricultural College. Instruction in dairying is given two hours per week during the second term of the senior year. (Catalogue, 1898-99.) Georgia State College of Agriculture and Mechank? Arts. Instruction in dairying, including butter and cheese making, is given in the second term of the senior year. A dairy school is conducted for two weeks in March, in which instruction is given in the best methods of making butter and cheese and of preserving them for home consumption and for market. (Catalogue, 1898-99.) University of Idaho. Equipment. — The dairy consists of a butter-making room, a cheese room, a laboratory for milk testing, am engine room, and a cheese-curing room. Dairying. — This course consists of laboratory instruction in modern dairy methods and appliances. Students taking the course are required to perform at least two hours a week of practical work in the creamery, two hours per week of instruction, and two hours’ practicum. (Junior year, second semester.) (Cat¬ alogue, 1898-99.) University of Illinois. Equipment.— The dairy department is equipped with a plant for laboratory work in testing, pasteurizing, separating, creaming, and churning, and for investigation in dairy bacteriology. Dairy management. — Origin and development of the various breeds of dairy cattle; noted families and individuals in the different breeds; judging best breeds for grading purposes; improvement of a herd by testing; care and selection; methods of management of a dairy herd; best feeds for the economical production of Ailk; construction and care of dairy barns. (First semester, once a week.) General dairying. — Secretion of milk; its composition as determined by chemical analysis and by microscopic examination; general facts concerning bacteria in their special relation to milk, butter, and cheese; methods of preventing contam¬ ination: development of acid and the acid test; pasteurization; different methods of testing for fat contents, total solids, and adulterations; variations in milk and their causes; economical production of milk; use and care of cream separators; AGRICULTURAL AND MECHANICAL COLLEGES. 1765 comparison of different systems of creaming and tlie making of butter by the most approved methods. (Second semester, first half.) Butte r making. — Operation of and studies in efficiency of different separators in comparison with gravity methods of creaming under a variety of conditions; influence of character of milk and its handling upon the quality of butter; dif¬ ferent methods of ripening cream and the effect upon churning and upon butter, together with an extended practice in the manufacture and in scoring of butter. (Second semester, second half, two periods.) (Catalogue, 1898-99.) Purdue University. Equipment. — The dairy contains five rooms, viz : General workroom, milk-setting and churn room, separator room, testing laboratory, and ice house. This building is fitted with a complete set of tools suited for farm dairy instruction, as separa¬ tors, creamers, churns, cheese-making tools, butter workers, pressers, etc. Dairying. — Junior year, spring term, eleven weeks, eight hours per week. Study of milk, butter, cheese, methods of handling, etc., including practical dairy instruction. (Catalogue, 1898-99.) Iowa State College of Agriculture and Mechanic Arts. Equipment. — The dairy is a practical working creamery and cheese factory in operation every week in the year, and is conducted on a practical and commercial scale, as well as for scientific investigation and instruction. During the summer season from 15,000 to 20,000 pounds of milk are taken in daily and manufactured into butter and cheese. Five different kinds of separators are used in the building and the most approved machinery is used. Courses of study. — In addition to the work done in dairying by the students of the regular four-year course in agriculture, there are provided a one-year course in dairying, two summer schools in dairying, each extending through sixteen weeks, and a winter school in dairying continuing four weeks. ONE-YEAR COURSE. First term. Dairy practice, six days per week. . Milk and its products, 16 lectures. Milk testing, 16 lectures. Bookkeeping, 16 lectures. Bacteriology of milk, 16 lectures. Dairy stock, 16 lectures. Second term. Dairy practice, six days per week. Cheese making, 16 lectures. Pasteurization, 16 lectures and laboratory work. Dairying machinery, 16 lectures. Dairy feeding, 16 lectures. Dairy chemistry, 16 lectures. SUMMER SCHOOLS. Dairy practice, half day per week. Bacteriology of milk, 16 lectures per term. Bookkeeping, 16 lectures per term. Dairy machinery, 16 lectures per term. Milk testing, 16 lectures. Milk and its products, 16 lectures. WINTER SCHOOL IN DAIRYING. Work in dairy building, sii? half days per week. Butter making, 20 lectures, or cheese making, 16 lectures. Dairy chemistry, 15 lectures. Bacteriology of milk, 10 lectures. Bookkeeping, 10 lectures. Milk testing, 10 lectures. 1766 EDUCATION REPORT, 1898-99. INSTRUCTION. I. Dairy practice. — This includes from five to seven hours of practical work in the first term of the year's course, the two summer courses, and the winter course. It includes butter making and laboratory work in milk testing. In the second term of the year course if includes cheese making and pasteurization. II. Milk and its products. — Instruction on the composition of milk and dairy . products, the theory of centrifugal separation, and the construction of the various kinds of separators. Special attention is given to the effect of varying conditions of the milk on separation. It includes a consideration of the principles of cream ripening, churning, and the preparation of the butter for market. III . Milk testing. — A thorough study of the Babcock test for dairy products, with special instruction for overcoming the difficulties from varying conditions. The tests for determining acidity of cream and milk and the use of the lactometer for detecting adulterations are included; also composite sampling and testing of individual cows. IV. Dairy machinery. — Instruction for firing boilers by the most economical methods, the construction and operation of engines and pumps, and the placing of machinery and shafting. V. Bookkeeping. — This course is designed to inform the student as to the best system of bookkeeping for the business of the factory. VI. Bacteriology of milk. — Lectures on the nature of bacteria, distribution, and the*conditions necessary for their growth. The effects produced by various bac¬ teria commonly found in milk are shown by lectures and demonstrations. The methods of handling which cause contamination of milk are considered in detail. That the quality of dairy products depends mostly upon the fermentations which have taken place in these preparations is shown with detailed attention to the use and value of starters in butter and cheese making. The principles of cream ripen¬ ing and pasteurization are also included. VII. Dairy stock. — The judgingof dairy stock with the score card and by com¬ parison is made a leading feature, while the lectures relate mostly to the princi¬ ples, methods, and practices of breeding dairy stock and their management. VIII. Cheese making. —In the winter term this consists of six lectures on cliedder cheese, including a study of the kind of cheese demanded by different markets, etc. In the second term of the one-year course the same work is taken up as dur¬ ing the winter term, but with the addition of 10 lectures on fancy brands of cheese, including Limburger, Brick, Swiss, Roquefort, Sage, Stilton, Pineapple, and Gonda. * IX. Pasteurization . — The relation of the milk supply to the public health, the principles of pasteurization, and apparatus adopted for various purposes, with the practical operation of the more common machines. The production and sale of “sanitary” milk is taken up, together with a general consideration of the market milk business, the use of preservatives, and allied topics. (Second term, one-year course. ) X. Dairy feeding. — The principles of feeding animals for the most economical production, with a study of the composition and use of various feeding materials and the feeding of dairy cows. Henry's Feeds and Feeding is used as a text book. (Second term, one-year course.) XI. Dairy chemistry. — The chemical composition of dairy products is consid¬ ered in a general manner. The alkali test, both in theory and practice, is given in order that it can be used by the student. The adulteration of butter, cheese, and milk as it relates to the dairy industry is also taken up in the lectures. (Catalogue, 1898-99.) Kansas Agricultural College. Equipment.— A dairy-school building, two stories and basement, 100 by iCl feet, with butter, cheese, milk, and testing rooms, cheese-ripening cellars, refrigerating plant, and cold-storage rooms; all apparatus needed for milk testing and for han¬ dling milk from the cow through the creamery to the butter tub or cheese room. Dairy school: One winter term, twelve weeks. Principles of agriculture. — Treating of soils, crops, tillage, and manures: the selection, laying out, equipping, and management of Kansas dairy farms. Text¬ book, Bailey s Principles of Agriculture. Dairy hookkeeping.— Practice in bookkeeping that will enable the student to understand the underlying principles, followed by training in keeping books for farm, dairy, and creamery accounts. Dairying. — Milk; its secretion, nature, and composition; causes and conditions influencing the quality and quantity of the milk; handling of milk for the mar- AGRICULTURAL AND MECHANICAL COLLEGES. 1707 Let and for butter making, including milking, straining, aerating, cooling, pre¬ serving, and shipping; creaming of milk by the separator; cream ripening and butter making. Text- book, Wing's Milk and Its Products. Lectures. All stu¬ dents will study dairying together for the first half of the term. This class will then be divided, creamery men taking lectures on creamery butter making, the cheese makers on factory cheese making, and the dairymen on private butter making. Feeds and feeding. —Properties of common feed stuffs, their effect on character and yield of milk and butter, and their adaptability to Kansas conditions of dairy¬ ing. The compounding of dairy rations to secure good yields at least cost with products having desired qualities. Careful study of the feeding of the college dairy herd will also be required. Text-book, Henry’s Feeds and Feeding. Breeds and breeding. — Characteristics of leading breeds of cattle, and their adaptability to Kansas dairy farming; dairy farm, and the selection of dairy animals; care and management of the, dairy herd; principles of stock breeding. Lectures. Bacteriology. — Relations of bacteria to methods of keeping milk, ripening cream and cheese, and flavoring butter; diseases of milk, their relations to the health of man and animals; principles of disinfection. Text-book, Russell's Bacteriology. Lectures. Diseases of dairy cattle. — The common ailments of calves and dairy cows are discussed and their causes and symptoms explained, remedies and preventives sug¬ gested, all from a practical farmer’s standpoint. During the dairy school the col¬ lege herd will be tested with tuberculin and the students taught how to make the test. Students will also inoculate hogs against cholera and swine plague. Lec¬ tures. Boilers and engines. — Lectures and practice in the firing of boilers, care and running of engines, pumps, etc. Care and attendance of refrigerating machinery, practice in shops. Blitter making and milk testing. — Practice in handling milk and its products from the time it leaves the cow until it is marketed as butter, cheese, or sanitary milk. Students may choose either creamery butter making, cheese making, or private dairying. Thorough instruction and practice will be given in all three of these lines. The dairy rooms will be fully equipped with hand and power sepa¬ rators, Babcock tests, churns, and butter workers, aerators, heaters, sterilizers, refrigerating machinery, milk and cream vats, factory cheese apparatus, Mann’s acid tests, and other needed apparatus. (Catalogue, 1898-99.) University of Maine. Equipment. — The dairy building, 50 by 42 feet, contains a milk room, a butter room, a cheese room, a cold-storage room, a cheese-curing room, a lecture room, the office of the professor of animal industry, and a laboratory. It is supplied with all necessary appliances for teaching the most approved methods of handling milk, cream, butter, and cheese. The building is heated with steam and supplied with hot and cold water. Power is furnished by a 6-horsepower engine andby a baby tread horsepower. Dairying. — Lectures upon the formation and composition of milk; sources of infection; bacteria and their relation to dairying; ferments and their effects. Text-books: Grotenfelt and Wolf’s Principles of Modern Dairy Practice; Stewart's Dairyman’s Manual. (Spring term, five hours a fortnight for nine weeks.) Dairy practice. — The treatment and handling of milk and cream; milk testing for fat and other solids; aeration, pasteurization, and sterilization of milk and cream; the application of acid tests and ferments to butter and cheese making; operating and caring for the boiler, engine, gravity creamers, centrifugal separa¬ tors, churfis, workers, vats, presses, and the making, curing, and judging of butter and cheese, together with the business management of factories and creameries. (Spring term, seven hours a week for twelve weeks.) Short winter course in dairying.— This course begins on the first Tuesday in January and continues six weeks. The subjects taken np are as follows: First winter — Plant and animal nutrition; diseases of dairy animals; milk, butter, and cheese; cows, breeding, handling, and judging; building and furnishings; barns, creameries, etc.; accounts. Second winter — Milk, butter, and cheese; bacteri¬ ology of the dairy; veterinary science; boiler and engine; business law; carpentry; feeding of cows. (Catalogue, 1898-99.) 1768 EDUCATION REPORT, 1898-99. Maryland Agricultural College. Dairying . — Offers a creamery course of six weeks and a private dairy course of six weeks. Equipment.— The creamery of the experiment station, which is supplied with every modern appliance for dairying, is used for the practical work of students. (Catalogue, 1898-99.) Massachusetts Agricultural College. Equipment. — Connecting with the barn is a wing providing accommodation for practical and educational work in dairying. The wing contains one room for heavy dairy machinery, another for lighter machinery, both large enough to accommodate various styles of all prominent machines: a large ice nouse, a cold- storage room, and a room lor raising cream by gravity methods, a class room, and a laboratory. The power used is an electric motor. This department is steam heated and piped for hot and cold water and steam. In this department has been placed a full line of modern dairy machinery to illustrate all the various processes connected with the creaming of milk, its preparation for market, and the manu¬ facture of butter. Special instruction in such work is offered in the dairy course. Short winter course in dairying ( first Wednesday in January to third Wednes¬ day in March). — The soil and crops, 22 hours; dairy breeds and cattle breeding, 22 hours; stable construction and sanitation, care of cattle, 11 hours; common diseases of stock, their prevention and treatment, 11 hours; foods and feeding, 11 hours; bookkeeping for the dairy farm and butter factory, 22 hours; pasteuriza¬ tion and preparation of milk on physicians’ prescriptions, 11 hours; composition and physical peculiarities of milk, conditions which effect creaming, churning, methods of testing and preservation, 22 hours; milk testing, 0 hours: butter making, 12 hours; practice in aeration, pasteurization, 6 hours. (Thirty-sixth Annual Report.) Michigan Agricultural College. Equipment. — By means of actual work in the dairy room instruction in butter making is given to all students in the agricultural course. Emphasis is laid on the methods of cleaning and keeping clean the dairy room and dairy implements. The dairy room is equipped with various styles of creamers, separators, ripening- vats, churns, and workers, with the use of which young men become acquainted by daily experience. The Babcock test is in constant use. and the subjects of pasteurization and sterilization receive attention. Later, if the student so elects, special work along dairy lines is given in the senior year, embracing a more thorough training in the art of butter making, along with a short course, at least, in dairy bacteriology and dairy chemistry. Special short courses beginning with the opening of the winter term in the first week in January have been arranged as follows: Courses of six weeks each in dairy husbandry and creamery, and a course of four weeks in cheese making. I.— DAIRY HUSBANDRY. 1. Selection of dairy herd. — The college is well equipped with the highest types of dairy cows belonging to various breeds. Using the members of this herd as a model, the class goes over the various points of the typical dairy animal, score card in hand, until the significance of every variation in form is well understood. Since the records of all the cows are kept it is possible to verify or correct the judgment of the student. 2. Feeding cattle. — An hour a day for the first two weeks of the teranas given to the study of the theory of cattle feeding, definition of terms, discussion of feeding stuffs inthe markets of the State or grown on the farm, calculation of rations, the use of table of analysis, the nutritive ratio, and the balanced ratio. A discussion of economical methods of storing feed and the general care of the dairy herd follows. Such topics as stall fittings, stable construction, preparation of feeding stuffs, quantities of feed to be given under different circumstances, exercising and water¬ ing dairy cows, and general stable management are taken up in turn and as fully dealt with as time will allow. 3. Veterinary science. — A series of 30 lectures on bovine anatomy, hygiene, and medicine forms a very important feature in the course. Jf.. Butter making. — Along with a course of lectures on the physical properties of milk and its constituents there is given practical work in the butter room in the AGRICULTURAL AND MECHANICAL COLLEGES. 1769 handling of milk, cream, and butter, and in all the details of manipulation from the time the milk leaves the udder of the cow until it is made up into a first-class article of butter and the skim milk prepared for feeding calves and pigs.’ Among the topics upon which special emphasis is laid the following may be mentioned: Aeration and aerators, cleanliness both in milking and in the washing and care of utensils, the use of various styles of creamers and separators, ripening cream with and without commercial starters, preparation of home-made starters, ripen¬ ing cream, churning temperatures, styles of churns, washing butter, and the various methods of printing and packing for market. Special work in pasteurizing milk and cream for market or for home use is given. 5. A course of lectures is given on the physical properties of milk and its con¬ stituents, explaining the reasons for the consecutive steps in the progress of the milk through the butter room on its way to the completed product. The object of this course is to do away with empiricism in the work and to give the student a coherent and logical view of butter making as a whole, and the relation of each process recommended to the success of the undertaking. 6. The Babcock test and lactometer. — These modern instruments are in daily use in the butter room, but special work is given with them that the students may become accurate and at the same time acquire a correct idea of the physical and chemical composition of milk and its products. 7. Dairy bacteriology. — A short course in elementary bacteriology is given that the student may understand how closely the quality of the butter is related to the cultivation of the right kind of bacterial life in the milk and cream and the exclu¬ sion of foes by scrupulous cleanliness and proper regulation of temperature. II.— THE CREAMERY COURSE. 1. Creamery methods. —Lectures and exercises will be given in the methods of keeping books, illustrated daily by the business operations of the college dairy. Payments are calculated on the basis of fat content. Methods of conducting the regular business of the creamery, accounts with patrons, with consignees, business forms and routine business, are subjects upon which daily instruction is given. A course of lectures will be given on the physics and chemistry of milk and its products, explaining the reasons for each operation performed in the factory and the chemical and physical facts upon which it depends. The several constituents of milk are separately examined and the relation of each to the various operations in butter making is explained. The separator and churn are studied and the natural laws governing their work are outlined. Daily work in the butter room. — The daily practical work in butter making is the dominant feature of the course, to which all others are subordinated. Sepa¬ rators are unpacked, set up, run, and tested; milk is separated at different tem¬ peratures and under different conditions, until the student is thoroughly versed in ail the details of handling milk and operating separators. Cream is ripened in various ways and with different kinds of vats and apparatus. The churning is done as in an ordinary creamery and repeated until the class is familiar with all the steps in the operation. The Babcock test is in constant use. 8. Creamery mechanics. — As thorough drill as possible is given in the care and operation of boilers and engines and the general principles of construction and operation of mechanical appliances used in creameries. The arrangement, size, and speed of shafting, belts, and pulleys will receive attention. The student will be qualified to do all necessary pipe fitting and to care for the machinery of the creamery intelligently. If. Milk testing.- -Thorough drill is given in the laboratory in the testing of milk. This work includes the calibration of glassware to determine whether or not the test bottles and pipettes in use are correct, the determination of the strength of acid, and the testing of milk under all the varying conditions met with m the daily operations of a factory. The use of preservatives for keeping milk in condition fortesting and the handling of composite samples is also studied. In addition to teaching the use of the Babcock test, practice is given in detecting adulteration in milk by the use of the lactometer in connection with the Babcock test. The use of the various tests for acidity of cream are also studied and the different methods put into practice in the work in the creamery room. 5. Dairy bacteriology. — This subject is taught by a course of lectures and demon¬ strations, though little more is attempted than to give the student an appreciative idea of what bacteria are and their relation to the art of butter making. The rea¬ sons for cleanliness in every dairy operation are pointed out. The manufacture and use of the several kinds of starters and their relative merits are explained. 6. Milk production. — The creamery manager should be posted not only on mat- 1770 EDUCATION REPORT, 1898-99. ter.s relating to the care of the milk prior to its delivery to the factory, but on the essential principles of stock feeding, bovine anatomy and medicine, and treatment of the cows to produce the greatest flow of milk as well, that he may be competent to give advice to patrons on these subjects. 7. Butter judging. — Daily work is given that the student may acquire an accu¬ rate taste and smell, and be able to discriminate between good and poor butter, and to recognize faults in the products of his own factory when such occur. III. — COURSE IN CHEESE MAKING. Practical work at the cheese vat followed out along scientific lines, with a reason for every detail of the operation, is a feature of this course. The use of the rennet tests for determining the ripeness of milk, the use of starter to aid in the control of fermentation, the use of the curd test for the detection of impurities in the milk, and the use of the Babcock test to determine the loss of butter fat are among the points given especial attention in the daily operations in the cheese room. Work will be given in the laboratory in testing milk. The use of the lactometer and Babcock test for the detection of watering and skimming milk will be taught and the practical application of the test to everyday cheese-factory operations will be emphasized. Lectures and demonstrations in bacteriology, showing the relation of bacteria to the different changes taking place in milk, liow to combat harmful agencies and cultivate the helpful ones, are given. The subject of chemistry of milk and its care upon the farm receives attention. (Catalogue, 1898-99.) University of Minnesota, i. — college of agriculture. 1. Dairy stock and dairy farm management . — Breeding, rearing, and management of dairy stock, the points and characteristics essential in animals intended for the dairy, practice work in judging dairy stock, the management of the dairy farm. (Lectures three hours per week and practice work one hour per week, fall term of junior year.) 2. Dairy feeding. — Lectures covering both the scientific and practical questions underlying the principles of feeding. Practice in compounding rations, estimating comparative value of foodstuffs, and other problems. (Lectures, two terms, two hours per week. ) 3. Farm dairying. — Lectures on milk, its care, the various methods of creaming it, care of the cream, and the manufacture of butter and sweet-curd cheese. Greater portion of time is devoted to practice in the farm dairy room. (Lectures and practice work, one term, two hours per week.) Jj. Factory course in butter and cheese. — Two lectures a day, one in butter and one in cheese, and practice work two afternoons a week in butter making and two afternoons in cheese making. (Offered in January.) II. — SCHOOL OF AGRICULTURE. 1. Dairy stock. — During the last month of the first term students receive instruc¬ tions in regard to characteristics of the various breeds of dairy cattle, their origin and comparative adaptability for the dairy. During the last term instruction is given in breeding, rearing, feeding, and handling dairy stock, with practice in judging stock and formulating rations. 2. Farm dairying . — During the first term a course of lectures is given in farm dairying, giving instruction in the care of milk and utensils, explaining the prin¬ ciples involved in creaming milk by the gravity and centrifugal processes and giving full instruction in regard to running farm separators and the manufacture of butter and cheese in the farm dairy. Students aiso receive practical training in the most advanced methods of creaming milk, ripening cream, churning, work¬ ing and packing butter, and measuring the value of milk by the Babcock test and lactometer. The practice work begins the third week of the first term and con¬ tinues through the school year. ILL— DAIRY SCHOOL. Instruction in the dairy school continues four weeks and is divided into six courses. 1. Lectures. — The course of 60 lectures furnishes in a plain and concise form the most valuable information for those who are interested in any branch of agricul- AGRICULTURAL AI NT) MECHANICAL COLLEGES. 1771 ture, covering as it does tlie most important points in the breeding, rearing, feeding, and general management of dairy stock, the economical production of milk, grow¬ ing and preserving of forage and grain crops, the management of meadows and pastures, management of barns, stables, and yards, construction of siios, coopera¬ tive dairying, creamery and cheese-factory management, judging and marketing dairy products, the chemistry of milk, dairy bacteriology, engineering, animal hygiene, and treatment of the common diseases of the dairy cow. 2. Butter making , — The running of separators: ripening and churning of cream; the proper acidity cf cream to secure best flavor; how to churn, wash, and salt butter so as to avoid specks and mottles; to secure good grain and best methods of preparing for market; scoring butter by the score card. 3. Cheese making. — The work in the cheese room is conducted on a large scale, including the manufacture of several brands of fancy cheese. A complete record of every step taken is required of each student. A Milk testing.—^ The chemist gives a general outline of the work: but in order that each student may have practice in milk testing*, daily exercise is given. Steam, turbine, and hand-power in achinery and other apparatus are provided and operated in the laboratory. A milk and cream pasteurizing apparatus has been manufac¬ tured specially for the dairy school and a few advanced students are given instruc¬ tion in the process. 5. Motive -power. — The work in engineering consists of practical talks on the construction, care, and management of creamery engines and boilers, purnps, injectors, heaters, etc., and work in the practice room. In this room are provided an 8-horsepower, simple, slide-valve engine, three types of boiler feed pumps, two types of deep-well pumps, one injector, two milk pumps, and a steam gauge, which the students have the privilege of examining and operating. Instruction is also given in pipe fitting, placing shafting, babbitting bearings, soldering, etc. 6, Factory bookkeeping. — All the essential features of factory accounting, from the receipt of the milk to the returns in net proceeds, are thoroughly considered. Paying for the milk according to the fat content or otherwise is fully explained. The students do, in books provided, the actual one month’s accounting of a creamery. (Catalogue, 1898-99.) University of the State of Missouri. Equipment. — The dairy is equipped with several Babcock milk testers, aerators, improved milk and cream vats, various styles of separators, churns, and butter workers, and with a complete sterilizing outfit for pasteurizing milk and cream on a large scale.’ Dairying. — Selection, breeding, and feeding of dairy cows; modern methods of butter and cheese making. Fifty hours of practical work in the dairy building are devoted to separating and testing milk, ripening cream, churning, working, salt¬ ing, coloring, and packing butter for market. (Second semester in sh.ort winter course.) Dairying. — Breeding and improvement of the herd; management and equipment of the farm dairy. One-half of the student's time is devoted to practical work in the college dairy. (Second semester, elective to seniors in regular course in agri¬ culture. ) (Catalogue, 189S-99.) Montana College of Agriculture and Mechanic Arts. Dairy husbandry. — Adaptability to certain sections; small dairies and cream¬ eries; testing of milk; butter and cheese making; breeds of dairy animals; rearing, feeding, and management. (Senior year, fall term, lectures three hours per week, practicum nine hours per week.) (Catalogue, 1898-99.) University of UebRxISKA. Dairying. — The principles of dairy operations; practice and instruction in the handling and ripening of cream, and in churning, washing, salting, working, printing, coloring, judging, and packing of butter; practice in the use of hand separators and in the deep setting of milk; practice in the manipulation of the Babcock and other milk tests in testing whole milk, skimmed milk, buttermilk, and cream, (Two lectures each YvTeek and one afternoon in the dairy from 1 to 6, second semester.) (Catalogue i898-99.) 1772 EDUCATION REPORT, 1898-99. Nevada State University. Dairying. — The instruction consists of lectures upon the formation and compo¬ sition of milk; ferments and their action; testing for purity and value; methods of manufacture of cheese and butter. The lectures are supplemented by practical work with different testing apparatus and by the inspection of dairies and cream¬ eries fitted with modern apparatus. (Senior year, first term, five hours per week. ) (Catalogue, 1897-98.) New Hampshire College of Agriculture and Mechanic Arts. Equipment. — The creamery is equipped with separator, milk tester, pasteurizer, and all tools required in making butter and preparing milk and cream for market. Dairying {20 exercises). — Practical and theoretical instruction in methods of modern dairying, including the general management of the dairy, the methods of milk analysis, the bacteriology of the dairy, the use of separators, the making of butter, and preparation of milk for the city market, t References: Wing's Milk and Its Products; Curler's American Dairying.) In addition to the instruction in the regular course, there is offered during the winter a four weeks’ course in dairying, during which all the time is devoted to butter making, milk testing, pasteurizing milk and cream, dairy bacteriology, and dairy husbandry. ( Catalogue, 1897-98.) Cornell University. Equipment. — The dairy building, a two- story stone structure 45 by 90 feet, was b lilt from an appropriation of $50,000 by the legislature of 1893. It provides lec¬ ture rooms, laboratories, and offices, besides two large rooms for butter and cheese making, both of which are fully equipped with modern machinery and appliances. Automatic electrical apparatus for controlling the temperature in cheese-curing rooms, refrigerator rooms, lockers, and bath rooms are also provided. The whole building is thoroughly heated and ventilated, and power is furnished by a 00-horse- power boiler and a 25-horsepower Westinghouse engine. Animal industry. — Principles of breeding, history and development, improve¬ ment and creation of dairy and beef breeds of cattle; principles of feeding, care, selection, and management of dairy and beef cattle. (Lectures, winter and spring terms, twice a week; practice, one hour.) Dairy husbandry. — Milk and butter. (Lectures, fall term, twice a week; prac¬ tice, two afternoons.) Dairy husbandry.— Cheese. (Winter term, practice, two days per week from 10 to 1. ) Dairy husbandry. — Laboratory work on special problems. (Fall and spring terms, one to three hours.) Animal industry and dairy husbandry ( for winter-course students) . —Principles of breed ng, feeding, and selection, care and management of dairy cattle. (Daily practice, one afternoon.) Animal industry and dairy husbandry ( for dairy-course students). — .Lectures on milk and its products, breeding and feeding, daily, one hour; lecture on subects related to dairy husbandry, one hour daily; practice in butter and cheese making and in dairy laboratory, six and one-half hours daily (winter). The winter course in dairy husbandry begins the first week in January and extends through one university term of eleven weeks. The instruction is given largely with the view of fitting students for conducting butter and cheese factories, and is partly by lectures and recitations, but largely by actual practice in the creamery, cheese factory, and dairy laboratory as follows: Lectures on milk and its products, two hours per week; lectures on subjects related to dairying, ten hours per week; cheese-room practice, twice weekly, four to six hours each; but¬ ter-room practice, twice weekly, four to six hours each; dairy laboratory practice, twice weekly, two to four hours each; problems and bookkeeping, two hours per week. (Register, 1898-99.) North Carolina College of Agriculture and Mechanic Arts. Equipment. — The dairy is a frame building, 20 by 40 feet and two stories high. It is supplied with a De Laval separator, Babcock tester, rectangular churn, butter worker, cheap heating apparatus, etc. The cellar is cemented and has a cemented trough on one side through which flows water from a spring situated above the dairy. A GKICULTURAL AND MECHANICAL COLLEGES. 1773 Dairying . — Lectures. (Junior year, second term, three hours.) Practical work. (Sophomore, junior, and senior years.) Dairy bacteriology. — Russell's Dairy Bacteriology. (Junior year, third term, three hours.) (Catalogue, 1897-98.) Agricultural and Mechanical College for the Colored Race (North Carolina). Equipment. — The dairy is equipped with modern apparatus for butter making, such as a United States cream separator, 6 Acme bail churns. 1 Davis sw ng churn, 0 lever butter workers, 1 Eclipse refrigerator, a Boyd cream-ripening vat, a Babcock milk-test machine, etc. Dairying. — The work in dairying is begun with lectures on elementary dairy bacteriology and chemistry, and completed in the dairy with practical work in butter and cheese making, milk testing, detection of adulterants in milk, butter, and cheese. (Lectures, sophomore year, winter term, five hours per week, and dairy practice in spring term, seven hours per week.) (Catalogue, 1898-99.) North Dakota Agricultural College. Equipment . — The dairy building is well equipped with separators, testers, churns, w orkers, and all necessary dairy utensils, and the student is thoroughly instructed in their use and handling. Dairying. — The subject of dairy husbandry is taught in the regular four- year course in agriculture, in the two-year course in agriculture, and in the short winter course of twelve weeks. In the four-year course the first term of the senior year is set apart for the study of dairying and each student devotes two hours per day to practical dairy work in addition to five hours per week in text-book and lecture work on dairy science. The first term, second year, of the two-year course is devoted to this subject and same plan pursued as in the longer agricultural course. In the winter course the subject of dairying alternates with that of horticulture in recitation and lecture work, and those students who elect the dairy laboratory perform two hours’ prac¬ tical work each afternoon. The theoretical instruction will consist of lectures and recitations upon the com¬ position, care, and handling of milk; the influences affecting its secretion; the test¬ ing of milk and its products; the fermentations of milk and prevention of the same; the separation of cream by gravity and centrifugal process; the ripening of cream, and the churning, washing, salting, working, and packing of the product. Stu¬ dents of dairying are required to spend their afternoons in practical work in the dairy building. (Text-book, Wing's Milk and Its Products.) (Circular of Infor¬ mation, 1899.) Ohio State University. Equipment. — The dairy department consists of a receiving room, a pasteurizing room, a storeroom, a refrigerator room, a lavatory, butter-making room, cheese¬ making room, two cheese-curing rooms, and an instructor’s room. The course in dairying begins each year on the Wednesday following the 1st day of January and continues during the entire term. Butter making, as practiced in the farm dairy and in the creamery, is thoroughly taught, The student per¬ forms all necessary operations in the manufacture of butter by these two methods, under the guidance of the instructors. In cheese making the principles are taught, with elementary practice. The instruction is as follows: Dairy farming. — Lectures and recitations on breeds, breeding, feeding, selec¬ tion and judging of dairy stock, equipment and management of dairy farms (three hours each week). Butter and cheese making. — Laboratory practice in running separator, churning, working butter, making cheese, milk testing, etc. (four half days each week). Lectures and recitations (two hours each week). Milk chemistry and milk testing. — Lectures and laboratory practice (two hours each week). Bacteriology . — Bacteria in their relation to milk, butter, and cheese. Lectures and laboratory practice (twTo hours each week). Veterinary medicine. — Diseases of the cow (three hours each week). Machinery. — Care of the boiler and engine (one lecture per week for six weeks). In addition to the course in dairying there is offered instruction in butter and cheese making to the students in the regular agricultural course. It consists of recitations twTice a week and laboratory practice two half days each week during the second term in running separators, churning and working butter making cheese, and testing and pasteurizing milk. (Catalogue, 1897-98.) 1774 EDUCATION REPORT, 1398-99. Oregon State Agricultural College. Equipment. — A new building has been prepared for the dairy department, and is fitted up with all the necessary machinery for carrying on the work in both butter and cheese making. Theoretical dairying will be taught in the class room one hour each day in sophomore year, instruction is given by use of text-books and lectures. Practical work in the dairy in the junior year. (Catalogue, 1898-99.) Pennsylvania State College. The creamery course opens with the beginning of the winter session and con¬ tinues six weeks. The instruction is as follows: Dairy husbandry . — The composition of milk, influence of breed and feed upon milk, selecting milk for retail and cream trade, the construction and care of sep¬ arators, making and use of starters, various methods of ripening cream, condi¬ tions affecting churning, working and packing butter for market, scoring milk and butter. Dairy chemistry . — Different methods of milk testing, use and detection of adul¬ terations, and preservatives. Dairy feeding. — Composition and digestibility of feeding stuffs, feeding stand¬ ards, calculating rations, influence of food upon products. Ice cream. — The manufacture of ice cream, mixing of flavors, making of indi¬ vidual bricks, packing cream for retail and wholesale trade. Dairy arithmetic and bookkeeping. — Practical examples in dairy problems, including dairy machinery, making creamer}7 dividends, and keeping a set of creamery books. Dairy breeds and breeding. — The selection, care, and management of dairy cattle. Dairy machinery. — Study of the steam engine, care of boilers, valves, belts, pulleys, lubrication, fuel, etc. The cheese-making course follows the creamery course and continues six weeks. The instruction is as follows: Dairy husbandry. — The composition of milk, influence of feeding, breed, and environment under which the milk is produced upon milk designed for the manu¬ facture of cheese, advantages and use of the rennet test, advantages and use of natural and pure cultures for ripening milk, treatment of gassy milk, different processes used in the manufacture of export and home trade cheese, construction and management of the curing room, and the scoring of cheese. Dairy chemistry. — Different methods of milk testing, including the use of the lactometer, the testing of whey and cheese, and the detection of adulterations and preservatives. Dairy feeding, dairy arithmetic and bookkeeping. — Same as in creamery course. In the regular course in agriculture instruction in dairy husbandry is given throughout the junior year. In the fall session, lectures on milk and butter one hour and practical work six hours per week: winter session, lectures on dairy bacteriology, care of milk audits products one hour and practical work four hours per week; spring session, lectures on cheese and its manufacture one hour and practical work six hours per week. (Catalogue, 1898-99.) Rhode Island College of Agriculture and Mechanic Arts. Dairy husbandry. — Breeds and breeding of dairy cattle; barns and dairy build¬ ings; milk production, composition; management, aeration, pasteurization, sterili¬ zation, testing, transportation, and marketing; creaming; butter making; cheese making; milk preservation, condensed milk, milk sugar, etc.; milk preparation for infants and invalids; dairy bacteriology. (Elective in senior year, winter term; 3 exercises per week.) (Eleventh annual report.) Clemson Agricultural College. Equipment. — The dairy building is a wooden structure of modern design, con¬ structed especially to illustrate the most approved methods of dairy practice. It has an independent steam plant and waterworks, and is supplied with the lead¬ ing makes of cream separators, churns, butter workers, milk testers, etc. Instruction in dairying is given to the students of the sophomore and junior classes who take the agricultural course. Wing's Milk and Its Products is used as a text book. Instruction is also given in the breeding, feeding, and handling of dairy cattle. (Catalogue, 1898-99.) AGRICULTURAL AND MECHANICAL COLLEGES. 1775 South Dakota Agricultural College. Domestic dairying. — Care and manipulation of milk, manufacture of butter, approved dairy methods in care of utensils, proper regulations of herds, stable methods, fancy butter making discussed and practiced. Wing's Milk and Its Products, Gunter's American Dairying. (Ten hours per week, laboratory.) The course in dairy science begins with the opening of the winter term and extends through twelve weeks. The following work is offered: General agriculture and care of dairy cows, five hours per week. Dairy lectures, five hours per week. Dairy arithmetic, three hours per week. Dairy engineering, two hours per week. Lectures in botany, entomology, and zoology, three hours per week. Bookkeeping, three hours per week. Creamery practice, daily. (Catalogue, 1898-99..) Agricultural and Mechanical College of Texas. Equipment. — The creamery is in a substantial building, supplied with a com¬ plete outfit of the latest improved apparatus for making butter. The machinery is driven by a 6-liorse power steam engine and by a Ahorse power gasoline engine. Practice in both butter and cheese making forms part of the agricultural course. Dairying is taught in the junior year. Thirty-two lectures are de ivered on the subject during the year. The properties and composition of milk, the variations due to breed, feed, and fermentation of milk; creaming, churning, cheese making, testing for fat and for adulterations, and the subject of bacteriology are all dis¬ cussed in order. Students use the creamery equipment freely in performing the practical work and in the dairy practice required. The proper care of fresh milk, the operation of hand and power separators and churn, the care of cream¬ ers, and testing for acidity and for butter fat in milk and cream can be most thoroughly learned by combining this work with the theory taught in the class room. All of the labor of a large machine dairy is performed by students. (Catalogue, 18G8-99). State Agricultural College of Utah. Equipment. — The dairy rooms are in the basement of the main building and are equipped with the best apparatus for the manufacture of butter and cheese on scientific principles. Dairying is taught in the senior year of the regular course in agriculture. The instruction is as follows: 1. Milk. — The elaboration, composition, and fermentation of milk; the testing of milk, with a description of the methods used in paying for milk by test and in determining the worth of milk. A brief outline is also given of the fermenta¬ tion of milk, or bacteriology as applied to milk and dairy products. 2. Butter making . — The different methods of creaming milk and getting the best results are described; the handling and ripening of the cream, churning, salting, working, packing, and marketing the butter. 3. Cheese making. — Cheddar cheese making is described; the making of a uni¬ form product and dealing with practical difficulties are fully illustrated; a brief description is also given of the manufacture of other kinds of cheese, particularly of such kinds as may be made in a home dairy. A Factories. — Factory organization; the building, equipment, and manage¬ ment of factories are fully treated. 5. Practical dairying. — The college dairy is equipped with the best modern apparatus for xuracticai dairy work, and from 1,300 to 3,000 pounds of milk are handled daily; factory and farm dairy methods are illustrated, and the student becomes familiar with all phases of dairy work by actual practice in the dairy, the aim being to familiarize him with the best methods of practice as discussed in the class room. (Catalogue, 1898-99.) University of Vermont and State Agricultural College. The dairy school opens at the beginning of January and continues four weeks. It is designed to teach in a practical manner the manufacture of butter with the latest and most approved apparatus. Three courses, aggregating about 50 lec¬ tures, are given on the constitution and production of milk, its creaming and churning, best methods of handling, testing, etc. Text-books, with quizzes, are used as far as practicable. Seven hours of actual work with dairy machinery are given each day. (Catalogue, 1898-99.) 1776 EDUCATION RETORT, 1898-99. Hampton Normal and Agricultural Institute. The course in dairying extends through one year. The instruction is as follows: Dairy stock. — Breeding, care, management. Dairy bacteriology. Milk. — Composition, sterilization, pasteurization, care, testing, creaming. Butter.— Ripening the cream, churning, working, packing, and marketing. Cheesemaking. Dairy apparatus. — Separator, churn, butter workers, cream vats, etc. (Cata¬ logue, 1898-99.) Virginia Agricultural and Mechanical College. Equipment. — A large and conveniently arranged building has been erected for the purposes of a creamery and cheese factory, with a cold storage and ice plant attached. It is equipped with a cream separator with a capacit}7 of separating 1,800 pounds of milk per hour, one churn with capacity of churning 75 gallons of cream at a time, one power butter worker, vats, and complete appliances for manufacturing 200 pounds of butter a day. The creamery is in operation through¬ out the year. Complete plant for the manufacture of cheddar cheese, with a capacity of from 80 to 40 pounds a day. Dairying. — Cream: Composition and peculiar properties of ; how influenced by food, climate, exposure to air, foul odors, etc. Butter: Color, texture, and character of good article; methods of coloring, working, packing, and marketing. The process is followed from the growing of crops until same are converted into the marketable products. Discussion is also made of the merits of the coopera¬ tive system, the various methods adopted, and the different equipments in the way of separators, extractors, and creameries. (Third year, first term, three times per week.) (Catalogue, 1898-99.) Washington Agricultural College. The school of dairying opens in January and continues for ten weeks. The period from 8 to 9 o'clock a. m. is devoted to lectures on dairy subjects. Students are then divided into three sections, one section going to the butter-making department, one to the cheese-making department, and one to the testing room, where about five hours are spent in practical work. After the work of the day is finished in these departments the students spend one hour in the reci¬ tation room, where methods of keeping dairy accounts is the principal theme for consideration. Equipment. — The creamery is provided with a full equipment for butter and cheese making and for testing milk both for butter fat and for solids not fat. The capacity of the creamery is sufficient to enable it to handle the milk from 300 cows. Led ures. —Fifteen lectures on milk, the various phases of butter and cheese making, milk testing, selection and management of dairy cows, etc. ; 10 lectures on stable hygiene and common diseases of dairy cows; 10 lectures on the care of machinery, speeding of pulleys, etc.; 5 lectures on bacteriology, with micro¬ scopic demonstrations; 15 lectures on composition and adulteration of dairy products and fermentative changes in butter and cheese. Instruction in dairying is also given four times a week during the second semester of the junior year to students in the agricultural course. (Catalogue, 1897-98. ) University of Wisconsin. Equipment. — Hiram Smith Hall is devoted entirely to dairying. This structure of brick and stone has a frontage of 95 feet by 48 feet in depth and is three stories in lie 'ght. It contains an office, lecture room, reading room, dairy laboratory, and rooms devoted to creamery practice, cheese making, farm dairying, pasteurizing, cheese curing, etc. The dairy course opens the 1st of December of each year and lasts twelve weeks. The class is divided into three sections, one of which is assigned daily to the lab¬ oratory, a second to the creamery, and a third to the cheese factory. The sections alternate, so that each student receives instruction twice a week in each of the three departments. The courses are arranged as follows: 1. Lectures and class-room work. — Twenty-four lectures on the constitution of milk, the conditions which affect creaming and churning, methods of milk testing AGRICULTURAL AND MECHANICAL COLLEGES. 1777 and preservation of milk, etc.; 16 lectures, with demonstrations, on the influence of bacteria in the dairy; 8 lectures on heating, ventilation, and other physical problems directly connected with dairy practice; 10 lectures and demonstrations on the care and management of the boiler and engine; 10 lectures on the common diseases of the dairy cow ; 8 lectures on the feeding and management of dairy stock; 8 lectures on breeding and selection of dairy stock; 12 lectures on creamery man¬ agement and accounts; 12 lectures on practical cheese making. 2. Milk testing.^— This embraces instruction in the laboratory in estimating the fat in milk, butter, and cheese by methods adapted to the factory and factory operators (six hours per week). ~3. Butter making. — Butter making is carried on daily on the creamery plan- The student learns to operate the several forms of power centrifugal separators on the market. They attend to the ripening of the cream, churning and packing but¬ ter, carrying on all the operations as they would be conducted in a creamery (twelve hours per week). A Qheese making. — Daily instruction in the manufacture of eheddar cheese, the- operations being carried on as in a regular factory, the students being required to take careful notes and make reports of the process (sixteen hours per week). Students who have had much experience in factory work and can pass satisfac¬ tory examinations in the practical work of the creamery or cheese factory will be advanced early in the term to the experimental dairy section, where problems con¬ nected with this branch will be studied. Advanced dairy instruction will consist of the following courses: Instruction on milk and its products; experimental investigations in butter making; investigations in cheese production; dairy bacteriology as follows: (a) A special course in the preservation of milk and cream for commercial purposes; (6) students familiar with the use of the microscope will be admitted to the bacteri¬ ological laboratory for experimental work in dairy bacteriology. In the regular course in agriculture the instruction in dairying is as follows: The chemistry of the dairy; the composition and physical properties of milk and its manufactured products; the principles involved in modern dairy practice; detection of adulteration, etc. (Lectures and laboratory practice; first semester; five times a week.) Dairy bacteriology. (Laboratory, with conferences; second semester.) (Catalogue, 1898-99.) IV.— INSTRUCTION IN DOMESTIC OR HOUSEHOLD ECONOMY AND ART. Instruction in household economy :s now being given by a number of the insti¬ tutions endowed by the acts of Congress of July 2, 1862, and August 30, 1890. The object of such instruction is to provide for the young women attending the institutions the training that will enable them to understand and to perform properly the duties of the household, such as preparing, cooking, and serving good and wholesome food economically, arrangement and decoration of the interior of the house, sewing, dressmaking, millinery, etc. The importance of such instruction is being recognized more and more, and in several States special buildings for the department of domestic economy have been provided. The instruction in household economy and art offered by the agricultural ami mechanical colleges is as follows: Agricultural and Mechanical College for Negroes, Normal, Ala. Sewing , — First year, fall term: Running, basting, felling, hemming, stitching,, back stitching, notes and lectures on sewing; winter term: Hemstitching, gather¬ ing, overcasting, tucking, buttonhole making, notes and lectures on sewing; spring term: Drawing, herring-boning, feather stitching, quilting garments by band, machine stitching, notes and lectures on sewing. Second year, fall term: Taking measures for garments, cutting by pattern and chart; winter term: Bast¬ ing and fitting dresses, dressmaking; spring term: Finishing and trimming dresses. Third year, fall term: shirt making, cutting coats, wraps, etc.; winter term: Cut¬ ting and making men's clothing; spring term: Fancy needlework and stitching, embroidering on plush, satin, felt, etc. Millinery. — First year, fall term: Names of hat braids, names of hat shapes, putting on hat bands, putting in hat linings; winter term: Wiring and binding- brims, making and putting on bows of ribbon, silk, velvet, etc., lectures and notes on millinery; spring term: Combining shades of ribbons for trimming, combining ribbons, flowers, laces, etc., shaping hats, lectures and notes on millinery. Cooking. — First year, fall term: Making and care of fire, fuel and heat, kitchen- ED 99 — VOL II - 112 1778 EDUCATION REPORT, 1898-99. and appointments, dishwashing, measuring and weighing; winter term: Boiling, steaming, baking, and broiling, cooking of vegetables, marketing, bread making, batters (muffins, etc.), doughs, doughnuts, pastry, cakes, and biscuits; spring term: Desserts, puddings, s rnces, selection of foods, soups, roasting of meat and fowl, frying (fish, meat, etc. ). Second year, fall term: Preserving, beverages, pickling, chemistry of food, study of the yeast plant; winter term: Salads, mayonnaise and French dressing, croquettes, entrees and sauces, game, eggs, and cheese, desserts; spring term: Fancy cakes, frozen creams, ices, sherbets, etc., serving a luncheon or a d nner. invalid cookery, use of chafing dish. Laundry. — First year: Equipment of private and steam laundries; care of fur¬ niture, machines, flatirons; furnishing of ironing boards; receiving, marking, and assorting linen: plain washing and ironing; chemical features of disinfectants; methods of disinfecting; water and water softeners: hard water; tests for min¬ erals and acids in water: vegetable and mineral alkalis; removing stains. Second year: Liquid and solid blues; use of acids; starches; starch glazes; making soap; preservation of colors; washing flannels; bleaches. (Catalogue, 1898-99.) Branch Normal College, Pine Bluff, Ark. The female students have daily training in housekeeping, plain sewing, and art needlework, under the superintendence of Miss Louisa M. Corbin, a graduate of Ann Arbor, Mich. The department is equipped with a sufficient number of sewing machines and a liberal supnly of ail necessary accessories. (Catalogue, 1898-99. ) Colorado Agricultural College. The work in domestic science covers the preparation which the proper care of the home re inires. There are three terms of text-book work, two terms of lec¬ tures, and nine terms of practical exercises. The subject of home hygiene is taken up in the second term of the sophomore year. The text-book used is Public Health, a series of prize essays relating to health in the home, healthy foods, school sani¬ tation, disinfection, prevention of disease, etc. Lectures on household science are given in the third term of the sophomore year. In the first term of the junior year the subject considered is the chemistry of cooking. The text-book used is the work of Mrs. Ellen H. Richards. The second term of the year Atkinson's Science of Nutrition is used as a basis for class exercise and lecture work. The bulletins of the United States Department of Agriculture are helpful in this work. The work of the third term, junior year, includes lectures on nursing, emergencies, etc. The afternoon 'work in sewing consists of drafting patterns, cutting out gar¬ ments, plain sewing, plain and fancy stitches, embroidery, and millinery. Special attention is given to dressmaking. The work in the kitchen laboratorj^ includes the study of roods, with practice in all kinds of cooking and laundering. A lecture is given each Friday afternoon on some topic relating to the care of the house, clothing, and person, social duties, customs of good society, and anything that will aid in the development of a perfect womanhood. (Catalogue, 1898-99.) Connecticut Agricultural College. Cookery, sewing, laundering, and dressmaking, theoretical and practical; pre¬ serving fruits and jellies, making pickles, setting and serving tables, home hygiene and sanitation, home nursing, prevention and care of contag ous diseases, chem¬ istry of foods and economic value of common foods are subjects taught in the institution. (Catalogue, 1898-99.) Florida State Normal and Industrial College. Sewing . — The course in sewing includes educational sewing, darning, household mending, underwear and dress making (tailor system). The complete course is divided into three parts, each of which covers a school year. The first year com¬ prises instruction in all the different stitches used in hand sewing, including patch¬ ing and darning. Practice is given in all the various stitches upon small pieces of various materials. In the second year sewing by machine is introduced, and the pupil is taught the use and care of sewing machines, making underwear, drafting, cutting, and fitting a waist of washable material without lining, or a shirt waist. In the third year the student is taught drafting, fitting, and making dresses. Cooking.— The cookery course, extending through three years, comprises the following subjects: A general knowledge of the nature, use, and preparation of various kinds of meats, vegetables, cereals, fish, soup, bread, food for invalids, etc.3 with practice in the best and most essential methods of cooking them. The AGRICULTURAL AND MECHANICAL COLLEGES. 1779 pupils are taught to prepare and clean everything and leave all in nice order when finished. Laundering. — Laundry work embraces notes regarding location and care of laundry appointments; classification of articles to be laundered, talks upon differ¬ ent kinds of water, sodas, soaps, bleaching powders, bluings, scalding, rinsing, drying, folding, and ironing; practice work in removing stains, starching, cold and boiled starch; washing of white linens, prints, flannels, and fancy articles, silks, laces, etc. The school laundry is fitted with approved appliances, stationary tubs, hot and cold water pipes, sanitary drainage, etc. (Catalogue, 1898-99.) Iowa Stats College of Agriculture and Mechanic Arts. Facilities.' — Domestic Economy Hall includes, besides the general office, the sewing room, dressmaking room, bedroom, kitchen, dining room, and store¬ rooms, all conveniently furnished and equipped for recitations and for demonstra¬ tion and practice work. The means of instruction include text-book study, lec¬ tures on the allied topics, demonstration lessons, and laboratory practice, supple¬ mented by incidental talks, research, and essay writing on assigned subjects, and visits for observation and criticism. The plan followed in arranging the courses combines the actual doing with the study of how and why to do, that manual dexterity may be developed at the same time that study promotes an understand¬ ing of the principles underlying directions and rules. Course I. — Plain seining. — During the first term of the freshman year young women meet once a week for instruction in sewing, with three hours of practice. Each pupil makes for herself a set of models, including the various stitches, seams, hems, fastenings, plackets, etc., with their several applications in garment mak¬ ing and household sewing and mending. Accompanying the models a series of notes is prepared from lectures by the instructor upon the fabrics, tools, and other manufactures employed, and upon the making and use of each model. Course II. — Cooking and hygiene. — During the second term of the freshman year cooking is taught to classes meeting each week for a one-hour recitation or lecture and a three-hour period in laboratory practice. During this term the various food stuffs, separate and combined, are studied in connection with the cooking proc¬ esses and principles. Many simple and substantial dishes are prepared by the pupils, who at the same time receive instruction in general kitchen management. Course III. — Cooking and hygiene.— Students who have completed Course II continue, during the first term of the sophomore year, the same subjects. In connection with cooking, special attention is given to the combining of foods and the serving of foods in connection with general dining-room work. Table setting, the selection and care of table iurnishmgs, the duties of the hostess and waitress, and kindred subjects are discussed, with object lessons and practice. One hour a week is devo.ed to domestic hygiene or home sanitation. This includes such topics as the location and construction of the house; its arrangement, lighting, plumbing, ventilation, heating, furnishing, and cleaning. The principles of clean¬ ing and disinfection are also applied to the processes of laundry work. Course IV. — Sewing. — Students who have completed Course I continue their sewing in garment work. Each one chooses her materials for a suit of underwear which she designs, cuts, fits, and finishes for herself under the direction of the instructor. (Sophomore, second term.) Course V. — Dressmaking. —-Each young woman is expected to purchase, design, and make one unlined cotton dress and one of woolen or other material with a. lining. (Junior, first term.) Course VI. — Cooking. — For the second term of the junior year opportunity is offered for such students as have completed Courses II and III to have more instruction and practice in the art of cookery. The food preparation for this term is somewhat more difficult and elaborate than in the previous terms, and includes soups, roasts, bread and rolls, sauces, salads, and desserts of different kinds, which have not been made before, the particular assignment depending largely upon the individual need of the student. Course VII. — Sewing. — A fourth term of sewing is also provided for the second term of the junior year for those wishing to study the drafting of patterns to measure in connection with more of designing and dressmaking. Course VIII.— Cooking.— The last term in domestic economy (senior year, second term) is devoted principally to the study of foods from the hygienic and economic standpoints; and the practice is designed to demonstrate the proper combination and economical preparation of the common materials. Study of cooking and serving for the invalid occupies several weeks of this course, and is supplemented by general consideration of the duties of the nurse in the home and the desirable conditions and care for the bedroom in sickness and health. 1780 EDUCATION REPORT, 1898-99. During the first term of the senior year no work was offered in this department, as provision is made in the dairy course for young women who desire instruction in home dairying; and at the same time the department of chemistry offers a series of lectures in domestic chemistry. Course IX. — To graduates who have completed the undergraduate courses out¬ lined above, instruction and opportunity for advanced work is offered. Study and investigation along the line of the chemistry and physiology of foods, practical dietetics, home sanitation, cooking, and the other household arts, is pursued in connection with work elected in the departments of botany, chemistry, and other sciences. (Catalogue, 1898-99.) Kansas State Agricultural College. Equipment. — Domestic Science Hall, 84 by 70 feet, contains two stories and base¬ ment. The first story and basement are occupied by the department of household economics, lunches to the students and members of the faculty being served in the basement. The second floor is occupied in part by the department of music and in part by that of sewing. The purpose of the course of domestic science is to afford training in the special subjects which must be considered in the daity administration of every home. 1. Hygiene.— The course of lectures in elementary hygiene is given to both young men and young women. The instruction of the young women is under the direc¬ tion of the professor of domestic science. The general principles of wholesome living and the general care of the human body will be the leading subjects con¬ sidered. (First year, fall term.) In the following courses the work is arranged on educational as well as tech¬ nical lines, and offers both theoretical and practical instruction, and is given in a well-equipped domestic science laboratory. The student is required to keep a set of notebooks, namely: A permanent notebook, a daily class record of class and personal work, and a recipe book. This plan enables the student to keep a clear, systematic, and concise record of every detail and objective point in the work. The lectures and practical work in cooking are presented in four courses and two special professional courses on the following lines: 2. Household economics. — First year, winter term. Lectures, with weekly lab¬ oratory practice. The objective points, neatness, order, economy, and accuracy will be observed. The subject of cookery, its origin, purpose, etc., table of meas¬ urements and weights, directions in measuring, definitions pertaining to manipu¬ lations, methods of cookery, etc., the general care of utensils, the kitchen and its adjoining apartments, the general sanitation of the home, general household man¬ agement, and home ethics constitute the leading subjects of practice and lecture work. 3. Chemistry of cookery. — Third year, fall term. Text-books, Mathieu Wil¬ liams’s Chemistry of Cookery, and Ellen IT. Richards's Chemistry of Cooking and Cleaning. 4. Domestic science. — Third year. Lectures, recitations, and laboratory instruc¬ tion are combined throughout the year, Fall term: A course in fruit cookery; plain household cookery; lectures upon the food principles; classification, elemen¬ tary composition of the human body; study of fuels: heat and its effect; cooking temperatures, etc. Whiter term: Plain household cookery continued; advanced household cookery the latter half of the term. Spring term: Advanced household cookery the first half of the term; high-class cookery the second half of the term; standard menus and general lectures in the science of nutrition with parallel readings are required. Instruction in general serving and entertaining is given. 5. Therapeutic cookery. — Fourth year, fall term. Special cookery for the sick and its application to the home and for hospital nurses in training. G. Emergency lectures and special physiology. — Fourth year, winter term. First aids to the injured; lectures on home nursing. 7. Demonstrations. — Fourth year, spring term. Lecture work in scientific and practical cookery. Each student is required to give a demonstration lecture in cooking before the class and give approved recipes, observing all the educational, scientific, technical, and practical points involved in each method demonstrated. The student lecturer may select one assistant from the class to assist in the gen¬ eral details of the work. In connection with this lecture work each student is required to give a complete lesson outline and conduct one class in practical work according to the best approved methods in laboratory practice. The two profes- fessional courses are designed to meet the demand for more thoroughly and broadly trained young women who go out as graduates. The work of the fourth year is planned so as to give the professional training that a complete course of domestic science should involve. AGRICULTURAL AND MECHANICAL COLLEGES. 1781 All young women take sewing the first year, and in the domestic-science course dressmaking is required in the winter term of the second year. 1. Sewing. — Industrial work: The course of work has been carefully graded, with the idea of developing habits of accuracy and self-reliance. Each pupil is required to keep a notebook, in which she records a description of the work accom¬ plished. A written examination is held at the end of each term. During the first term the pupil makes a book of models covering the full course in hand sewing, and consisting of basting, hemming, gathering, darning, patching, etc. Second term: Machine practice; drafting, cutting, and making underskirt and drawers. Third term: Drafting, fitting, and making dress without lining. Fourth term: Cutting and making corset cover and nightdress. 2. Dressmaking. — Five hours a week will be devoted to class-room work. Pupils will be taught to adapt and use patterns taken from pattern sheets, also the use of a dress-cutting system. Five hours a week will be devoted to industrial work. Each pupil will be required to furnish the material and draft, cut, and make a woolen dress for herself. (Catalogue, 1898-99.) Michigan Agricultural College. A. Cookery. — Freshman year, first term: Making and care of fire; care of kitchen and diningroom and appointments; dishwashing; measuring; the food principles are discussed and foods are studied with reference to their source, composition, cooking, nutritive value, and cost; the principles of boiling, steaming, stewing, baking, broiling, and frying are illustrated in the preparation of soups, vegetables, cereals, eggs, milk, meat, bread, and biscuit. Second term: The principles already explained are elaborated by the preparation of batters, muffins, soups, bread, pastry, cake, desserts, puddings, sauces, fish, and roast meats. Third term: In this term more difficult dishes are prepared, such as salads, mayonnaise and French dressings, croquettes, entrees and sauces, desserts, frozen creams, ices, sherbets, fancy cakes; luncheons and dinners are prepared and served. Lectures are given throughout the course. In the spring term, junior year, a course in cookery for the sick is given four hours a week. Lectures are given discussing the effect of foods in maintaining and restoring a condition of health ; diseases especially affected by diet are considered and foods are prepared for the sick. An elective course in advanced cookery is offered in the fall term of the senior year, five hours a week. This course is intended for students who are familiar with the general principles of cookery. Special attention is given to canning and preserving fruits, and to making jellies, jams, and pickles. Fancy dishes suitable for course luncheons and dinners are made. B. Household economy. — The course in household economy is given to sophomore women two hours a week through the year. Lectures are given and reference reading and papers are required. The subject is treated broadly under the fol¬ lowing divisions: I. The house. — Its site, construction, sanitation; heating, ventilating, lighting; water supply and drainage; disposal of waste; furnishing, cleaning, and general care; administration of household affairs; the keeping of household accounts; the relation of income to expenditure; the significance of the “home”— its relation to the municipality. II. Foods. — Their nature, composition, and nutritive value; discrimination in purchasing; preparation and physiological effects; foods for the sick; foods for the well; foods for growing people, for adults. III. The preservation of health.— -The functions of the body; the care of the body; diets for different periods and conditions of life; work and rest; sleep. IV. Clothing. — Features of healthy garments; sanitary considerations; night clothes; clothing for children and infants; dress materials; principles of con¬ struction of dress; artistic considerations of dress. V. Emergencies . — A course of lessons in the application of the facts of anatomy and physiology, intended to fit one to render that “ first aid” so often indispensa¬ ble in cases of accident or sudden illness when there may be delay in summoning a physician. Sewing. — Sophomore year, first term: Varieties of stitches used in hand sewing; patching* buttonholes, and hemstitching; application upon samples and simple articles. Second term: Care and use of the sewing machine and machine sewing; taking measures and drafting patterns by systems: cutting and making unlined skirts, yokes, and drawers. Third term: Advanced machine work and instruc¬ tion in the use of attachments; drafting, cutting, and making a shirt waist; advanced drafting and cutting and making a corset cover; practice on fulled cloth; putting in pockets, making tailor buttonholes, etc. Junior year, first term: 1782 EDUCATION EEPORT, 1898*99. Cutting, fitting, and making a lined dress; finer hand needlework in sewing on and grafting in lace, rolling hems, and applioued hemming. Second term; Art needlework; a variety of embroidery stitches, and pra' tice on flannel; Spanish laid work and ecclesiastical embroidery; Kensington and solid embroidery; study and practice in color; knowledge thus acquired applied to begun articles of utility. Third term: Millinery; practical and artistic principles; study of texture and quality of materials; care and renovation of materials; practice in making various bows; making and trimming covered hats and bonnets. (Catalogue, 1898-99.) UNIVERSITY OF MINNESOTA (SCHOOL OF AGRICULTURE). Cooking. — First year, second term: Kitchen management; care of cooking uten¬ sils, glass, china, and silverware; measuring and invoicing; cooking vegetables, cereals, and bread. Second year, first term: Canning, preserving, pickling, and jelly making; soups, eggs, and meats. Second year, second term: Marketing, care of foods, and cold storage; fruits, salads, hashes, croquettes, “save all” dishes, and lunch baskets; equipment of dining room and table service. Third year, first term: Mixed soups; desserts of various fruits harmoniously combined; proper combination of flavors and colors in garnishing food; mixing and seasoning foods; carving and serving meats. Third year, second term: Food rations, dietaries, and bills of fare; invalid cooking, beverages, frozen dishes, pastry, and cake; food economics, table duties of host and hostess, and essays on housekeeping. Domestic chemistry. — Third year, second term: Instruction is given in the chem¬ istry and economy of human foods. Simple tests for the detection of the adulter¬ ation of foods are given. The chemistry of cleaning material and the composi¬ tion of various household articles are considered. The instruction is given in the form of laboratory practice. Home economy. — Second year, second term: This work is taught as the just pro¬ portion between income and expenditure; the distinction of economy, frugality, and parsimony are considered with reference to a. definite proportion in the expendi¬ tures which are made for existence, comfort, culture, and philanthropy. A study is made of the sources of income, especially of the income from the farm in the form of house, food, and luxuries. The purchase of clothing, household stores, and furnishings is considered from the standpoint of tire suitable. The relation of cash and credit to cost is also considered. Attention is given to savings and forms of investment, a bank account and the use of a check book. Each student in this class is required to submit at the close of the term a paper setting forth in detail the use of a certain named income for one year, embracing not only every item of necessary home expense but also an outlay made for travel, luxuries, accident, sickness, and other emergencies. The habit of keeping a household account is calculated to strengthen the judgment in making a wise use of money, therefore an analysis and study of expenditures as here indicated serves to bring clearly before the student's mind the relative importance of the different things which money will procure. Home management. — First year, second term: This includes both housekeeping and home making, and the teaching of the subject naturally falls into three d vi¬ sions, household work, sanitation, and family life. The instruction is based upon the belief that housekeeping is as important as it is difficult, and that home making is the noblest form of human endeavor. The points in detail in the prep¬ aration of food, the making of clothing, the care of the house and household be¬ longings, and the ordering of the family life are considered in their relation to an adequate plan for home management. To start the student in the correct way of becoming mistress of the business of housekeeping is the end sought. It is believed that for one who knows the reason for the doing there is no drudgery; therefore stu¬ dents are taught the specific danger that lurks in dust and dirt, in order that they may understand the dignity of the unceasing war which the housekeeper makes uxion these forces. The practical benefit to be derived from the knowledge stu¬ dents have gained in the cooking, sewing, laundering, and dairy classes is empha¬ sized and shown in its relation to an adequate plan f or the daily programme for the home. While the science of family life has not been formulated, yet some of its fundamental principles are recognized and may be taught. Household art. — Second year, first term: This is taught by a series of lectures treating of the adornment of the house and grounds, noting the distinctive char¬ acter of the country home and opportunity for embellishment found in the sur¬ roundings. The intention is to show that thought and energy can accomplish as much or more than money in making a farm home attractive; also to show the importance of acquiring correct knowledge and correct taste in order to secure every xiossible convenience, combined with harmonious forms, colors, and styles 1783 AGRICULTURAL AND MECHANICAL COLLEGES. in walls, draperies, and furniture. The true relation of beaut}’, use, and influence of surroundings upon life and character are considered in connection with the pos¬ sibilities for improvement that may be found in simple and inexpensive methods. Hygiene. — Third year, second term: Hygiene as a special study for women con¬ siders the health of the family as dependent upon pure food, pure water, personal cleanliness, and proper habits, as well as upon heredity. The aim is to show how a correct knowledge of the laws of nature is essential not only to the restoration but to the preservation of health. Several lectures by a physician will be given upon maidenhood, maternity, motherhood, infancy, and related subjects. These special lectures will be supplemented by the regular lectures in class, thus extend¬ ing and simplifying the subjects in plain and easily understood terms. Laundering. — First year, first term: Several lectures are given and practice work is provided in washing, ironing, starching, polishing, cleaning, and pressing clothing. Sewing. — During the first year (first term) students receive instruction in the elements of sewing; different stiches, such as basting, seaming, hemming, darn¬ ing, buttonholing, and patching are taught, and practice is given in the use of all the implements belonging to the sewing basket. The second year’s work consists of cutting and making plain garments, such as underwear, children’s clothing, shirt waists, and cotton dresses. In the third year the more difficult work of dress¬ making is taken up. The cutting and fitting of dresses and jackets are taught by a very simple system; careful attention is given to quality of materials and har¬ mony of colors. The course is designed to make each graduate capable of doing all kinds of sewing needed in the home. (Catalogue, 1898-99.) Montana College of Agriculture and Mechanic Arts. Sewing. — All the ordinary forms of sewing are taught, including garment mak¬ ing, dressmaking, and embroidery. The work is carefully graded according to the capabilities of the student, and may be utilized by her in the making of her own clothing. A straight-line system of cutting and fitting is taught, and sys¬ tems are furnished at cost. The sewing room is furnished with a large cutting table, small sewing tables, three sewing machines, and cases for work. Household economy.— Lectures embracing such subjects as food stuffs and their nutritive value; marketing, neatness, and order in housekeeping; preparation and serving of foods; food for the well, food for the sick, and talks on etiquette. Household sanitation , — Lectures pertaining to the proper care of the home and its inmates. Hygiene and emergencies. — Lectures treating of the laws of health and home nursing. Cooking. — The object of the work in cooking is to familiarize the student with the most economical, healthful, and attractive methods of preparing and serving foods. Special attention is given to hygienic cookery. The economic value of the Aladdin oven is demonstrated, and a short course is given with the chafing dish. Special attention is paid to table laying and decoration and to serving meals. The kitchen laboratory is a large room provided with cupboards, and conven¬ iently furnished with tables, sinks, range, an Aladdin oven, and a good supply of cooking utensils of all kinds. Individual worktables are provided for the use of each student. These tables have a full equipment of cooking utensils. Opening, from the kitchen is a dining room, with sideboard well supplied with table linen, dishes, and silver. (Catalogue, 1898-99.) University of Nebraska. Food economics. —Study of food principles, comparison of nutritive and money values of food materials, marketing, values of fuels. General cookery of cereals, vegetables, meats, soups, breads, desserts, etc. Household economics.— Location of house, plans for the construction of a house, application of chemical principles in cleaning and disinfection, study of light, heat, ventilation, water supply, plumbing, sewerage, etc., in their relation to the home. Keeping of household accounts. Advanced course in cookery, including the preparation of salads, croquettes, pastry, cakes, etc., the preservation of food materials by canning, preserving, pickling, etc. Invalid cookery; serving of meals; preparation of dietaries. (Calendar, 1898-99.) 1784 EDUCATION REPORT, 1898-99. Agricultural and Mechanical College for the Colored Race, Greensboro, N. C. Sewing. — This course begins with the first year in the preparatory department and continues throughout the entire course of six years. Special attention is given to the various stitches, buttonholes, cutting and making childrens’ and ladies’ garments, the use of the sewing machine and attachments, and the art of fancy needlework. Cooking. — This course begins with the first year in the preparatory department and continues throughout the entire course of six years. Special attention is given to food economics, the selection of foods with regard to cost and quality. (Catalogue, 1898-99.) North Dakota Agricultural College. Cooking . — There are two courses of cookery; one aims to give the students who have but a limited time the work that will be of most value to them, and includes plain cooking, dealing with soups, meats, vegetables, breads, invalid cookery and plain desserts; also the care and management of different rooms of a house, order and arrangement of household duties and practical experience in planning and serving meals. The regular course begins with the first term of the freshman year, one hour each day, in the study of the home, its proper construction and location, its sanitation and hygiene, including the heating, plumbing, etc., also how to furnish the home artistically as well as economically and hygienically; also the proper care of the body with regard to clothing, diet, exercise, and rest. Much help is gained from the class study of houses in the process of construction, different types of homes, interior decorations, etc. Serving. — The course in sewing is very complete, beginning with plain needle¬ work. One term is required to be devoted to the making of a model book, which is composed of different samples of hemming, running, felling, darning, patching, etc.; these when mounted in the book with full explanation are very helpful for reference. The next work is the drafting and making of cotton and linen gar¬ ments, which is followed by work in dressmaking. This includes the drafting, cutting, fitting, and finishing of dresses. A study of color combination and work in embroidery is taken up later in the course. Equipment. — The department has four rooms. The lecture room is well fur¬ nished and is used for office purposes, lectures, and recitations. Large doors opening from the room on one side connect with the sewing room and on. the other with the kitchen laboratory. The sewing room is provided with machines, sew¬ ing tables, cutting and pressing tables with gas connection, chiffonier for mate¬ rials, blackboard, mirror, and other necessary furniture. The kitchen laboratory is equipped with work desks at which each student has her place and keeps her utensils. The work desks are supplied with gas for cooking, but the students are given experience in the management and care of the kitchen range, which is used when the meals are prepared. Other appliances available for use or illustration are the Aladdin oven, small electrical stove, balances for practical and experi¬ mental use, food museum showing the composition and nutritive value of some of the principal foods, food charts, and microscope. It is also aimed to use those kitchen conveniences that, tend to simplify and economize household labor. The dining room is supplied with dining-room furnishings, and makes a home-like place in which the practice meals prepared by the students are served. (Circular of Information, 1899.) Ohio State University. 1. One lecture (demonstrated when necessary) and three laboratory periods a week. (First term.) Lectures on (a) principles of combustion, utility and cost of fuels, construction of ordinary stoves and ranges and of the Aladdin oven; practice in building, regulating, and caring for a fire; the consideration of ancient and modern methods of cooking, (b) Food economics: Study and classification of food principles, water, salts, carbo-hydrates, proteids, fats; comparative nutri¬ tive values of foods; a vegetable diet considered; baking powders, food adjuncts, beverages, filtration, laws regulating adulteration of foods and inspection of meats; the various methods of preserving foods, (c) Study of cuts of meats (demonstrated) and of carving. Laboratory work: General cooking; preparation of cereals, vegetables, soups, stews, fish, meats, and breads. 2. One lecture, three laboratory periods a week. (Second term.) Lectures on (a) general marketing; (b) comparative nutritive values and money values of vari- AGRICULTURAL AND MECHANICAL COLLEGES. 1785 ons foods, study of charts and dietetic tables, preparation of dietaries; (c) the chem¬ istry of the human body, (1) its composition, (2) the chemistry of digestion; (d) the effect of cooking* upon the digestibility of foods, necessity for a mixed diet; (e) waiting-maids’ course (four weeks). Laboratory work: General cookery; preparation of entrees, croquettes, salads, pastry, puddings, and sauces. 3. One lecture and three laboratory periods a week. (Third term.) Lectures on first aids to the injured and on general nursing. Laboratory work: (a) Gen¬ eral cookery (four weeks): Including cakes, desserts, frozen dishes, etc., and the ordering, preparation, and serving of a dinner to guests; (b) invalid cookery (six weeks), including the preparation of such dishes as may be healthful and appe¬ tising during illness or convalescence. 4. One lecture, three laboratory periods a week. (First term.) Lectures oil household economics: (a) The situation of a house, the planning and construction of a house from attic to cellar, light, heat, ventilation, water supply, plumbing, sewerage, disinfection. (6) The ordering of house work, (c) Simple household accounts and bookkeeping, (d) Laundry work. Laboratory work: (a) Can¬ ning, jellying, preserving, pickling, etc. (four weeks), (b) Chafing dish (three weeks), (c) Laundry work (five weeks): Washing, ironing, and general care of underclothing (silk, flannel, and merino), linens, starched clothes, laces, and embroideries. 5. One lecture, with two practice periods in sewing and one in millinery a week (second term). Lectures on production and manufacture of cotton, wool, flax, silk, etc., the choice and treatment of various materials, study of line, form, color, and texture as applied to dressmaking and millinery; artistic and hygienic dress considered. Practice work, (a) Plain sewing: Practice in the different stitches, drafting and making white goods by hand and by machine. (b) Millinery: Mak¬ ing bows, facing, and finishing brims, trimming simple hats. (5. One lecture, with two practice periods in sewing and one in millinery a week. (Third term.) Lectures on historic costumes illustrated. Practice work, (a) Sewing: Drafting and making an unlined dress, drafting and making a cloth skirt, drafting, matching, and making a striped house jacket. (5) Millinery: Making and trimming covered hats and bonnets, making a shirred hat. 7. One lecture, with two practice periods in sewing and one in millinery a week. (First term.) Lectures on art and its applications. Practice work, (a) Sewing: Drafting and fitting waist linings, drafting and making close-fitting waist, draft¬ ing and making princess gown, (b) Millinery: Designing and making an evening hat or bonnet; work with fancy straws and mourning goods, 8. One lecture, with two practice periods in dressmaking and one in art needle work weekly. (Second term. ) Lectures on history of domestic art. Practice work. (a) Dressmaking: Designing, drafting, fitting, and making an evening gown and fancy waist, (b) Art needle work: Drawn work, lace work, and simple embroidery. 9. One lecture, with three practice periods in tailoring weekly. (Third term.) Lectures on art in the household. Practice work: Designing, drafting, and mak¬ ing of a tailor suit and lined jacket. (Catalogue, 1897-98.) Oregon Agricultural College. Freshman year. — First term: Four sewing lectures and practice work, one hour a day, on sewing samples. Second term: Sewing continued; lectures and talks on social forms and usages, the art of entertaining, readings on the art of conver¬ sation. Third term: Sewing, the making of simple garments; readings, conversa¬ tion. Sophomore year. — First term: Drafting and making simple skirt, cutting, fitting, and making lined waist from pattern; a study of the texture of goods, live hours. Third term: Drafting and making lined waists, matching stripes and plaids, study of woolen textures, ten hours. Junior year. — First term: Cookery (canning of fruits, one-half term); three lectures; one hour a day practice work in the kitchen laboratory; technological cookery; preparatory work in chemistry of foods, one-half term. Second term: Practice work in cookery, four hours per week. Third term: Practice work in cookery, three hours per week. Senior year. — First term: Special hygiene, three hours; aesthetics, four hours; needlework, five hours. Second term: Sanitary science, one hour; aesthetics, four hours. Third term: Home-furnishing coarse, three hours; emergency lectures, one hour. (Catalogue, 1898-99,) 1786 EDUCATION REPORT, 1898-39. « South Dakota Agricultural College. 1. Plain sewing. — Practice upon samples of the stitches in every-day use, includ¬ ing button-hole making, preparing a model book, and making at least two pieces of a suit of underwear. (Winter term, two hours three times a week.) 2. Household economy. — Lectures on foods and the preparation of same and upon the general care of diningroom and kitchen. (Winter term, one hour five times a week. ) 3. Cooking. — Bread making, cooking of meats, pudding, cakes, and plain cook¬ ery in general. (Spring term, two hours three times a week. ) 4. Sewing. — The making of the remainder of the suit of underwear, an unlined dress, and a shirt waist. (Spring term, two hours twice a week.) 5. Sewing. — Drafting, cutting and fitting, and plain dressmaking. (Fall term, two hours three times a week.) 6. Sewing. — Continuation of 5, general dressmaking. (Winter term, two hours five times a week. ) 7. Sewing. — Art needlework, as embroidery and hemstitching. (Winter term, two hours five times a week. ) 8. Cooking. — Especial attention given to preserving, pickling, and the prepara¬ tion of entrees. (Fall term, two hours twice a week. ) 9. Cooking. — F ancy cooking, menus, dainty methods of serving food, and invalid cookery. (Spring term, two hours five times a week.) 10. Cooking. — Each girl will take up some special line of cookery which will give material for the preparation of her disquisition, if her major study is in domestic science. (Winter term, two hours five times a week.) 11. Household sanitation. — Lectures on proper house planning, ventilation and plumbing, care of sleeping rooms, arrangements for sickness, and care of invalids. (Fall term, one hour twice a week.) 12. Cooking. — Continuation of 10. (Spring term, two hours five times a week.) (Catalogue, i.898-99.) Utah Agricultural College. I. HOUSEHOLD ECONOMY. 1. Laundering occupies the fall term., and consists of practical work alternating with lectures. The practice includes plain white washing and removing stains, clear starching, best methods of doing up fine mull, or ironing shirts, cuffs, and collars, washing flannels, and cleaning silk and fine woolen goods. The lectures treat of the chemistry of the various materials used and of hard waters and the process of softening them. Soaps, washing fluids, bleaching powders, bluings, and starch are discussed in their scientific and practical relations to laundry work. 2. Fr uit ' work includes canning by various methods and making all kinds of pre¬ serves and marmalades; different methods of making jellies, and experiments with green and ripe fruits; the making of all kinds of catchups, spiced fruits, sweet and sour pickles, table sauces, and meat relishes; the preparing of fruit juices, cordials, and sirups. The latter part of the term’s work is a course of lectures on the chemical nature of fruit, its acids and sugars; the value of fruit as food and its action on the human system; the causes of fruit fermentation, and a study of antiseptics. 3. Cooking lectures treat of marketing and the selection of food; general rules of measuring and mixing; best methods of baking and boiling; deep and shallow frying; the general chemistry of cooking: carving and serving of food. 4. Cooking practice includes all kinds of plain and some fancy cooking, cover¬ ing in a general way all the subjects with which a housekeeper in moderate cir¬ cumstances needs to be familiar. Demonstration lessons are given at various times throughout the term on subjects difficult of treatment in the general prac¬ tice. A three-course lunch is served daily during the winter term. Members of the class take turns in presiding as hostess at the table, carving and serving plates and looking after the needs of the guests. They also take turns in waiting upon the table. o. Science of nutrition is a study of foods, their chemical composition, charac¬ teristics, digestibility; the way in which they nourish the body; the best foods to be given in certain diseases; the best food for young ch ldren; effect of age, cli¬ mate, and occupation on amount and kind of food required. In connection with these lectures about 40 lessons are given in preparing food for the sick. 6. Hygiene treats of sanitary conditions about the home; dangers from damp and unclean cellars, foul drains and sinks; ventilation, heating, and lighting; AGRICULTURAL AND MECHANICAL COLLEGES. 1787 instructions especially necessary to women on the care of personal health; home nursing, with illustrative lessons on changing beds for the sick. 7. Household management consists of lectures on the convenient arrangement and economical furnishing of rooms; the best methods of doing all kinds of house¬ work, with a view to economy of time and strength; duties of mistress and serv¬ ants; entertainment of guests, and many other subjects of interest to the home maker. 8. Aesthetics is the science of taste and beauty. The course includes talks on fine china, pictures, furniture, decorations for the home, harmony of colors, taste in dress, and kindred subjects. II. — SEWING. 1. Piece sewing. — Practice is given first in the various hand stitches used in muslin and woolen goods; overhanging, running, hemming, hemstitching, over¬ casting, felling, gathering and stroking gathers, buttonholes, gusset, patching and darning’ French hem on damask, etc. 2. Dressmaking. — At least two muslin garments are made. A gown is cut cut, basted, and entirely made by the student. 3. Designing , cutting , and gating. — Instruction is given by talks on grace in design of costume and harmony of colors. Special attention is given to hygienic modes of dress. The student is taught to make drawings of the costumes which she designs. She also learns to draft patterns from measurements. Further practice is given in cutting and fitting. 4. Fancy work. — This course includes Kensington embroidery, Roman cut work, Spanish laid work, drawn work, jeweled embroidery, and modern lace making. (Catalogue, 18GS-99.) Hampton Normal and Agricultural Institute, Hampton, Ya. Cooking. — Three and one-half months, four hours a week. Making and care of fires, dish washing and care of kitchen; talks on fuels and foods; baking apples, potatoes, etc.; boiling vegetables and eggs; steaming; lessons in buying meat; cooking of meats; warmed-over dishes, soups, broiling and stewing; simple and invalid cooking; biscuits and cookies; bread; plain cake; plain pastry; cooking of poultry, fish, and eggs; .tea, coffee, cocoa; setting table. These lessons are accompanied by instruction in the chemistry of cooking so far as it applies in the practical work. Sewing. — Junior year, two periods a week: Basting, running, overcasting, back- stitching, overhanding, hemming, felling, blind stitching, cross-stitching. Each student makes for herself a book containing samples of the different kinds of work, and keeps a notebook in which she sets down the verbal instruction given. Middle year: Continuation of the work of the junior year; each student cuts and makes for herself a full set of underclothes. Senior year: Students are given talks on colors and material used, and taught to draft and cut from patterns, and each girl makes for herself a dress. (Catalogue, 1898-99.) W est Virginia Colored Institute. I. — plain sewing. First year. — First term: Holding needle, use of thimble and tools; basting, overhanding, running, turning hem by measure, gathering and stroking* gather¬ ing; putting on bands. Second term: Sewing on buttons, putting on gussets; herringbone stitched on flannels; patching, hem stitching, and French fell; mak¬ ing of pillowcases; making buttonholes. Third term: Darningon woolen goods; blind stitching; mending and darning; review of previous terms. Second year. — First term: Names of sewing-machines and parts; how to clean, oil, and operate the machines; how and when to use attachments; machine stitch¬ ing, selection of material. Second term: Instruction in the use of the magic scale system for cutting garments; cutting and making gentlemen's undershirts, colored shirts, and overalls. Third term: Taking measures, cutting skirts by measure; cutting under waists from pattern; basting, stitching and trimming; cutting and making a plain dress by pattern; review. 11.— DRESSMAKING. First year. — First term: Choice of material and talk on the manner of wearing goods; drafting and cutting foundation and outer skirts from measurements, 1788 EDUCATION REPORT, 1898-99. Second term: Making, hanging, and trimming skirt; talking on forms, line, and proportion in relation to draping and trimming. Third term: Drafting, cutting, and fitting plain basques, and the general finish of these garments. Second year. — First term: Drafting basques, sleeves, and the different accesso¬ ries to the basque from measurement; drafting basque with extra seam for stout figures. Second term: Cutting and matching striped, plaid, and figured basques and skirts; talks on artistic and hygienic principles of dress; talks on color and textiles applied to dress. Third term: Appropriate selections for different indi¬ viduals; advanced work in making complete dresses from different kinds of material. Third year. — First term: Cutting, fitting, and pressing; practice in the use of colors; talk on the manufacture of cloth. Second term: Drafting jackets of vari¬ ous styles; making different styles of collars and trimmings; sewing on hooks; putting in whalebones. Third term: Draping garments of every kind; making and finishing garments of every kind from different kinds of material. (Cata¬ logue, 1897-98.) CHAPTER XL. STATISTICS OF NORMAL SCHOOLS. The number of persons engaged in teaching in the United States, from kinder¬ garten to university, exceeds 485,000. To recruit this vast army of teachers, there were 93,687 students in the scholastic year ending June, 1899, pursuing training courses for teachers in institutions of various grades. Of these students, 56,279 were being educated in 739 public institutions and 37,403 in 749 private institu¬ tions. About 48 per cent of the total number, or 44,808, were in the 166 public normal schools, while 28,572 were reported from 165 private normal schools. The normal students in 29 public universities and colleges numbered 2,541; in 206 pri¬ vate universities and colleges, 6,950; in 544 public high schools, 8,930, and in 378 private high schools and academies, 6,886. The following table shows the number of institutions of each class and the number of normal students in each class for four scholastic years: Normal students reported for four years. Classes of institutions. 1895-96. 1896-97. 1S97 -98. 1898-99. In¬ stitu¬ tions. Stu¬ dents. In¬ stitu¬ tions. Stu¬ dents. In¬ stitu¬ tions. Stu¬ dents. In¬ stitu¬ tions. Stu¬ dents. Public normal schools . 160 40, 421 164 43, 199 167 46, 245 166 44, 808 Private normal schools . . 169 20, 777 198 24, 181 178 21,293 185 23, 572 Public universities and colleges .. 27 1,691 30 1,839 23 2, 255 29 2, 541 Private universities and colleges. 166 5, 335 166 4, 650 188 6, 065 206 6, 950 Public high schools . 447 8, 246 507 9, 001 494 7,378 544 8,930 Private high schools . - 439 7,930 422 7,064 326 5, 989 378 6,886 Grand total _ _ 1,408 84, 400 1,487 89,934 1,376 89, 225 1,488 93, 687 In all public institutions - 634 50,358 701 54, 039 684 55, 878 739 56,279 In all private institutions _ 774 34, 042 788 35, 895 692 &3, 347 749 37,408 The 166 public normal schools had an average of 270 students to the school, and the 165 private normal schools an average of 142 to the school. The 29 public universities and colleges reporting normal students had an average of 84 to the institution, while 206 private universities and colleges had an average of nearly 34. The average number of normal students in 544 public high schools was 16, and the average number in 378 private high schools 18. These averages have ref¬ erence only to students pursuing training courses for teachers. Students in other courses are enumerated elsewhere. The number of students graduating from the teachers’ training courses of the public and private normal schools in 1899 was 11,175. The normal graduates of other institutions were not reported to this office, but it may be estimated that the number of students graduating from normal courses in all the institutions named, including the normal schools, was not less than 15,300. But this number does not represent the entire number of recruits added to the teaching force of the country each year. Thousands leave the normal schools after one year's study and begin the work of teaching, while thousands more join the ranks. from other institutions. 1789 1790 EDUCATION EEPOKT, 1898-99. The distribution of normal students by States and Territories classified as in the above table is shown in Table 17 in this chapter. With two exceptions all the States and organized Territories make provision for the education of teachers in public normal schools. Nevada and Wyoming have no public normal schools, but their State universities have departments for the free education of teachers. Tennessee has not a normal school completely under State control, but the legis¬ lature makes an annual appropriation of $90,000 to the Peabody Normal College of the University of Nashville, providing for a certain number of free State schol¬ arships. The State board of education has also a voice in the management of the affairs of the college. The State makes still further provision for the education of teachers in the University of Tennessee, where tuition is free. PUBLIC NORMAL SCHOOLS. The summarized statistics of the 163 public normal schools will be found in Tables 1 to 8, while detailed information concerning the schools will be found in Table 19. The number of public normal schools in each State is shown in the first column of Table 1. Fifteen States and Territories support only 1 school each. Massa¬ chusetts has 10 schools, New York and Pennsylvania 15 each. These three States have nearly one fourth the public normal schools in the United States and more than one-third of the normal students. In the 166 schools there were 2,057 teach¬ ers employed in instructing students in normal departments and 683 engaged wholly in other departments. The North Atlantic Division had 899 of the teach¬ ers lor normal students, the North Central Division 638, the two southern divi¬ sions 174 each, and the Western Division 172. Of the 2,057 teachers, 839 are men and 1,218 are women. Tables 2 and 3 summarize the enrollment of students in the public normal schools. Of the 44,808 students in the normal departments, there were 11,543 males and 33,265 females. The North Atlantic Division has 17,714 students, 15,035 of these being in Massachusetts, New York, and Pennsylvania. In the North Central Division the students in normal departments numbered 16,325, quite evenly distributed. The South Atlantic Division had 3,794, the South Cen¬ tral 3.272, and the Western Division 8,703. The public normal schools had 866 students in business courses, 4,804 in secondary grades equivalent to high-scliool grades, and 24,690 pupils in elementary grades. The grand total, as shown in the first column of Table 3, was 75,168. The number of colored normal students included was 1,138, nearly all in the public normal schools for educating colored teachers in the Southern States, Many of the public normal schools use their elementary departments as model schools, while some maintain no model schools of their own, but use for the same purpose the elementary grades in convenient public day schools. Table 4 shows that in 1899 the number of teachers graduating from the public normal schools was 8,948, the number of male graduates being 1,635 and the number of female graduates 7,313. The North Atlantic Division alone had more than half of these graduates, or 4,653. The North Central Division had 2,530 graduates, the South Atlantic 480, the South Central 461, and the W estern Division 821. These schools had 182 graduates from business courses and 654 from other courses. The income of the public normal schools for each State is shown in Table 5. The appropriations from States, counties, and cities for support for the 135 schools reporting this item aggregated $2,510,934. The total income for the year from appropriations, tuition fees, productive funds, and from other sources reported by 141 schools was $3,484,107. Tuition fees received by 105 schools aggregated $498,719, and the greater part of this sum must have been paid by stu- NORMAL SCHOOLS. 1791 dents not in normal courses. The amount received from productive funds "by 15 schools was $87,853. It is probable that the $406,801 reported by 49 schools as receipts from “ other sources and unclassified ” came directly or indirectly from public funds. The value of buildings, grounds, and other property of 142 of the public normal schools reporting’ to this office in 1898-99 was $20,836,010. As shown in Table 6, the number of volumes reported in the libraries of 148 of these schools was 591,728, valued at $649,293. Five schools received during the year benefactions amount¬ ing to $141,273. Ten schools have endowments aggregating $1,888,529. The aggregate of public appropriations for buildings and improvements received by 42 schools was $560,896. Table 7 shows the amount of public appropriations received each year for the last six years by the public normal schools for support, while Table 3 shows the public appropriations for buildings and improvements in the same period. The following table shows the aggregates of these appropriations for each year since 1889-90: Public appropriations to public normal schools for ten years. Year. For support. For building. Year. For support. For building. 1889-90..... . . . 1,312,419 1.285,700 1, 567, 082 1,452,911 1, 996, 271 900, 533 409, 916 391, 635 . 816, 826 1, 583, 399 1891-95 . 1,917,375 2, 187, 875 2, 426, 185 2, 566, 132 2, 510, 934 1,003,933 1,124, 834 743, 333 417, 866 560, 896 1890-91 . 1895-86 . . . 1891-92 . 1896-97 . 1892-93 . 1897-98 . 1893-9-1 . . 1898-99 . PRIVATE NORMAL SCHOOLS. The number of private normal schools reporting to this office varies from year to year. There was a falling off of 13 in the number of schools from 1898 to 1899. A few of the weaker ones went out of existence, while others continue as private secondary schools. The remaining schools we re considerably strengthened, the 185 reporting for 1898-99 having 2,279 more normal students than the 178 schools reporting for 1897-98. Table 9 shows that the 165 schools had 1,038 teachers for normal students, an increase of 28 over the previous year. The number of teachers wholly for other departments was 687, a decrease of 49 from the preceding year. Private normal schools are not reported from 18 States and Territories. Only 10 such schools are credited to the North Atlantic Division, where there are 57 public normal schools. In the North Central Division there are 72 private normal schools with 14,826 normal students, while the 41 public normal schools of that division have 16,325 normal students. The two Southern divisions have together 79 private normal schools with 5,736 normal students, while the 51 public normal schools of that section have 7,066 normal students. From Table 10 it may be seen that 11,829 of the 23,572 normal students in the private normal schools were men and 11,743 were women. Of the total number 14,826, or nearly 63 per cent, are in the North Atlantic Division. The total enrollment in the private normal schools was 50,836, including 5,749 in business courses, 8, 191 in secondary grades, and 13,324 in elementary grades. It is shown in Table 11 that there were 2,140 colored students in the normal depart¬ ments, nearly all being in private normal schools for the colored race in the two Southern divisions. The number of graduates from teachers' training courses was 2,227, as shown in Table 12, the number of men being 1,139 and the number of women 1,098. There were 1,629 graduates from business courses and 1,250 from other courses. 1792 EDUCATION REPORT, 1898-99. Table 13 shows that 28 private normal schools received State, county, or city aid aggregating $24,823. The tuition fees of 105 schools amounted to $590,402, while 14 schools received $47,997 from productive funds. The aggregate income of 118 schools was $921 ,473. The value of grounds, buildings, and other property owned by 138 private nor¬ mal schools was reported as $5,831,785, and 28 schools possessed endowments to the value of $2,508,744, as shown in Table 14. During the year 24 schools received benefactions amounting to $423,755. The libraries of 128 schools had 206,893 vol¬ umes, valued at $181,573. DISTRIBUTION OF NORMAL STUDENTS. It is shown in Table 15 that nearly 26 per cent of the normal students in public normal schools were men and over 74 per cent were women, while in the private normal schools the number of normal students was almost equally divided between the sexes. Nearly 20 per cent of the normal students attending public normal schools in 1898-99 graduated, while in the private normal schools less than 10 per cent graduated. The number of students pursuing teachers’ training courses in universities and colleges, in public high schools, and in private high schools and academies is sum¬ marized by States in Table 16. Table 17 is a summary of all the students in the five classes of institutions reported to this office as pursuing normal or teachers’ training courses in 1898-99. 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 for each year for the past six years is given. Institutions which are public are so designated. NORMAL SCHOOLS 1793 Table 1. —Summary of statistics of public normal schools in 1898-90. 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 . 168 839 1,218 2,057 136 557 693 975 1,775 2,750 North Atlantic Division. . . 57 320 579 899 27 242 269 347 821 1,168 South Atlantic Division... 25 til 103 174 55 110 165 126 213 339 South Central Division.... 26 78 96 174 25 44 69 103 140 243 North Central Division — 41 284 354 638 26 145 171 310 499 809 Western Division . 17 86 86 172 3 16 19 89 102 191 North Atlantic Division: Maine . 5 9 22 31 0 8 8 9 30 39 New Hampshire . . . 1 4 4 8 0 5 5 4 9 13 Vermont . . . 3 5 11 16 0 5 5 5 16 21 Massachusetts . . 10 44 78 122 1 41 42 45 119 164 Rhode Island. . . 1 4 16 20 0 8 8 4 24 28 Connecticut . . 4 8 48 56 2 32 34 10 80 90 New York . . 15 72 227 299 16 62 78 88 289 377 New Jersey . 3 16 19 35 3 41 44 19 60 79 Pennsylvania . 15 158 154 312 5 40 45 163 194 357 South Atlantic Division: Delaware. . - 1 0 2 2 0 8 8 0 10 10 Maryland . . ... 1 4 8 12 0 4 4 4 12 16 District of Columbia . . 2 0 19 19 0 0 0 0 19 19 Virginia . 3 7 15 22 34 47 81 41 62 103 West Virginia . 7 26 17 43 8 8 16 34 25 59 North Carolina . 6 13 7 20 7 28 35 20 35 55 South Carolina . . 1 8 23 31 0 0 0 8 23 31 Georgia . 2 7 9 16 2 11 13 9 20 29 Florida . . 2 6 3 9 4 4 8 10 7 17 South Central Division: Kentucky . 6 10 7 17 3 4 7 13 11 24 Tennessee . . 1 15 11 26 2 5 7 17 16 33 Alabama . . 5 16 35 51 13 17 30 29 52 81 Mississippi . . 7 12 3 15 5 13 18 17 16 33 Louisiana _ 2 5 20 25 0 4 4 5 24 29 Texas . 3 7 13 20 2 1 3 9 14 23 Arkansas . 1 8 3 11 0 0 0 8 3 11 Oklahoma . . 1 5 4 9 0 0 0 5 4 9 Indian Territory . North Central Division: Ohio . 5 8 23 31 1 14 15 9 37 46 Indiana . . 2 27 19 46 0 5 5 27 24 51 Illinois . . . . 3 30 42 72 5 5 10 35 47 82 Michigan . . . . 3 29 48 77 0 14 14 29 62 91 Wisconsin . . 7 56 67 123 0 26 26 56 93 149 Minnesota . 5 27 48 75 0 22 22 27 70 97 Iowa . 5 34 28 62 0 10 10 34 38 72 Missouri . . . 4 32 26 58 19 40 59 51 66 117 North Dakota . 2 8 10 18 0 0 0 8 10 18 South Dakota . 3 7 20 27 0 2 2 ( 22 29 Nebraska . 1 10 8 18 0 3 3 10 11 21 Kansas . . 1 16 15 31 1 4 5 17 19 36 Western Division: Montana . 1 5 3 8 0 0 0 5 3 8 Wyoming . . . Colorado . . 1 9 8 17 6 0 0 9 8 17 New Mexico . . 1 3 1 4 0 0 0 3 1 4 Arizona . 1 3 3 6 0 0 0 3 3 6 Utah . . 1 2 0 o fj 2 1 3 4 1 5 Nevada. . Idaho . 2 5 5 10 0 0 0 5 5 10 Washington . 2 7 10 17 0 1 1 7 11 18 Oregon . 4 19 12 31 1 2 3 20 14 34 California . 4 33 44 77 0 12 12 33 56 89 ED 99 — VOL II - 113 1794 EDUCATION EEPOET, 1898-99. Table 2. — Summary of statistics of public normal schools in 1898-99. STUDENTS AND COURSES OF STUDY. Students in normal depart¬ ment. Students in business courses. Other students in secondary grades. Pupils in ele¬ mentary grades. State or Territory. Male. Female. Total. Male. 6 cj s r*-. Total. d rci Female. — Total. Male. Female. Total. United States . 11,543 33,265 44,808 332 534 866 1 , 572 3,232 4,801 11,478 13,212 24.680 North Atlantic Division. 4 04 9 -x, A. HfciC 13. 472 17,714 84 66 150 422 1. 697 2,119 5,220 6, 055 11,275 South Atlantic Division. 1,032 2, 762 3, 794 72 304 376 143 295 438 820 1,076 1.896 South Central Division.. 1,157 2,115 3,272 28 2 30 186 159 345 1,128 1,072 2.200 North Central Division.. 4, 340 11, 985 16,325 140 158 298 763 1,010 1,773 3, 706 4,292 7.998 Western Division . 772 2, 931 3, 703 8 4 12 58 71 129 604 717 1,321 North Atlantic Division: Maine . . . 92 608 700 0 0 0 0 0 0 182 232 414 New Hampshire . 2 101 103 33 33 66 94 84 178 Vermont S. . . 36 225 261 0 0 0 0 0 0 0 0 0 Massachusetts . . _ 56 1 . 365 1,421 0 0 0 57 233 290 549 539 1,088 Rhode Island _ 0 172 172 i 74 75 Connecticut . 3 572 5? 5 212 236 478 New York . 1.153 4, 735 5, 888 50 30 80 193 1.174 1, 367 2,258 2, 711 4,967 New Jersey . . 78 790 868 0 0 0 0 0 0 952 1,013 1,965 Pennsylvania . 2,822 4, 904 7,726 34 36 70 138 183 321 945 1,240 2, 185 South Atlantic Division: Delaware . . 0 25 25 0 0 0 0 0 0 Maryland . 13 393 406 0 0 0 0 0 0 6 28 34 District of Columbia. 14 156 170 0 0 0 0 0 0 0 0 0 Virginia . . 08 240 308 3 0 3 29 0 29 439 406 845 West Virginia _ .... 542 469 1,011 69 61 130 114 216 330 14 6 20 North Carolina . 132 678 810 0 40 40 0 0 0 283 369 052 South Carolina _ 0 177 177 0 138 138 0 29 29 Georgia . . 220 549 769 0 65 65 0 50 50 r* i 165 172 Florida _ _ 43 75 118 0 0 0 0 0 0 i i 102 173 South Central Division: Kentucky . 171 211 382 23 2 25 91 67 158 191 167 358 Tennessee . . . 210 394 604 0 0 0 Alabama . . 290 527 817 0 0 0 35 39 74 147 220 367 Mississippi . . 94 90 184 5 0 5 12 20 32 474 430 904 Louisiana . _ . 60 379 445 0 0 0 0 0 0 53 63 116 Texas. . 175 348 523 0 0 0 44 32 76 19§ 152 350 Arkansas . 40 26 66 4 1 5 65 40 105 Oklahoma . 111 140 251 Indian Territory _ North Central Division: Ohio . . . 12 575 587 0 0 0 43 50 93 330 384 744 Indiana . . 436 743 1,179 0 0 0 0 0 0 0 0 0 Illinois . . 404 1,304 1,768 0 0 0 .97 60 157 458 503 961 Michigan . . 207 992 1,199 0 0 0 0 0 0 .775 899 1,674 Wisconsin . 778 1 , 951 2,729 0 0 0 13 29 42 493 585 1,078 Minnesota . 437 1,698 2, 135 0 0 0 0 0 0 676 947 1,623 Iowa . oio 1,582 2, 097 36 24 60 77 60 137 460 434 894 Missouri _ _ 62S 971 1,600 104 134 238 528 802 1,330 325 310 635 North Dakota 104 274 0 0 0 0 0 0 South Dakota . . 157 411 568 0 0 0 5 9 14 79 123 202 Nebraska . 1 75 482 657 0 0 0 Kansas . 1,002 1,428 0 0 0 80 107 187 Western Division: Montana . 10 120 130 27 33 60 Wvoming . Colorado . 49 274 323 88 87 173 New Mexico . 10 25 35 3 4 7 25 31 56 Arizona . 02 120 182 0 0 6 Utah.. . . . 85 72 157 0 Nevada . _ . Idaho . 59 92 151 6 0 0 46 77 123 Washington . 69 253 322 0 0 0 0 0 0 0 0 0 Oregon . . 214 347 561 5 0 5 6 r* i 13 202 224 426 California . 214 1,628 1,842 270 329 599 NORMAL SCHOOLS 1795 Table 3 .—Summary of statistics of public normal schools in 1S9S-90. TOTAL ENROLLMENT OF STUDENTS. State or 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 . 24,925 50,243 75, 168 465 673 1,138 15,343 17,306 32, 649 North Atlantic Division . . 9, 968 21,290 31,258 8 33 41 8,434 9, 193 17,627 South Atlantic Division . . 2,067 4. 437 6, 504 233 403 636 809 1,130 1,939 South Central Division ... 2,499 3,348 5, 847 215 215 430 715 704 1,419 North Central Division... 8,949 17, 445 26, 394 9 22 31 4, 598 5, 335 9! 931 Western Division - - — 1,442 3, 723 5,165 0 0 0 789 944 L733 North Atlantic Division: Maine . - . . 274 840 1,114 0 9 9 119 167 236 New Hampshire . 129 218 347 0 0 0 127 117 244 Vermont _ _ _ 36 225 261 0 0 0 228 310 538 Massachusetts . 662 2, 137 2, 799 0 9 2 1, 608 1, 245 2, 853 Rhode Island . — 1 246 247 0 1 1 162 204 366 Connecticut — . . 245 808 1,053 0 2 2 1,415 1,568 2, 983 New York . . 3, 652 8, 650 12,302 6 14 20 2, 758 3, 096 5,854 New Jersey. . 1,030 1,803 2, 833 0 4 4 769 812 1,581 Pennsylvania . . . 3,939 6, 363 10,302 k> 8 10 1,248 1,674 2, 923 South Atlantic Division: Delaware . . . 0 25 25 0 0 0 125 100 225 Maryland . . 19 121 440 0 0 0 6 28 34 District of Columbia . . 14 156 170 13 57 70 348 378 726 Virginia - - 539 646 1,185 68 74 142 128 310 438 West Virginia . . 739 752 1, 491 41 59 100 5 5 10 North Carolina . 415 1,087 1,502 102 194 296 131 147 278 South Carolina . - 0 341 344 0 0 0 51 78 129 Georgia . 227 829 1,056 0 0 0 15 84 99 Florida . . . . 114 177 291 9 19 28 0 0 0 South Central Division: Kentucky . 476 447 923 53 54 107 169 120 289 Tennessee . . 210 394 604 0 0 0 110 247 357 Alabama . . . . 472 786 1,253 86 104 190 243 244 490 "Mississippi _ 585 540 1 , 125 36 31 67 Louisiana . 119 412 561 0 0 0 173 78 251 Texas . . 417 532 949 0 0 0 0 0 0 Arkansas - - 109 67 176 40 26 66 0 0 0 Oklahoma — . 111 140 251 0 0 0 17 15 32 Indian Territory . North Central Division: Ohio . . . 415 1,009 1,424 0 8 8 1,016 1, 028 2,044 Indiana . . 436 743 1,179 3 7 10 80 91 171 Illinois . 1,019 1,867 2,886 0 0 0 458 532 990 Michigan _ 982 1,891 2,873 1 0 1 962 1,111 2, 073 Wisconsin . 1 , 284 2, 565 3, 849 0 1 1 672 804 1,476 Minnesota . . 1,113 2, 645 3, 758 0 0 0 685 940 1,625 iowa . 1.088 2, 100 3,188 0 0 0 289 275 564 Missouri . 1,586 2,217 3. 803 0 0 0 136 163 299 North Dakota . 104 274 378 0 0 0 9 21 30 South Dakota . 241 543 784 0 1 1 99 150 249 Nebraska . . . 175 482 657 0 0 0 110 113 223 Kansas . 506 1,109 1,615 5 5 10 80 107 187 Western Division: Montana 37 153 190 18 24 42 Wyoming’ .. Colorado . 135 361 496 86 87 173 New Mexico _ 38 60 98 8 12 20 Arizona . . . 62 120 182 0 0 0 32 38 70 Utah 85 72 157 Nevada . . Idaho . ios 169 274 0 0 0 0 0 0 Washington . 69 253 322 0 0 0 68 95 163 Oregon . . 427 578 1,005 0 0 0 . 207 234 411 California . 484 1,957 2,441 0 0 0 370 454 824 1796 EDUCATION REPORT, 1898-99. Table 4. — Summary of statistics of public normal schools in 1S9S-99. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory. Normal graduates. Graduates in busi¬ ness courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . . 1,635 7,313 8,948 82 100 182 180 474 654 North Atlantic Division.. 754 3,899 4, 653 5 15 20 34 241 275 South Atlantic Division . . 61 419 480 20 60 80 6 14 20 South Central Division ... 157 304 461 29 3 32 46 56 102 North Central Division... 408 2,122 2,530 28 22 50 92 133 225 Western Division . 255 569 824 0 0 0 2 30 32 North Atlantic Division: Maine . . 20 129 149 0 0 0 10 30 40 New Hampshire _ 1 20 21 1 0 1 Vermont _ 6 83 89 0 0 6 Massachusetts . . 27 458 485 0 0 0 0 0 0 Rhode Island . . 0 91 91 Connecticut . 2 202 204 New York . . 199 1,457 1,656 3 2 5 16 186 202 N e w J ersey . . . 35 346 381 0 0 0 0 0 0 Penny si vania . 464 1,113 1,577 2 13 15 7 25 32 South Atlantic Division: Delaware . . . 0 15 15 0 0 0 0 0 0 Maryland.. - - 2 86 88 0 0 0 0 0 0 District of Columbia.. 6 67 73 0 0 0 0 0 0 Virginia . . 12 53 65 3 0 3 4 0 4 West Virginia . 13 21 34 17 15 32 2 4 6 North Carolina - 6 50 56 0 25 25 0 0 0 South Carolina.. . 0 54 54 0 9 9 0 6 6 Georgia . . 21 68 89 0 11 11 0 4 4 Florida . . . . 1 5 6 South Central Division: Kentucky . . 41 34 75 26 2 28 31 15 46 Tennessee . . 0 0 0 A labama . . 36 92 128 2 1 3 15 41 56 Mississippi . 6 8 14 1 0 1 0 0 0 Loiiisiana . 13 87 100 0 0 0 0 0 0 Texas . - 49 69 118 0 0 0 0 0 0 Arkansas . . . 9 6 15 0 0 0 Oklahoma _ _ 3 8 11 Indian Territory . North Central Division: Ohio . . 6 247 253 10 6 16 15 20 35 Indiana . . 0 20 20 Illinois . . . . 57 471 528 Michigan . . 59 371 430 0 0 0 6 6 0 Wisconsin . 130 380 510 0 0 0 2 15 17 Minnesota . . . 25 242 267 0 0 0 1 0 1 Iowa . 54 150 204 0 0 0 6 6 12 Missouri _ _ 28 129 157 18 16 34 68 92 160 North Dakota . 14 32 46 0 0 0 0 0 0 South Dakota . 8 18 26 0 0 0 0 0 0 Nebraska - _ _ 0 0 0 Kansas . . . 27 62 89 Western Division: Montana . . . . 0 3 3 Wyoming Colorado . . 10 60 70 New Mexico _ _ .. Arizona . 6 26 32 0 0 0 6 0 0 Utah . Nevada . . _ . . Idaho . 9 20 29 0 0 0 0 0 0 Washington . . 5 25 30 0 0 0 2 28 30 Oregon . 211 294 505 0 0 0 0 0 0 California . 14 141 155 0 2 2 NORMAL SCHOOLS 1797 Table 5. — Summary of statistics of public normal schools in 1S9S-00. INCOME FROM VARIOUS SOURCES. in o o P< . 4 i to® c n i— i o o * ^ 3 £ -4-3 A m i" < o o 6 rH m 13 o ° rf in o o Jh c • cG 05 ^ O pi . © be ^ p Pt . © o e a ° a ■ o be a'g A • © be ^ CO 4h 0 • "© bi) State or Territory. Vl (H o? efi u a>~ P ot o “a ot, ® a 4-1 +3 o t. © T3 w P O 01 ^ G ro > W $ •H H C3 ® S© ^ 0 0 P< q os •rP 0 ,Q © a’~ EH vt _Q 0) a * •H W 0) 5 CD <2 a) a" > *43 *0) y CJ P ^ V a ~ jO 0 44.548 55. 300 23 655, 241 o 1,657 O 13, 735 5 5, 275 N. Central Division 37 231,001 269, 204 35 5, 089, 847 0 4 305, 000 rv i 133,375 Western Division .. 14 50, 461 47, 970 16 1,217,675 I 200 1 8,000 9 249,812 N . A tl an tic Division : Maine 5 8. 1 12 i—1 -1 o o 4 220, 500 O 740 New Hampshire 1 2, 500 2,500 1 120,000 1 8, 000 Vermont . . . 2 5, 500 4, 500 2 33, 150 1 10, 000 Massachusetts.. 10 38, 049 38, 387 8 2, 100, 500 1 3,000 0 O 53, 300 Rhode Island _ 1 750 700 1 750, 000 Connecticut _ 4 29, 513 28, 800 2 231, 500 New York . 13 67,005 82, 950 14 3, 738, 026 4 18, 732 New Jersev _ *> 8, 800 5.250 2 ' 457; 500 1 4, 000 Pennsylvania . . 14 66, 597 69, 353 14 4,074,202 1 75,000 3 28,887 S. Atlantic Division: Delaware _ Maryland . 1 2, 530 3, 040 1 150, 000 0 0 0 Dist. Columbia. 2 1,251 875 Virginia _ 3 13, 903 6,900 3 944, 000 1 136, 416 1 1, 474, 794 West, Vi 7’ gin in, 7 9, COO 12, 650 r* t 454; 200 5 53 319 North Carolina 5 3, 268 2,287 4 105.100 1 5,000 South Carolina. 1 3,900 4,027 1 255, 969 Georgia . _ _ O 2, 000 2,000 2 202, 000 1 456 Florida _ g 840 900 O 36, 600 S. Central Division: "Kentucky . 5 2. 410 2, 000 4 47, 465 1 7, 735 1 800 Tennessee _ i 12, 000 12,000 1 150, 000 1 6.000 Alabama, 4 5, 600 4,950 5 133, 826 1 1,600 1 1,800 Mississippi 5 3,810 7,000 7 20. 450 1 57 1 75 T inn isi ana 2 3,578 4,000 1 74, 000 Ter a s 3 12, 350 20,550 3 105,500 1 2, 000 A rkansas 1 3, 800 3, 800 1 75, 000 1 600 Oklahoma. 1 1,000 1,000 1 50,000 Tnd. Territory * N. Central Division : Ohio _ _ 5 1.5.50 1,350 1 30. 000 3 35,000 Indiana 1 25, 000 40,000 1 345, 000 Illinois . . 3 39, 000 49, 000 3 1,105,000 0 0 2 90,375 Michigan . 3 23,015 31,900 3 387,521 _ 0 _ 0 _ 0 Wisconsin . 7 56 445 53, 289 7 762, 426 Minnesota . 5 18; 729 19, 690 5 746, 100 0 0 1 10,000 Iowa . . 2 10, 111 15, 075 4 233, 800 0 0 Missouri 4 11.500 8,900 4 880.000 1 1,000 North Dakota .. o 3, 600 1,500 o fj 70, 000 0 6 1 2, 000 South Dakota 3 15, 651 8, 500 3 130, 000 1 25, 000 Nebraska . 1 13, 000 25, 000 1 200, 000 0 0. 1 5,000 Kansas _ _ 1 14,000 15, 000 1 200,000 i 270, 0C0 Western Division: Montana _ 1 3,000 3, 500 1 60,000 Wyoming: . . Colorado.. . 1 12, 000 18,000 1 175, 000 New Mexico.... 1 15,000 1,000 1 40, 000 1 5,000 Arizona . . Utah _ 1 800 1,200 1 35,0*10 1 23, 000 Nevada . . Idaho . 2 725 750 2 55, 000 Washington .... 1 3,000 2, 500 2 120, 000 1 6, 500 Oregon . . . 3 '080 770 4 80, 000 0 6 4 17,500 California . 4 21,256 20, 250 4 652, 675 i 200 i 8, 0-00 2 197, 812 NORMAL SCHOOLS 1799 Table 7. — Review of public normal school statistics, 1S03-1S99. APPROPRIATIONS PROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. 1898-99. United States . $1,996,271 $1,917,375 $2, 187,875 $2,426,185 $2,566, 132 $2,510, 934 North Atlantic Division.... 907, 010 773, 035 887, 590 1,005,972 1,035,502 1,010,913 South Atlantic Division..... 121,460 141,017 146. 592 257, 836 220, 328 280, 350 South Central Division . 119, 949 113,460 106, 043 75, 940 131, 185 132, 715 North Central Division . 651,824 668, 063 769, 900 852, 787 881,437 779,256 Western Division . 196, 028 221,800 277, 750 233, 650 297, 700 307, 700 North Atlantic Division: Maine . - . . 26, 450 25, 600 27, 350 26, 900 26, 900 31,020 New Hampshire . 12, 000 12, 000 10, 000 13, 000 13, 000 13, 000 Vermont . . 13, 039 7,264 13, 032 12, 426 15, 000 17,000 Massachusetts . 122, 164 78, 397 138, 294 168, 207 175, 878 196, 668 Rhode Island . . _ 16,000 18,000 20,000 25, 000 55 000 Connecticut . 79, 656 72,000 39, 000 42, 695 16, 000 34! 303 New York . . 397, 523 360, 111 444, 954 484, 801 517, 105 513,507 New Jersey . 34,083 40, 570 40, 570 44, 943 55, 861 45, 000 Pennsylvania . 206, 095 159,093 174, 390 193, 000 190,958 105, 415 South Atlantic Division: Delaware _ _ 9. 109 9, 042 Maryland - - - 10, 500 10,500 10,500 12, 500 12, 875 20, 000 District of Columbia. ... Virginia . . 27,950 30, 200 31,000 38, 333 47, 996 30. 000 West Virginia . . . 18,713 28, 267 35, 100 42, 200 36, 400 122,550 North Carolina . . 29, 235 19, 800 20, 750 41,316 37, 657 32, 800 South Carolina . . 7,250 5, 250 62, 229 30, 000 30, 000 Georgia . - 23,207 32,900 32, 900 45, 400 45, 400 38, 500 Florida . . 3, 600 5, 000 7,300 15, 858 10, 000 8, 500 South Central Division: Kentucky . . 23, 588 9,200 10,-350 5, 775 3, 375 4,325 Tennessee _ _ _ 1 , 500 15, 000 20, 225 20, 000 20, 000 Alabama . . . . 23,411 18, 525 22; 418 29, 450 22; 445 21,800 Mississippi . . . 3, 950 8, 425 6, 350 6,615 6, 820 6,890 Louisiana - - - 12, 500 13, 750 13, 750 15,000 15,000 16, 000 Texas . 35, 000 40, 500 28,000 1,600 42, 500 42, 700 Arkansas . . . 12, 500 8,060 4, 950 5, 500 5,025 5, 000 Oklahoma . . . 7,500 12, 000 16, 000 16,000 Indian Territory _ North Central Division: Ohio . . 800 5,000 1,800 3, 500 8.000 4,000 T ndiana . 42, 700 40,000 65,827 60, 720 60, 750 65, 352 Illinois. . 96, 104 58, 500 123, 610 64, 000 127, 777 96, 000 Michigan . . 62, 298 53,450 61,400 63, 850 95, 650 88, 700 Wisconsin . . 120,911 155, 271 165, 086 288, 540 259, 396 198, 717 Minnesota _ _ 82, 000 88, 000 91,500 95, 000 128, 000 125,000 Iowa . 27,875 38, 525 39, 075 42, 625 51,737 55, 887 Missouri . . 142, 561 142,317 142,352 143,552 49,950 39, 750 North Dakota . 20,000 22, 000 19, 000 20, 000 20, 227 23, 400 South Dakota . 26, 250 26, 000 12, 500 26,000 27,000 28, 500 Nebraska! . . . . 21,200 30,000 19,500 25, 090 24, 750 25,000 Kansas . . 9, 125 6,000 28,250 20,000 28, 000 28.950 Western Division: Montana _ _ _ _ 7, 700 15,000 Wyoming . . . Colorado . . . 35, 000 35, 000 35,000 35,000 35,000 35,000 New Mexico . 3.500 0 7.000 6, 000 6, 500 Arizona . . 7; 200 0 6; 000 8, 000 11.500 Utah . . 58,500 7,500 Nevada _ _ _ Idaho . . . . 7, 609 59, 500 17,000 14, 000 14,000 W ashington . . . 37,500 39,000 42,000 26,500 12, 500 29; 200 Oregon . 18, 528 23, 200 16, 000 15, 650 9, 700 20, 500 California . 94,300 117, 000 121,250 125, 500 142, 300 186, 5C0 1800 EDUCATION REPORT, 1898-99. Table 8. — Review of public normal school statistics, 1S93-1S99. PUBLIC APPROPRIATIONS FOR BUILDINGS AND IMPROVEMENTS. State or Territory. United States . North Atlantic Division... South Atlantic Division... South Centra] Division _ North Central Division ... Western Division . North Atlantic Division: 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. . . Washington . . Oregon . . . . California . 1893-94. $1,583,399 1894-95. 856, 670 49,580 23, 350 374, 799 279,000 $1, 003, 933 449, 959 100, 309 11,200 320, 165 122, 300 Maine _ New Hampshire _ 12,500 Vermont _ _ 10, 300 276. 200 0 Massachusetts . . . Rhode Island . Connecticut . . . 125, 000 New York . 97, 793 10,000 3.24,877 New Jersey . . Pennsylvania . . 5,050 20, (XX) 4,630 2, 500 7, 400 2,500 1,300 0 1,250 3,000 300 15, 000 0 40, 000 0 20, 000 20,000 116,000 3,000 104, 479 18,220 3, 100 0 50,000 35,000 12, 000 8, 000 135,000 11,000 78,000 39, 000 0 240. 000 60,142 10, 693 100, 124 43, 776 0 42,000 5,033 1,000 8, 500 500 7,500 3,000 200 20, 000 40, 000 20,100 12, 736 54,500 36, 000 131, 929 0 5,000 10,000 'T',3o6‘ 25, 000 6,000 80,000 1895-96. $1,124,834 564,118 83, 168 9,798 288. 25G 179, 500 17,000 0 125, 000 250, 000 20, 000 140, 869 1,249 10,000 5, 912 1,631 5,125 55,000 7,000 8,500 0 3, 002 0 2,500 1,296 3, 000 1,000 0 47,000 155, 800 11, 750 30, 000 35,400 3,000 4,300 20,000 10. 000 11,500 70,000 60,000 3,000 5.000 1896-97. §743,333 146,044 263, 045 15, 250 203, 669 115,325 1897-98. $417, 866 131,217 57, 435 4, 310 97, 504 127,400 68. 000 '715 0 10. 000 0 0 16, 895 330 50, 104 0 166, 405 61,400 190 50 35 , 000 0 2, 700 50 20 12,480 0 0 0 3, 000 10, 000 56; 000 25,000 55,889 12. 500 3,000 6,280 0 0 20, 000 12,000 0 10,000 35,000 1,000 62,825 4, 000 41,000 715 0 0 0 55,587 4,515 29,400 2, 760 2, 500 45, 450 1,725 5, "666 800 1,000 110 2,000 400 2,300 50 17,500 39, 354 15,000 3,000 300 20,000 50,000 . 6' 16,000 58,500 50 2,850 1898-99. $560, 896 113,659 58, 775 5,275 ia3, 375 249,812 740 8,000 53,300 18, 732 4,000 28,887 53,319 5,000 456 800 1,800 75 2,000 6-00 90,375 0 10,000 1,000 2,000 25,000 5,000 5,000 '23, "666 6, 500 17,500 197, 812 NORMAL SCHOOLS 1801 Table 9. — Summary of statistics of private normal schools in 1898-99. 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 . 165 633 403 1,036 354 333 687 987 736 1, 723 North Atlantic Division... 10 56, 52 108 23 23 46 79 75 154 South Atlantic Division ... 33 57 78 135 36 102 138 93 180 273 South Central Division.... 46 136 101 237 89 114 203 225 215 440 North Central Division - 72 356 159 515 185 91 276 541 250 791 Western Division . . 4 28 13 41 21 3 24 49 16 65 North Atlantic Division: Maine _ _ _ _ 2 1 5 6 1 5 6 New Hampshire . Vermont . . Massachusetts . 3 4 21 25 1 1 2 5 22 27 Rhode Island. _ Connecticut . . New York . . 1 27 21 48 3 15 18 30 36 66 New Jersey . . . Pennsylvania . . 4 24 5 29 19 7 26 43 12 55 South Atlantic Division: Delaware _ Maryland . . . . 3 9 2 11 9 2 11 District of Columbia... 2 0 8 8 0 12 12 0 20 20 Virginia — . . 7 14 15 29 18 13 31 32 28 60 West Virginia . 2 6 5 11 0 2 2 6 7 13 North Carolina . 7 10 21 31 4 22 26 14 43 57 South Carolina . 5 6 10 16 10 26 36 16 36 52 Georgia . . 4 6 12 18 2 21 23 8 33 41 Florida _ _ 3 6 5 11 9 6 8 8 11 19 South Central Division: Kentucky . . . . 8 22 18 40 2 8 10 24 26 50 Tennessee . . 13 41 20 61 36 40 76 77 60 137 Alabama . . . 2 16 22 38 39 15 54 55 37 92 Mississippi . . 11 23 16 39 6 24 30 29 40 69 Louisiana _ _ Texas . . . 6 17 14 31 5 18 23 22 32 54 Arkansas. . . . 6 17 11 28 1 9 10 18 20 38 Oklahoma _ - Indian Territory _ North Central Division: Ohio _ _ _ 11 71 20 91 14 7 i 21 85 27 112 Indiana . 10 70 40 110 50 16 66 120 56 176 Illinois . . . 8 40 20 60 24 8 32 64 28 92 Michigan . 3 4 5 9 1 5 6 5 10 15 Wisconsin . . 2 14 1 15 0 7 7 14 8 22 Minnesota. . 2 7 0 7 3 1 4 10 1 11 Iowa . . 18 75 33 108 36 24 60 111 57 168 Missouri.. . . 5 19 8 27 4 4 8 23 12 35 North Dakota . 1 2 0 2 4 1 5 6 1 7 South Dakota . . 1 2 1 3 2 1 3 4 2 6 Nebraska . . 4 17 10 27 23 8 31 40 18 58 Kansas . . 7 35 21 56 24 9 33 59 30 89 Western Division: Montana . . Wvoming . . . Colorado . . . . i 4 4 8 0 1 1 4 5 9 New Mexico . Arizona . . Utah . . 9 23 8 31 21 2 23 44 10 54 Nevada. . Idaho _ Washington . Oregon . . . California . . . i 1 1 2 1 1 2 1802 EDUCATION" REPORT, 1898-99. Table 10. — Summary of statistics of private normal schools in 1S9S-99. STUDENTS AND COURSES OF STUDY. Students in normal depart¬ ment. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elementary grades. State or Territory. Male. Female. Total. 1 Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 11,829 11, 743 23, 572 4,059 - 1,690 5, 749 4,380 3, 811 8,191 6,409 6,915 13,324 North Atlantic Division. 445 1,790 2, 235 125 84 209 285 275 560 238 295 533 South Atlantic Division. 581 1,000 1,581 57 29 86 270 479 749 1.235 2,116 3,351 South Central Division.. 2,356 1.799 4, 155 317 140 457 619 525 1,144 2,513 2, 749 5, 262 North Central Division.. 8,139 6, 687 14. 826 3, 212 1,317 4,529 3, 126 2, 442 5,568 2,179 1,620 3, 799 Western Division . . 308 4S7 775 348 M0 468 80 90 170 244 135 379 North Atlantic Division : Maine . . . . 18 22 40 0 0 0 83 82 165 35 42 77 New Hampshire _ _ Vermont . . TWn.Ksa.cVm setts _ 0 159 159 6 40 40 Rhode, Island _ _ Connecticut _ New York . 102 1,290 1,892 0 0 0 88 92 180 153 146 299 New Jersey . . Pennsylvania _ 325 sic- 644 125 8-4 209 ill 101 215 50 67 117 South Atlantic Division: Delaware _ _ Maryland - - 36 43 79 3 0 3 0 0 0 19 4 23 District of Columbia. 0 43 43 0 0 0 0 0 0 20 22 42 Virginia . . 124 213 337 22 11 33 154 152 306 107 158 265 W est V irginia _ 109 146 255 4 1 5 31 18 49 9 8 17 North Carolina . 118 248 366 0 9 9 0 143 143 348 579 927 South Carolina . 41 58 99 0 0 0 34 102 136 424 604 1,028 Georgia . 84 193 277 6 3 9 8 6 14 229 640 869 Florida. . - - 69 56 125 22 5 27 43 58 101 79 101 ISO South Central Division: Kentucky . 411 260 731 120 59 179 96 116 212 302 331 633 Tennessee . 617 585 1,202 101 59 160 354 245 599 810 1.030 1.840 Alabama . 349 213 562 6 5 11 7 41 48 489 205 694 Mississippi . . . 306 260 566 20 6 26 75 49 124 626 697 1,323 Louisiana _ _ Texas . . 365 266 631 38 o 40 20 21 41 60 240 300 Arkansas. . 248 215 463 32 9 41 6? 53 120 226 246 472 Oklahoma _ _ Indian Territory _ North Central Division: Ohio . . . . . 2, 795 1.309 4, 104 404 114 518 1,190 529 1,719 141 40 181 Indiana . . 2,162 1.608 3. 770 1,151 361 1,512 9.29 619 1,548 499 348 847 Illinois . . 549 744 1,293 230 98 328 154 211 365 541 335 876 Michigan . . 210 314 524 148 100 248 38 36 74 4 0 4 Wisconsin . 52 27 79 80 0 30 66 64 130 "Minnesota . . 34 21 55 29 4 33 0 0 0 62 32 94 Iowa . . 1,276 1,291 2, 567 477 250 727 OA7 out 354 661 361 355 716 Missouri _ _ .. 61 84 145 41 12 53 257 220 477 85 115 200 Nbrth Dakota . 25 10 35 75 10 85 9 o O 12 75 25 100 South Dakota _ . 31 27 58 53 29 82 Nebraska . . 669 923 1,592 366 284 600 60 292 352, 112 101 213 R ansas . . . 275 329 604 261 134 395 182 178 360 ISO 176 356 Western Division: Montana . . . . Wyoming . Colorado . 64 182 246 11 31 42 5 33 38 11 18 29 New Mexico . . • Arizona . Utah . . . . 2-44 263 507 335 87 422 75 57 132 233 117 350 Nevada. . . Idaho . Washington . Oregon . . California . . . . 0 99 22 2 2 4 0 0 0 0 0 0 NORMAL SCHOOLS .1803 Table 11. — Summary of statistics of private normal schools in 1S9S-09. TOTAL ENROLLMENT OF STUDENTS, ETC. State or 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, 677 24, 159 50, 836 953 1, 187 2, 140 1,474 1, 657 3, 131 North Atlantic Division.- 1,093 2,444 3, 537 2 1 3 211 238 4' 9 South Atlantic Division 2, 143 3, 624 5, 767 302 579 881 143 243 386 South Central Division . . . 5, 805 5, 213 11,018 633 598 1,231 385 532 917 North Central Division... 16, 656 12, 066 28, 722 16 8 24 472 527 95)9 Western Division . 980 812 1,792 0 1 1 233 117 350 North Atlantic Division: Maine _ _ 136 146 282 N^W Hampshire . .. Vermont . . _ TVfa.Rsa.clm setts _ 0 199 199 Rhode Island _ Connecticut . . . New York . . 343 1,528 1,871 2 1 Q O 241 238 479 New Jersey _ _ Pennsylvania . . . 614 571 1,185 0 0 0 0 0 0 South Atlantic Division: DeTaware . . . Maryland _ _ _ 58 47 105 16 34 44 District of Columbia.. 20 65 85 0 22 22 59 110 169 Virginia . - . . 407 534 941 8 72 80 5 7 12 West Virginia _ _ 153 173 326 58 82 140 North Carolina . 466 979 1, 445 120 226 346 18 43 61 South Carolina . . 490 764 1,263 41 58 99 61 83 144 Georgia . 327 842 1,169 55 76 131 0 0 0 Florida . . 213 220 433 10 9 19 0 0 0 South Central Division: Kentucky - - 989 766 1 . 755 70 120 190 37 66 103 Tennessee . 1, 882 1,919 3, 801 142 158 300 176 249 425 Alabama. . . 851 464 1,315 349 213 582 58 105 163 Mississippi . . 1,027 1,012 2, 039 17 21 38 12 8 20 Louisiana _ Texas . 483 529 1,012 20 42 62 10 30 40 Arkansas . 513 523 1,096 35 44 79 92 74 168 Oklahoma . . Indian Territory _ . North Central Division: Ohio . . 4,530 1,992 6, 522 3 1 4 45 65 110 Indiana . . 4,741 2, 936 7,877 9 fJ 3 5 75 29 104 Illinois . . 1,474 1,388 2, 862 8 2 10 53 87 140 Michigan . . 400 450 850 0 0 0 23 34 57 Wisconsin . 148 91 239 0 0 0 68 64 130 Minnesota . 125 57 182 0 0 0 78 80 158 Iowa.. . . . . 2, 421 2,250 4,671 1 0 1 41 66 107 Missouri _ 444 431 875 0 0 0 0 0 0 North Dakota _ 184 48 232 South Dakota .. .. 84 53 140 0 0 0 N ebraska . . . 1,207 1, 550 2, 757 1 1 2 91 102 193 Kansas. . . 898 817 1,715 1 1 2 0 0 0 W estern Division : Montana . . . . Wyoming . . Colorado _ _ _ 91 264 355 0 1 1 New Mexico . Arizona _ _ Utah . . 887 524 1,411 0 0 0 233 117 350 N evada . . . . Idaho . Washington . Oregon . . . California . 2 24 26 0 0 0 0 0 0 1804 EDUCATION REPORT, 1898-99. Table 12. — Summary of statistics of private normal schools in 1S9S-99. NUMBER OF NORMAL AND OTHER GRADUATES. f State or Territory. Normal graduates. Graduates in busi¬ ness courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 1,129 1,098 o 907 1,147 482 1,629 795 455 1,250 N orth. Atlantic Division . . 49 127 176 87 63 150 30 33 63 South Atlantic Division... 70 193 263 2 5 7 7 10 17 South Central Division - 156 117 273 108 59 167 120 76 196 North Central Division... 850 645 1,495 934 343 1,277 623 310 933 Western Division . . 4 16 20 16 12 28 15 26 41 North Atlantic Division: Maine . . . 3 6 9 New Hampshire . Vermont _ _ _ M assach usetts . 0 70 70 Rhode Island . Connecticut . . . New York . . 22 32 54 0 0 0 7 12 19 New Jersey _ Pennsylvania - 24 19 43 87 63 150 23 21 44 South Atlantic Division: Delaware . . . Maryland . . . . . 14 3 17 District of Columbia.. 0 29 29 0 6 0 6 0 0 Virginia . . 11 28 39 2 0 2 5 4 9 West Virginia _ 3 4 7 0 o 0 North Carolina . 20 35 55 0 5 5 0 5 5 South Carolina . t 30 37 0 0 0 2 1 3 Georgia . 4 55 59 0 0 0 0 0 0 Florida . . . . 11 9 20 0 0 0 0 0 0 South Central Division: Kentucky. .... . . 20 13 33 65 49 114 0 0 0 Tennessee . 40 35 75 16 4 20 70 41 111 Alabama — . 6 3 8 0 0 0 29 26 55 Mississippi . 51 43 94 4 0 4 9 2 11 Louisiana . . . . Texas . . 12 11 23 16 1 17 Arkansas . . . 28 12 40 7 5 12 12 7 19 Oklahoma _ _ Indian Territory . North Central Division: Ohio . . . . 158 82 240 122 35 157 253 64 317 Indiana . . 335 240 575 475 145 620 267 121 388 Illinois . . . . 86 61 147 24 12 36 9 5 14 Michigan . . 17 22 39 12 5 17 11 19 30 Wisconsin . . . . 17 10 27 0 0 0 0 0 0 Minnesota . . 14 5 19 0 0 0 0 0 0 Iowa . . 75 60 135 96 57 153 32 41 73 Missouri _ 1 1 o 0 0 0 0 0 0 North Dakota _ 8 3 11 South Dakota . 5 12 17 0 0 0 0 0 0 Nebraska . . 95 100 195 143 59 202 20 31 51 Kansas . . . . 47 52 99 54 27 81 31 29 60 Western Division: Montana. Wyoming . . r Colorado! . . 0 5 5 1 0 1 0 16 16 New Mexico . Arizona _ _ _ _ Utah . . 4 1 5 13 10 23 15 10 25 Nevada . . . Idaho Washington _ Oregon . . . . California . . 0 10 10 2 2 4 0 0 0 NORMAL SCHOOLS 1805 Table 13. — Summary of statistics of private normal schools in 1808-90. INCOME FROM VARIOUS SOURCES. State or Territory. United States North Atlantic Division. South Atlantic Division. South Central Division.. North Central Division.. Western Division . North Atlantic Division: Maine . New Hampshire . Vermont . . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division: Delaware . Maryland . . 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 . . Washington . Oregon . California . CM O U u, o © p. jp © M 38 3 7 14 4 Appropri¬ ated by States, counties, or cities for sup¬ port for, 1898-99. $34, 833 3, 150 4. 991 10, 983 6, 700 1,950 300 3,000 0 1,000 341 150 1,600 3, 063 4,500 1,970 1,450 3,300 0 3,000 500 i/3 "o o © 5>c 32 Pi +3 O f-l 5 © a a © a h p 5 105 6 33 34 40 3 Received from tuition and other tees. x a o h h o © Pi JP © a * P 6 $590, 403 136,573 36,858 80, 687 336, 705 19,579 375 95, 475 30, 733 500 750 11,679 3,531 1,335 3, 737 3, 586 3,860 7,160 35,759 388 17, 855 13,500 16,035 69,810 136,385 33, 900 11,884 1,400 34, 645 16, 330 5,000 1.500 13,840 34, 131 18, 500 1,079 from pro¬ ductive funds. 14 $47,997 630 3,843 6, 561 37, 963 100 530 350 0 1,856 587 150 340 1,931 3,400 3,000 31,384 6,379 0 10,000 300 CO o o © ti go C CM ’J3 o t* p $ © a a © a ~ d £ 40 3 15 9 13 3 Received from other sources, and unclassi¬ fied. $358, 351 15,371 41,441 133, 436 48,013 30,000 118 13, 359 * 3, ois" 350 13, 930 1,368 4,033 9, 300 9,361 3,400 617 36,694 98,390 6,000 1,735 4,100 500 650 500 30, 363 6,000 700 5,000 0 300" 30,000 7 36 38 44 3 3 l 6 3 4 5 3 3 6 9 3 10 Total income for the year 1898-99. $931,473 144, 73-4 76, 133 231,656 439, 381 39,579 3, 435 13, 359 98,217 "30, '733 3, 750 1,000 25,609 6,645 5,498 13,674 13,097 7,860 8,017 55,515 105, 199 19,835 21,900 21,200 77,110 148,269 23,550 12,384 36, 642 7,400 45, 345 21,230 5,000 4,500 12,840 35, 121 38,500 1,079 1806 EDUCATION EEPOET, 1898-99. Table 14. — Summary of statistics of private normal schools in 1S9S-99, VALCJE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Schools reporting libraries. Volumes in libra¬ ries. Estimated value of libraries. Number of schools reporting. Value of buildings, grounds, apparatus, etc. Number of schools reporting. Value of benefac¬ tions received, 1898-99. V) ~o o r-i . u iL & a =*-1 ‘A O ^ u ° cp — & g a r A Total money value of endow¬ ment. United States . - 128 20G, 893 8181,573 ias 85,831,785 24 $423, 755 28 $2, 508, 744 North Atlantic Division. 8 31, 037 24,021 7 1, 527, 300 9 270, 607 1 1,353, 160 South Atlantic Division. 27 20, 961 23, 815 28 584, 682 7 2,414 8 404, 000 South Central Division . oG 43,881 41 , 650 42 1, 083, 223 5 103, 966 rv i 312. 255 North Central Division. 54 91,314 103, 087 57 2,471,600 9 45. 068 11 420, 584 Western Division . O o 7, 700 9,000 4 165,000 1 1,700 1 18, 745 North Atlantic Division: Maine . . 2 211 271 9 7,809 New Hampshire _ V ermont . . . Massachusetts . 9 (j 4,000 3, 200 1 70, 000 Rhode Island . Connecticut . . New York . . . 1 11,776 13, 500 1 1,189,500 1 268, 860 1 1,353, 160 New Jersey . Pennsylvania - 3 18, 050 7. 050 3 260, 000 1 1,747 South Atlantic Division: Delaware - - Maryland.. . . 9 f> 7, 500 8, 000 2 64,000 District of Columbia 1 75 250 Virginia. . . 5 1,607 765 7 142, 800 3 135 656 West Virginia. . 9 5, 250 5,500 9 56, 000 1 149 1 100, 000 North Carolina . 0 3, 100 2, 950 6 139, 902 O O 975 South Carolina . 4 2,300 2, 850 5 78. 000 9 1,130 9 81,000 Georgia . 4 4, 779 2, 100 4 69, 960 1 160 9 60, 000 Florida. . 9 2, 350 1,400 2 34, 000 1 28, 000 South Central Division: Kentucky.. . 5 2, 250 1,830 6 34,204 1 900 O 12, 000 Tennessee . . ii 13, 745 17, 475 11 375, 300 1 4, 800 1 100, 000 Alabama . . 2 6,200 6,200 2 262, 319 1 97, 231 1 68, 255 Mississippi. . 8 6, 726 4, 945 11 168, 900 1 2, 000 Louisiana . . . Texas . . . 4 5, 400 5, 250 6 151, 000 1 34 000 Arkansas . 6 6; 460 5,950 6 91,500 9 (V 1,035 1 96, 000 Oklahoma . Indian Territory _ N orth Central Division : Ohio _ _ _ 6 22, 000 24, 150 r* 205, 500 1 50 GOO Indiana . . 7 20, 940 28,712 8 6,20, 000 9 & 240 2 33, 000 Illinois . . . . 7 (>, 524 6, 400 6 • 477,000 9 90, 000 Michigan _ _ 3 2 i 950 3, 500 O o 24! 500 Wisconsin _ 9 tj 3, 500 4, 000 1 1, 500 l 29, 628 1 142,234 Minnesota . 9 650 500 2 60, 000 9 rV 6, 000 9 34, 000 Iowa . . . 13 17.650 15.975 13 482, 900 1 4, 650 Missouri . 9 800 1,500 5 61,200 North Dakota . 1 1 , 000 500 0 South Dakota . 1 600 1,300 1 25, 000 0 0 Nebraska . . b 7, 200 4.2.50 4 327,090 0 Kansas . . r* t 10, 500 12, 300 7 207, 000 4 9. 200 9 /V 66, 700 Western Division: Montana . . Wyoming _ _ Colorado _ l 500 1,000 1 2,000 New Mexico . . Arizona . . . Utah . . 1 6,000 7,000 9 138,000 1 1,700 1 18, 745 Nevada . . . Idaho . . Washington . . Oregon J. . 1 California . 1 1,200 1,000 1 25, 665 0 NORMAL SCHOOLS 1807 Table 15. — Percentage of male cincl female students and percentage of graduates to toted number in normal course in public and private normal schools in 1SDS-90. State or Territory. In public normal schools. In private normal schools. Male. Female. Graduates. Male. Female. Graduates. United States . ... . 25. 76 74. 24 19.97 50. 18 49.82 9. 45 North .Atlantic Division - 23. 95 76. 05 26. 27 19.91 80.19 7. 87 South Atlantic Division - - 27. 20 72. 80 12. 65 36. 75 63. 25 16. 64 South Central Division - - 35.36 64. 64 14.09 56. 70 43. 30 6. 57 North Central Division . 26. 58 73. 42 15. 50 54.90 45. 10 10. 08 Western Division . 20. 85 79. 15 22. 25 39. 74 60. 26 _ 2. 58 North Atlantic Division: Maine . . . . . 13.14 86. 86 21.29 45.00 55. 00 22. 50 N ew Hampshire . . 1.94 98.06 20. 39 Vermont _ _ 13. 79 86. 21 34.10 Massachusetts - - 3. 94 96.06 34. 13 0 100.00 44.03 Rhode Island - . . . . . 0 100. 00 52.91 Con n ecti on t, .52 99.48 35. 48 New York... - - - - 19. 58 80.42 28.13 7.33 92.67 3.88 New Jersey _ 8.99 91.01 43.89 Pennsylvania . . 36. 53 63. 47 20.41 50. 47 49. 53 6. 68 South Atlantic Division: Delaware - . . . . . 0 100. 00 60.00 Maryland _ _ _ 3.20 96. 80 21.67 45.57 54.43 21.52 District of Columbia . 8. 24 91. 76 42. 94 0 100. 00 67.44 Virginia . . 22.08 77.92 21. 10 36. 82 63.18 11.57 West Virginia - - 53.61 46. 39 3. 36 42. 75 57.25 2. 75 North Carolina . . . 16. 30 83. 70 6. 91 ' 32. 24 67. 76 15.03 South Carolina . . 0 100. 00 30. 51 41.41 58. 59 37. 37 Georgia _ _ _ 28. 61 71.39 11.57 30.32 69.68 21.30 Florida _ _ - . . 36.44 63. 58 5. OS 55.20 44. SO 16. 00 South Central Division: Kentucky . . . 44. 76 55. 24 19. 63 64. 43 35. 57 4.51 Tennessee - . - . 34. 77 65. 23 51. 33 48.67 6.24 Alabama . . . 35.49 64.51 15. 67 62. 10 37.90 1.42 Mississippi - . . 51.09 48.91 7.61 54.06 45.84 16.61 Louisiana _ _ _ _ 14.83 85.17 22. 47 Texas _ _ _ _ _ 33.46 €6. 54 22.56 57. 84 42. 16 3. 65 Arkansas . - . . . 60. 61 39. 39 22. 73 53. 56 46. 44 8.64 Oklahoma _ _ _ A A Q*> tiri. 55.78 4. 38 Indian Territory North Central Division: _ Ohio . - . . 2.04 97.96 43. 10 68. 10 31.60 5.85 Indiana.. . - . . 36.98 63. 0.2 1.70 57. 35 42. 65 15. 25 Illinois . 26. 24 73. 76 29.86 42. 45 57. 55 11.37 Michigan . 17. 26 82. 74 35.86 40. 08 59. 92 7.44 Wisconsin - _ _ _ 28.51 71.49 18.68 65. 82 34.18 34. 18 Minnesota. . . 20. 47 79. 53 12. 51 61.82 38.18 34. 55 Iowa _ _ _ _ 24. 56 75.44 9. 73 49. 71 50.29 5.26 Missouri. . . . . 39.31 60.69 9.81 42. 07 57. 93 1.38 North Dakota . . 27. 51 72.49 12.17 71. 43 28.57 South Dakota . . . . . 27. 64 72.36 4.58 53. 45 46. 55 29 31 N ebraska _ _ 26. 64 73.36 42.02 57. 98 12. 25 Kansas . . . . . . . . 29.83 70. 17 6.23 45. 53 54. 47 16. 39 Western Division: Montana . . . . 7. 69 92. 31 2. 31 W voming . . . Colorado". . . 15. 17 84.83 21. 67 26.16 73.84 2.03 New Mexico . . . . 28.57 71.43 Arizona _ _ _ _ 34.07 65. as 17.58 Utah . . . ... 54.14 45. 86 48. 13 51. 87 .99 Nevada . . . . Idaho . . . 39. 07 60. 93 19. 21 W ashington . . 21. 43 78.57 9. 32 Oregon _ _ _ _ 38. 15 61. 85 90. 02 California . 11. 62 88.38 8.41 0 100.00 45.45 1808 EDUCATION REPORT, 1898-S9 Table 16. — Normal students in universities and colleges and juiblic and private high schools in 189S-99. State or Territory. In universities and colleges. In public his schools. ?h In private high schools. Grand total. Institutions. Male. Female. Total. Schools. Male. Female. Total. Schools. Male . Female. r—H O Eh United States . 2,35 4, 138 5,363 9,501 544 2,633 6,297 8,930 378 2, 955 3,931 6,886 25,317 North Atlantic Division. .30 730 617 1,347 145 341 2, 839 3, 180 79 639 1,076 1,715 6,242 South Atlantic Division. 33 533 670 1,203 58 245 526 771 67 396 549 945 2,919 South Central Division.. 48 501 745 1,246 139 1,028 1,151 2,179 113 1,075 1,035 2,110 5,535 North Central Division.. 97 1, 802 2,070 3,872 194 1,010 1,727 2, 737 95 736 1, 066 1,802 8,411 Western Division . 27 572 1,261 1,833 8 9 54 63 24 109 205 314 2,210 N or th Atlantic Division : Maine . 1 0 8 8 8 14 83 97 4 22 101 1,23 228 Hampshire _ 0 0 0 0 2 0 10 10 10 V firm on t. _ _ _ 17 22 121 143 8 23 49 72 215 Massachusetts . 3 113 127 240 8 11 394 405 4 5 18 23 668 Rhode Island. . . 1 40 12 52 1 1 2 3 1 0 3 3 58 Connecticut . . 1 0 36 36 3 o 7 9 45 New York . 11 434 391 825 70 201 1,566 1,767 19 56 218 274 2,866 New Jersey . 2 8 14 22 10 33 238 271 4 3 39 42 335 Pennsylvania . 12 135 65 2U0 27 59 399 458 34 528 631 1,159 1,817 South Atlantic Division: Delaware _ _ 1 1 3 4 4 Maryland . 1 3 41 44 2 5 68 73 5 8 15 23 140 District of Columbia. 1 5 4 9 0 0 0 0 1 2 10 12 21 Virginia . 4 156 45 201 11 71 177 248 12 42 88 130 579 West Virginia. . 1 15 10 25 3 10 12 22 2 12 43 55 102 North Carolina - 6 134 261 395 0 0 0 0 23 170 152 322 717 South Carolina . 5 80 56 136 8 8 63 71 6 78 127 205 412 Georgia . 11 113 178 291 20 80 109 189 15 74 84 158 638 Florida . - . 4 27 75 102 8 70 94 164 3 10 30 40 306 South Central Division: Kentucky . 9 176 170 346 19 202 201 403 22 302 245 547 1,296 Tennessee . 15 152 208 360 24 182 179 361 24 199 142 341 1,062 Alabama . 2 4 9 13 9 56 84 140 12 68 80 148 30.1 Mississippi . 7 31 168 199 29 176 223 399 21 159 248 407 1,005 Louisiana . 2 8 29 37 3 11 10 21 6 50 63 113 171 Texas. . . . 11 117 143 260 39 273 323 596 21 CO O* 201 429 1,285 Arkansas . 2 13 18 31 15 124 127 251 6 65 56 121 403 Oklahoma . _ 0 0 0 Indian Territory . 1 4 4 8 1 4 0 4 12 North Central Division: Ohio . . 15 305 259 564 58 267 434 701 10 86 86 172 1,437 Indiana . . . 6 147 87 234 16 28 49 77 8 179 137 316 627 Illinois . 15 295 455 750 17 79 204 283 18 39 144 183 1,216 Michigan _ _ 5 45 66 111 20 52 163 215 4 74 119 193 519 Wisconsin. . 4 79 56 135 12 90 161 251 4 15 28 43 429 Minnesota . 5 104 56 160 6 11 50 61 4 43 58 101 322 Iowa . . 12 291 360 651 18 56 161 217 12 69 132 201 1,069 Missouri . 11 190 178 368 15 89 168 257 18 113 159 272 897 North Dakota . 1 5 20 25 2 2 10 12 2 11 18 29 66 South Dakota . 5 42 74 116 1 2 2 4 0 64 122 186 306 Nebraska . 7 99 241 340 16 135 24 159 4 9 15 24 523 Kansas . 11 200 218 418 13 199 301 500 5 34 48 82 1,000 Western Division: Mouta.ua _ _ 3 4 23 27 1 0 3 3 30 Wvominor _ . 1 1 25 26 1 0 11 11 37 Colorado . 2 10 21 31 1 0 14 14 1 0 11 11 56 "NTew Mexico 2 7 14 21 21 A ri7.oufl. Utah . . 9 154 313 467 3 43 40 83 550 Nevfl.dfl. i 8 57 65 65 Idaho . . 2 11 13 24 24 Washington . 5 65 51 116 2 1 14 15 3 6 11 17 148 Oregon . 4 30 88 118 1 0 10 10 9 47 100 147 275 California . 7 293 669 962 4 8 16 24 4 9 16 18 1,004 NORMAL SCHOOLS 180$ Table 17. — Distribution of students pursuing teachers' t rain ing courses in various instit utions in 1S9S-99. State or Territory. In public normal schools. In private normal schools. In univer¬ sities and colleges. In public high schools. In private high schools. Total normal students. United States _ 44,808 23,572 9, 501 8,930 6, 886 93,697 North Atlantic Division - 17,714 2,235 1,347 3,180 1,715 26, 191 South Atlantic Division - 3, 794 1,581 1,203 771 945 8,294 South Central Division . 3,272 4,155 1,246 2,179 2,110 12,962 North Central Division .... 16, 325 14, 826 3,872 2, 737 1,80,2 39,562 Western Division . 3, 703 775 1,833 63 314 6,688 North Atlantic Division: Maine . . . . . 700 40 8 97 123 968 New Hampshire . . 103 0 10 113 Vermont . . . 261 143 72 476 Massachusetts - 1,421 159 240 405 23 2,248 Rhode Island . . 172 52 3 3 230 Connecticut _ _ _ 575 36 9 620 New York . . 5,888 1,392 825 1,767 274 10, 146 New Jersey _ _ 868 99 271 42 1,203 Pennsylvania — . . . 7,726 644 200 458 1,159 10, 187 South Atlantic Division: Delaware _ _ 25 4 29 Maryland - - - - 406 79 44 73 23 625 District of Columbia - 170 43 9 0 12 234 Virginia . . . 308 337 201 248 130 1,224 West Virginia . . 1.011 255 25 22 55 1,368 North Carolina - 810 366 395 0 322 1,893 South Carolina . 177 99 136 71 205 688 Georgia . . . . 769 277 291 189 158 1,684 Florida - - - 118 125 102 164 40 549 South Central Division: Kentucky . . . 382 731 346 403 547 2,409 Tennessee . 604 1,202 360 361 341 2,868 Alabama . . 817 562 13 140 148 1,680 Mississippi . . . . 184 566 199 399 407 1, 755 Louisiana. _ _ _ 445 37 21 113 616 Texas . . . . . 523 631 260 596 429 2, 439 Arkansas . . 66 463 31 251 121 932 Oklahoma, _ _ 251 251 Turban Territory _ 8 4 12 North Central Division: Ohio . . 587 4. 104 564 701 172 6, 128 Indiana . 1,179 3, 770 234 1 1 316 5,576 Illinois . . . 1.768 1.293 750 283 183 4,277 Michigan . 1,199 524 111 215 193 2,242 Wisconsin . . . 2, 729 79 135 251 43 3,237 Minnesota . . 2, 135 55 160 61 101 2, 512 Iowa _ _ _ 2, 097 2, 567 651 217 201 5, 733 Missouri _ _ 1.600 145 368 257 272 2, 642 N orth Dakota. . . 378 35 25 12 29 479 South Dakota . . . 568 58 116 4 186 932 Nebraska . . 657 1.592 340 159 24 2, 772 Kansas . . 1,428 604 418 500 8.2 3,032 Western Division: Montana, _ 130 27 3 160 WynmiriP' 26 11 37 Colorado . . 323 246 31 14 11 625 New Mexico 35 21 56 Arizona _ _ _ 182 182 Utah . . . 157 507 467 83 1,214 Nevada _ 65 65 Idaho 151 24 175 Washington . 322 116 15 17 470 Oregon . 561 118 10 147 836 California . 1, 842 99 982 24 18 2,868 ED 99 — VOL II - 114 1810 EDUCATION REPORT, 1898-99. Table 18. — Colleges and universities reporting students in teachers' training courses. Location. Institution. 1894. 1895. Non 1896. nal sti 1897. udentf 1898. 5. 1899. © © l"H o3 3 ft T— H d O EH ALABAMA. 1 Athens Athens Female College _ 8 10 12 Blountsville Blount College . . . . 17 14 29 29 .... Cullman . St. Bernard College . 14 Eufaula . . Union Female College . . 0 2 2 Lafayette . . _ Lafayette College _ 15 9 4 7 11 Selma - _ Selma University _ 44 40 Talladega . Isbell Female College . . . 13 15 3 _ 1 ARIZONA. Tucson _ _ _ University of Arizona (public) 4 ARKANSAS. Arkadelphia _ Arkadelphia Methodist College 19 Do . . Ouachita Baptist College _ 40 Clarksville _ Arkansas Cumberland College. 17 17 9 Conway _ Central Baptist College . 11 7 Fayetteville . . University of Arkansas (pub- 16 6 8 6 14 lie), a Little Lock _ Philander Smith College _ 3 2 45 5 12 17 CALIFORNIA. Berkeley _ _ University of California (pub- 57 100 269 262 717 181 417 598 lie), a Claremont . ... Pomona College . . 6 8 14 Los Angeles . ... _ St. Vincent’s College . . 30 78 Mills College.. . Mills College.. . 0 4 4 Oakland . . California College .. . . . 3 Pasadena _ Throop Polytechnic Institute . 16 11 10 13 1 11 12 San Jose . _ . College of Notre Dame _ 20 35 20 10 20 0 30 30 Santa Rosa. . _ Pacific Methodist College. _ 6 1 Stanford Univer- Leland Stanford Junior Uni- 37 158 46 50 211 100 195 295 sity. versify. a University University of Southern Cali- 18 5 4 9 fornia. COLORADO. Boulder University of Colorado (pub- 65 42 lie), a Colorado Springs. . . Colorado College and Cutler 15 3 14 17 Academy. University Park _ University of Denver . rt i 7 14 DISTRICT OF CO- LUMBIA. Washington Gallaudet College (public! _ 5 5 5 5 Do .1 . Howard University (public) .. 188 47 124 21 5 4 9 FLORIDA. Do Land . John B. Stetson University _ 29 11 37 48 Lake City _ _ Florida Agricultural College 19 9 31 40 (public). w Leesburg _ Florida Conference College _ 3 8 8 St. Leo _ St. Leo Military College. . 2 3 2 4 3 5 0 5 Winter Park . Rollins College . . . . 18 8 o r* l 9 GEORGIA. Athens University of Georgia (public) 20 0 20 A t.l i< n fa. Atlanta Baptist College _ _ 2 3 Do Atlanta University . 99 83 105 127 139 9 4 13 Do . . Morris Brown University _ 25 29 26 16 45 6 36 42 Bnwdon Rnwdon College 27 17 13 30 ( ?nl 1 pcrp Pn vie Southern Female College 13 225 Cnthhert Andrew Female College . 4 8 6 4 4 Dahlnnop-a North Georgia, Agricultural 40 44 45 23 68 College (public). Dalton _ Dalton Female Seminary - O 0 4 4 a Has a pedagogical department. NORMAL SCHOOLS 1811 Table 18. — Colleges and universities reporting students in teachers' training courses — Continued . Location. Institution. 1894. 1895. Norr 1896. aal sti 1897. identt 1898. 5. . 1899. 0 13 P r~i 0 £ 13 -4 -> o E* GEORGIA— COllt’d. Monroe College . . ... 0 10 10 Up, Georgia Female Seminar y . 20 18 0 35 35 Lap-range Lagrange Female College _ 21 14 23 23 Do Southern Female College _ 10 Macon Mercer Universitv _ _ 27 10 16 11 10 0 10 South Atlanta Clark University . . 42 31 47 6 49 55 'T'homnRville Young Femal8 College 4 W ri gh t.svil 1 e. Nannie Lou Warthen College. 13 Von n g "R a rris Young L. G. Harris College _ 25 29 ILLINOIS. A hi n py] on Hedding College . . IT 22 18 4 4 0 1 1 Carlin vibe Blackburn University . . 7 Carthage Carthage College _ _ _ 10 64* nha.mnaisTi University of Illinois (public). 12 31 66 68 Chics p-o University of Chieage a . 70 230 300 Effinp-harn Austin College . . 52 110 130 110 90 100 75 175 F.lmhm’st Proseminar der Evangel. Sy- 33 20 17 0 17 node von N. A. F,nrekn. Eureka College _ _ 3 g 6 Evanston . . . Northwestern University a ... 11 20 20 20 6 5 11 Ewing Ewing College . . . . 9 Fulton Northern Illinois College . 40 30 50 46 35 10 25 35 Hoopeston - Greer College . . . 4 51 44 25 Jacksonville. Academy for Young Women.. 0 4 4 Do . lilin ois College . . _ 5 8 14 0 14 Do Illinois Female College . 7 7 7 15 15 0 18 18 Knoxville . _ . _ St. Mary’s School . . ... 90 40 Lake Forest _ . Lake Forest University... . 15 Naperville _ _ Northwestern College . . . 16 13 12 12 5 10 15 Onincy . . . Chaddock College . . 10 10 25 25 40 65 Rock Island Augustana College... . 8 17 12 5 7 12 4 16 Upper Alton .. . Shurtleff College . . 3 5 Urban a University of Illinois . 24 31 Westfield . . . Westfield College „ . . 9 9 17 14 9 9 18 Wheaton . . . . Wheaton College. . . 17 INDIANA. Bloomington _ Indiana University (public) a . 52 128 63 31 94 Crawfordsville _ W a bash College . . . . 4 6 0 6 Hanover _ Hanover College . . ... 5 Irvin ebon _ _ Butler College . . . 6 14 20 Meroin _ _ __ Union Christian College . . 18 47 54 23 65 36 14 50 Moores Hill. . _ Moores Hill College . . 104 98 98 20 10 10 20 Ridgeviile . . Ridgeviile College... . . 15 90 05 35 Upland _ Taylor University . 25 50 40 KO 32 ■ 26 18 44 INDIAN TERRITORY. Bacone _ Indian University . . . 9 19 I O W A. Charles City _ Charles City College . 19 33 go 22 29 4 23 27 College Springs _ Amity College . 49 16 18 37 0 13 13 Des Moines . .7. . ._ Drake University . . 88 173 110 109 219 Fayette . . . _ Upper Iowa University . 28 33 6 10 16 Grinnell . . Iowa College . . . . 15 2 4 6 Hopkinton . Lenox Colfesre . . 3 i 10 ii Indianola _ Simpson College . 54 (it) 124 114 121 32 35 67 Iowa City . . State University of Iowa (pub- 51 54 35 35 70 lie), a Mount Pleasant _ German Colleg’e... . . . 15 6 4 2 Do _ _ _ Iowa Wesleyan University .... 5 19 19 12 Mount Y ernon _ Cornell College . . . . 64 78 72 72 68 70 138 24 Pella . Central University of Iowa 30 26 5 19 Sioux City _ Morningside College . . 12 55 42 7 8 15 Storm Lake.. Buena Vista College - - - 87 33 59 47 48 21 24 45 Toledo . Western College . . 35 21 14 32 a Has a pedagogical department. 1812 EDUCATION REPORT, 1898-99 Table 18. — Colleges and universities reporting students in teachers' training courses — Continued. Location. KANSAS. Atchison . . . Baldwin _ Dodge City' Enterprise . Highland . . Holton _ Lawrence . . Lecompton Lincoln _ Lindsborg . Ottawa _ Salina . Sterling _ Topeka . Wichita .... Winfield _ KENTUCKY. Berea _ Columbia _ Georgetown . Glasgow . . Harrodsburg Hopkinsville Lexington ... Millershurg _ Nicholas viile Owensboro . . Richmond .... Winchester . LOUISIANA. Keatchie . Mansfield _ New Orleans Do Do Do MAINE. Kents Hill . . . MARYLAND. Baltimore . Baltimore (Station L). Chestertown . MASSACHUSETTS. Cambridge ... Do _ South Hadley Wellesley . MICHIGAN. Adrian _ Albion .... Alma . Ann Arbor Normal students. Institution. Midland College . . . . Baker University . Soule College . Central College . Highland University . Campbell University.. . University of Kansas (public) a Lane University . Kansas Christian College . Bethany College . Ottawa University. . Kansas Wesleyan University .. Cooper Memorial College . Washburn College _ _ Fairmont College . Southwest Kansas College _ 1891. 39 20 65 Berea College . j . Columbia Christian College . . Georgetown College . Liberty College . Beaumont College. . South Kentucky College. . A. and M. College of Kentucky (public). Miliersburg Female College.. Jessamine Female Institute. . Owensboro Female College... Central University . . Kentucky Wesleyan College 48 4 66 xO 25 Keatchie Male and Female College. Mansfield Female College _ College of the Immaculate Conception. Leland University . New Orleans University . Straight University . 1895. 62 49 20 23 27 13 50 12 18 4 35 27 20' 3 88 1896. 9 77 20 4 18 11 54 2 36 12 Maine Wesleyan Female Col¬ lege. Morgan College . Notre Dame of Maryland. Washington College _ Harvard University _ Radcliffe College . Mount Holyoke College. Wellesley College . Adrian College . . Albion College . Alma College . University of Michigan (pub¬ lic). a 39 12 17 31 20 142 34 42 20 21 19 10 87 4 26 38* 29 1897. 1898. 28 3 18 39 20 8 60 5 34 40 15 79 10 92 28 67 44 23 26 66 4 34 41 1899. 34 17 39 13 15 10 5 45 1 2 19 28 39 35 142 38 15 20 88 13 28 55 30 19 23 10 16 32 62 73 9 38 10 20 5 0 4 67 40 12 113 0 10 3 B © o EH 46 11 46 19 15 16 4 26 o 10 23 26 26 11 12 6 44 15 40 5 25 4 41 0 63 64 20 4 80 28 85 32 30 26 9 71 3 12 42 54 46 16 12 10 111 15 65 17 25 12 44 113 63 64 30 7 a Has a pedagogical department. NORMAL SCHOOLS. 1813 Table 18 —Colleges and universities reporting students in teachers' training courses — Continued, Location. Institution. 1891. 189?. 1896. 1897. 1898. 1899. 6 13 a 6 ’ts a 13 +-> o EH MICHIGAN— COllt’d. Benzonia . - . Benzonia College . 18 19 83 83 83 Hillsdale _ _ Hillsdale College . 70 37 19 13 8 15 25 40 Holland . . Hope College .7 . 30 Hal am «.7,no Kalamazoo College . . 9 9 8 17 Olivet . . Olivet College . 27 20 14 12 8 9 17 MINNESOTA. Excelsior . _ _ Northwestern Christian Col- 13 15 23 lege. Minneapolis - University of Minnesota (pub- 29 46 130 28 130 77 33 110 lie), a North field Carleton College . 6 6 12 St. Pa.nl Macalester College . 8 3 11 St. Peters . . Gustavus Adolphus College ... 60 84 50 20 8 9 17 Winnebago City.... Parker College _ _ _ 18 17 16 8 13 5 5 10 MISSISSIPPI. Bine Mountain Blue Mountain Female College . 0 50 50 Brookhaven _ Whitworth Female College _ 15 20 Columbus . . Mississippi Industrial lnsti- 07 90 104 15 78 0 78 78 tute and College (public). Daleville _ Cooper-Huddleston College _ 5 31 10 French Camp _ Central Mississippi Institute .. 23 45 Holly Spring's Rust University _ „ _ _ 72 77 28 20 40 10 15 25 Meridian _ East Mississippi Female Col- 10 12 0 6 6 lege. Meridian . Stone College for Young Ladies 6 5 6 Oxford . . Union Female College _ 10 10 10 Pontotoc _ _ Chickasaw Female College _ 8 15 Port Gibson Port Gibson Female College. .. 1 2 2 0 2 2 University.. . . . University of Mississippi (pub- 18 27 40 31 21 3 24 lie), a Water Valley Hamilton College . . 6 5 0 14 14 MISSOURI. Albany . . Central Christian College.. _ 70 10 5 9 9 4 13 Bo . Northwest Missouri College. _. 18 15 12 28 8 20 9 29 Bolivar . Southwest Baptist College _ 16 31 Bowling Green Pike College . . . . . 16 Cameron Missouri Wesleyan College _ 43 20 28 18 6 7 13 Canton... . Christian University . . 41 7 Clarksburg Clarksburg Baptist College _ 8 6 14 Columbia ' .... . University of the State of Mis- 112 70 52 57 63 55 61 116 souri (public), a Edinburg . . Grand River Christian Union 70 College. Fulton . Synodical Female College . 14 0 Glasgow . Pritchett State Institute _ 3 Lagrange . . Lagrange College . . 19 15 6 12 18 Lexington . Baptist P'emale College . . . 2 5 0 5 5 Liberty . ... Liberty Ladies’ College _ _ 0 20 20 Morrisviile _ Morrisviile College _ _ 33 Nevada . . Cotley College for Young La- 20 dies. Springfield Drurv College . . . 14 15 6 2 8 Tarkio . . . . Tarkio College . 8 Trenton . Avalon College _ _ _ 34 31 22 60 42 102 Warrenton . Central Wesleyan College . 9 5 22 30 26 20 10 30 MONTANA. Bozeman . College of Agriculture and 4 0 15 1 5 Mechanic Arts. Helena . Montana Wesleyan University 15 4 5 9 Missoula . University of Montana (pub- 0 3 3 lie). Normal students. a Has a pedagogical department. 1814 EDUCATION KEPOKT, 1898-99 Table 18. — Colleges and universities reporting students in teachers' training cou rses— Continued. Location. NEBRASKA. Bellevue . Bethany . College "View Crete . Fairfield . . Grand Island Hastings . . Lincoln . Institution. Neligh _ _ University Place . . York . . . NEVADA. Reno . . NEW JERSEY. Bordentown - New Brunswick..., NEW MEXICO. Albuquerque . Mesilla Park _ NEW YORK. Alfred .... Allegany.. Brooklyn . Clinton ... Elmira -.... Hamilton . Ithaca . New York Do _ Do . University of Nebraska . Cotner University . . . Union College . . . Doane College . . . Fairfield College . . . Grand Island College.. . Hastings College . . University of Nebraska (pub¬ lic). Gates College . . . . Nebraska Wesleyan Univer¬ sity. York College . . State University of Nevada (public). Bordentown Female College. Rutgers College . Do _ Do _ Do _ Rochester Syracuse . University of New Mexico (public). New Mexico College of Agri¬ culture and Mechanic Arts. Alfred College . . St. Bonaventure's College _ Adelphi College . Hamilton College _ _ Elmira College _ _ Colgate University . Cornell University a . . Barnard College . . . College of St. Francis Xavier.. College of the City of New York (public). Columbia College a . Manhattan College . . . New York University . . University of Rochester . Syracuse University . .... Normal students. 1891. 1895. 12 25 15 37 70 15 40 30 12 88 NORTH CAROLINA. Chapel Hill _ Charlotte . Guilford College Hickory . Lenoir _ Louisburg _ Mars Hill . ... Murfreesboro ... Raleigh . . Rutherford College Salisbury . . j University of North Carolina j (public). . Biddle University . . . . j Guilford College . . Cleremount College . ' Davenport Female College _ . | Louisburg Female College . Mars Hill College . . Chowan Baptist Female Insti¬ tute. Shaw University . Rutherford College . Livingstone College.. . NORTH DAKOTA. Fargo . University . Fargo College . . . University of North Dakota (public). 40 28 189 10 52 12 10 43 13 28 1896. 12 60 51 50 1897. 13 12 15 94 80 56 1898. 1899. © Is § 11 46 10 |. 28 ! 140 70 39 14 10 17 10 24 20 10 81 100 59 30 175 ”53* 12 8 39 20 15 4 138 21 41 4 50 20 8 35 " 3 12 48 40 4 1 45 rt i 25 17 24 •>2 20 0 20 28 173 182 21 3 20 3 190 38 80 0 20 186 56 26 87 26 12 37 0 56 n © r3 a © 03 -I-* o E-i 12 8 11 112 12 55 31 12 12 157 19 80 48 65 It 1 14 0 8 8 9 6 ! 12 I I 33 14 0 20 14 0 0 60 0 259 0 14 20 ISO 110 26 340 26 35 18 16' 44 117 20 37 18 16 44 173 113 a Has a pedagogical department. NORMAL SCHOOLS 1815 Table 18. — Colleges and universities reporting students in teachers ’ training courses — Continued. Location. OHIO. Akron . . Alliance . . Athens . Berea . . . Cleveland . . Columbus . Defiance . Delaware . . Findlay . Glendale . Hiram . . Lima . . Marietta _ New Concord. .. Oberlin . Richmond . Scio _ Tiffin . Westerville _ Wilberforce _ W ooster . Yellow Springs. Institution. OKLAHOMA. Stillwater Buchtel Colie e . Mount Union College . Ohio University (public) a .... Baldwin University . . Western Reserve University.. Ohio State University (public) Defiance College _ _ Ohio Wesleyan University - Findlay College . . Glendale Female College . Hiram College . . . . Lima College . Marietta College . . . Muskingum College _ _ Oberlin College _ _ _ Richmond College . . Scio College . . . . Heidelberg U niversity . Otterbein University . . "Wilberforce University . . University of Wooster _ Antioch College . Normal students. 1894. 1895. 34 19 135 80 105 ! 73 .....I 11 34 31 35 ID 55 15 20 7 60 Oklahoma Agricultural Mechanical College. and OREGON. Albany . . McMinnville _ Philomath _ _ _ Salem _ University Park . . . PENNSYLVANIA. Allentown _ Do _ Annville . Beatty . . Bryn Mawr _ Ch ambersb u rg Collegeville _ Easton . Gettysburg _ Greenville . Huntingdon ... Lancaster . . New Berlin _ Philadelphia... Do . Pittsburg . Selinsgrove _ S war thmore . . . Volant . Albany College . McMinnville College . Philomath College _ _ _ Willamette University _ _ Portland University . . Allentown College for Women. Muhlenberg College . . Lebanon V alley College . . . St. Vincent’s College . Bryn Mawr College . . Wilson College . . Ursinus College _ _ _ Lafayette College _ Pennsylvania College . . Thiel College . Juniata College . . Franklin and Marshall College Central Pennsylvania College . Central High School (public).. University of Pennsylvania a . Duquesne College . . Susquehanna University . Swarthmore College . Volant College . . RHODE ISLAND. Providence - Brown University a. SOUTH CAROLINA Columbia . . Do . . Do . . Due West.... Greenville ... Orangeburg . Spartanburg Union . . Williams ton Allen University — . Columbia Female College _ South Carolina College (pub¬ lic). a Due West Female College _ Furman University . Clafiin University . Converse College.. . . Clifford Seminary . . Williamston Female College.. 11 7 18 30 38 G8 59 '63 74 To’ 10 35 107 16 16 31 37 i 11 30 86 14 48 1896. 15 39 33 107 2 67 6 15 19 14 107 33 40 39 55 34 30 11 34 1897. 50 30 138 43 6 3 45 34 83 36 4 9 34 15 10 1893. 1899. cS krH f^i 30 33 4-1 3S 86 3 34 35 84 35 84 38 60 39 81 30 31 15 13 10 6 81 40 13 7 30 11 7 31 9 18 9 23 33 33 8 35 83 30 26 13 73 53 58 13 11 0 31 10 27 15 23 14 10 6 8 19 0 8 14 15 5 33 7 19 32 78 9 14 11 35 50 i 40 20 39 50 15 30 0 28 a Has a pedagogical department. 1 42 I 6 11 0 61 6 6 44 13 0 11 6 60 33 20 18 27 0 11 0 3 0 3 .... 12 13 "9* 6 2 27 53 OD 119 19 33 6 75 18 10 38 21 83 29 30 24 35 25 0 19 9 8 25 15 8 32 44 12 ”8 39 6 30 34 1816 EDUCATION REPORT, 1898-99. Table 18. — Collages and universities reporting students in teachers' training courses — Continued. Location. SOUTH DAKOTA. East Pierre . Hot Springs Huron . Mitchell . . Redfield . Vermilion .. Normal students. TENNESSEE. Brownsville Chattanooga Columbia . . . Franklin .... Harriman .. Hiwassee College. Huntingdon . Jackson . Knoxville. Do . Lebanon . McKenzie . Maryville . Milligan . Messy creek. .. Murfreesboro Nashville . Do _ Do. . Do.. . . Pulaski _ Rogers ville... Sewanee _ Spencer . Sweetwater ... Tusculum _ Washington College Winchester . TEXAS. Austin . . Bilton . Bonham . Brownwood . Campbell _ Chapelhill ... Fort Worth .. Greenville . . . Marshall . San Antonio . Sherman . Tehuacana... Waco . Do . UTAH. Logan . Salt Lake City. VERMONT. Middlebury.... Institution. 1894. 1895. 1896. |. 1897. 1 1898. 1899. o5 13 •rH 6 13 s 0) 13 4-J o Eh Pierre LTniversity . 25 29 25 12 14 Black Hills College . 8 6 18 2 7 2 5 Huron College . 5 ip; 20 Dakota University . . 56 57 17 60 27 38 Redfield College .! . 51 33 33 16 4 12 16 University of South Dakota 6 4 4 8 (public)! . Brownsville Female College... 4 U. S. Grant University... . 5 3 8 Columbia Atheneeum .”. . 10 8 Tennessee Female College _ 4 1 American Temperance Uni- 20 45 15 4 5 9 versity. Hiwassee College . 20 27 10 4 14 Southern Normal University. 60 Memphis Conference Female 0 3 3 Institute. Knoxville College . . 80 25 43 25 28 53 University of Tennessee (pub- 47 48 35 17 16 7 2 9 lie), a Cumberland University _ 13 Bethel College . _ 15 25 14 Maryville College . 20 5 12 25 17 Milligan College . 40 20 24 35 25 50 Carson and Newman College. _ 26 27 12 8 20 Soule College . 50 Central Tennessee College . 35 16 24 15 38 6 42 48 Fisk University . 87 82 0 14 14 Roger Williams University . . . . 1 39 92 81 39 19 23 42 University of Nashville . 132 420 Martin College _ . . . . 20 20 Rogers ville Synodical College. 8 12 20 12 16 0 15 15 University of the South _ 8 Burritt College . 42 16 19 32 28 28 18 46 Sweetwater College . . . 16 8 Greene ville and Tusculum Col- 6 6 12 lege. I Washington College . . . 11 Marv Sharp College . . 6 6 University of Texas (public) a 125 129 91 50 47 97 Baylor Female College . 0 20 20 Carlton College . . . . 5 0 5 5 Howard Payne College . 15 15 18 22 22 20 20 40 Henry College . . . . 13 15 50 12 7 19 Chapel Hill Female College _ 0 6 6 Fort Worth University _ 8 37 9 Burleson College . . 6 A 10 Wiley University . . 24 34 33 17 17 20 37 St. Louis College . 1 Austin College . 4 0 4 Trinity University . 4 Add Ran Christian University 17 7 8 15 Paul Quinn College . . ! . 6 6 9 fj 12 7 1 6 7 Brigham Young College . 107 24 16 10 26 University of Utah (public) a. 70 320 379 414 138 303 441 Middlebury College . . 2 10 a Has a pedagogical department. NORMAL SCHOOLS 1817 Table 18. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Normal students. Institution. VIRGINIA. Bridgewater . Fredericksburg .. Lynchburg . Williamsburg ... Winchester . . t: WASHINGTON. Burton . Colfax .. . . College Place - Seattle . . Sumner . Tacoma . Vancouver . Walla Walla . AVEST VIRGINIA Barbours ville - Morgantown . WISCONSIN. Appleton . Beloit . Franklinton _ Galesville _ Madison . . Ripon . Watertown . . WYOMING. Laramie _ Bridgewater College . Fredericksburg College . Randolph-Macon W o m a n’s College, a William and Mary College _ Valley Female College. . Vashon College . Colfax College . Walla Walla College . . University of Washington (public). Whitworth College . Puget Sound University . St. James College . . . _ . Whitman College . Barboursville College . West Virginia University (public.) a Lawrence University . Beloit College . Mission House of the Reformed Church in the United States. Gale College . University of Wisconsin (pub¬ lic). a Ripon College . . Northwestern University . University of Wyoming (pub¬ lic). 1894. 28 59 57 21 151 21 1895. 10 114 20 107 3S 14 12 20 20 14 20 1896. ! 1897. 10 125 1 49 14 15 22 'lb 02 25 8 10 20 106 9 18 26 18 23 21 7 24 1898. 1899. 17 *20" 116 o 6 12 2 12 3 15 23 25 23 31 29 © Is 13 143 0 3 10 49 0 3 15 18 18 8 35 © fa 6 '35 0 4 5 17 16, 4 9 10 11 14 i 24 19 35 143 4 8 27 65 4 12 25 29 32 15 59 26 a Has a pedagogical department. 1818 EDUCATION REPORT, J 898-99. Table 19. — Statistics of public 1 2 3 4 5 6 i 9 10 11 12 13 14 15 16 ir 13 19 20 21 o 23 24 25 1 Location. 1 Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. Male. 1 O £h Male. Female. Male. Female. . 0 3 * Female. Male. Female. 1 2 3 4 5 & 7 8 «> io 1 1 12 5 ALABAMA. Florence . . State Normal College . 4 i 4 rt i 109 218 109 216 Jacksonville _ State Normal School* . 2 5 9 rV 2 100 97 66 59 18 34 1 Livingston . Alabama Normal College 1 9 0 8 0 124 0 54 0 70' for Girls. Normal _ _ Agricultural and Meehan- 17 20 5 t 186 246 81 107 86 104 ical College (colored). Troy . State Normal College . 5 11 5 11 103 103 ARIZONA. Tempe _ Arizona Normal School _ 3 3 3 3 62 120 62 120 ARKANSAS. Pine Bluff.. . Branch N ormal College _ 8 3 8 3 109 67 65 40 40 26 CALIFORNIA. Chico . State Normal School at 9 8 9 8 148 380 72 129 76 251 Chico. Los Angeles . State Normal School- . 10 21 10 15 258 751 198 200 60 551 San Diego-. _ _ do . 5 5 5 5 12 126 12 126 San Jose . . . do . 9 99 9 16 66 700 66 700 COLORADO. Greelev . State Normal School of 9 8 9 8 135 361 86 87 49 274 Colorado. CONNECTICUT. Bridgeport . Bridgeport Training School 0 13 0 8 1 37 1 37 New Britain . State Normal Training 4 32 3 32 1 230 1 230 School. Npw Haven _ do . . 3 21 3 3 0 182 0 182 Willimantic . do . 3 14 2 5 243 359 242 236 1 123 DELAWARE. Wilmington Wollaston School _ _ 0 10 0 9 0 25 0 25 DISTRICT OF CO- LUMBIA. * Washington _ _ Washington Normal School 0 12 0 12 1 99 1 99 _ do .r. . Washington Normal School 0 7 0 7 13 57 0 6 13 57 (colored). FLORIDA. De Funiak Sp'ngs State Normal School (white 3 i 3 1 34 56 0 0 34 56 students!. Tallahassee . . Florida State Normal and 7 6 3 9 fV 80 121 71 102 9 19 Industrial College. GEORGIA. Athens State Normal School . 6 4 6 4 220 400 220 400 Milledgevilie _ Georgia Normal and In- 3 16 1 5 7 429 7 165 0 149 dustrial College. IDAHO. Albion . State Normal School . O O 9 3 g 36 69 11 25 25 44 Lewiston . Lewiston State Normal 9 3 9 3 69 100 35 52 34 48 School. * Statistics of 189T-98- NORMAL SCHOOLS 1819 normal schools, 1898-09. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. i Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and sci- | entitle apparatus. Amount of State, county, or city aid. Total income for the year 1898-99. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In high- school grades. Male. Female. CD 4—1 Female. 6 Fa Female. 6 tk | Female. 6 ci GH FH Female. 13 14 15 19 If 18 19 20 21 <-37 o» •> 24 25 2t> 28 29 0 0 14 40 5 36 1,800 $55, 000 $7, 500 $12, 700 16 4 66 59 0 0 4 7 4 36 ' 500 12, 000 2, 800 ' 4; 086 0 17 Lh 3u 500 10, 000 2, 500 4,447 19 35 19 29 S6 104 10 15 4 36 3,000 35, 826 4, 000 34, 614 161 156 8 13 4 40 20,000 5,000 9, 325 $1,800 0 o _ 32 38 0 0 6 26 3 40 4 1 40 26 9 6 4 40 3,800 75, 000 5. 0C0 5, 305 600 72 129 6 41 4 40 7, 000 150, 000 30, 000 30. 800 0 o 0 0 198 200 4 40 6, 258 233, 425 52, 750 52, 750 162, 812 4 40 1,000 50,000 50.00!) 50, 000 35, 000 .... 0 0 100 125 8 100 4 40 7.0U0 219, 250 53, 750 55; 033 86 , 10 60 9 38 12, 000 175, 000 35. 000 37.000 488 453 0 0 0 17 2 40 602 81, 500 14,303 14,303 600 800 1 75 15,000 0 1 0 68 9 40 7,911 327 315 0 1 1 44 9 40 6,000 150, 000 20, 000 27, 500 0 0 0 0 125 100 0 0 0 15 l 40 0 0 n 0 232 230 0 0 1 47 9 40 662 0 o 0 0 116 148 13 57 5 20 2 40 589 0 0 0 0 0 0 0 0 0 0 4 4 32 100 10,000 6,000 6, 065 9 19 1 1 740 26,600 2,500 14. 500 0 0 0 0 15 20 0 0 21 50 2 40 0 50, 000 16. 000 17,000 0 0 05 0 50 0 64 0 18 4 36 2, 000 152, 000 20, 500 26. 600 456 0 0 0 0 o 0 2 8 4 40 250 25, 000 7, 090 7, 000 0 0 0 0 0 '7 12 4 40 475 30, 000 7,000 7, 000 l 9 <> 4 G 8 9 10 11 lo 13 14 15 10 ir 18 19 20 21 22 23 24 25 1820 EDUCATION REPORT, 1898-99 Table 19. — Statistics of public Location. Name of institution. i Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor- mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 1 2 3 I 5 (y 7 8 9 io 1 1 12 ILLINOIS. 26 Carbondale _ Southern Illinois Normal 12 5 12 3 371 337 61 72 213 205 University. 27 Chicago (Engle- Chicago Normal School _ 10 29 10 29 268 801 257 302 11 499 wood). 28 1ST ormal . - - - Illinois State Normal Uni 13 13 8 10 380 729 140 129 240 600 versity. INDIANA. 29 Indianapolis _ Indianapolis Normal School 9 10 2 10 0 41 0 41 30 Terre Haute . Indiana State Normal 25 14 25 9 436 702 0 0 436 702 School. 1 057 A. 31 Boonesboro ...... Boon© County Normal In- 4 6 4 52 256 52 256 stitute. 32 Cedar Falls . Iowa State Normal School. 19 19 19 19 572 1,328 66 164 138 408 1,190 33 Dexter . . Dexter Normal School . 3 3 3 3 60 51 53 8 10 34 Rockwell City... Calhoun County Normal 2 6 2 1 158 167 120 106 2 16 School. 35 Woodbine . . Woodbine Normal School *. 4 6 4 1 246 283 125 137 45 110 KANSAS. 3G Emporia _ State Normal School _ 17 19 16 15 506 1.109 80 107 426 1,002 KENTUCKY. 37 Corinth . . Northern Kentucky Nor- 2 O hi 1 1 100 90 60 50 25 20 mal School. 38 Frankfort . State Normal School for 4 4 4 4 76 76 23 09 53 54 Colored Persons. 39 Hazard . . Hazard Normal School *... 3 9 hi o 0 200 114 35 30 70 35 40 Louisville . Normal Department, of 1 1 T 1 1 77 1 i i Louisville Public Schools. 41 Magnolia . Magnolia Normal College O fV 1 i 0 35 50 25 30 10 20 and Business Institute. 42 Temple Hill _ Temple Hill Normal Col- 1 1 i 1 64 40 48 35 12 5 lege. * LOUISIANA. 43 Natchitoches .... Louisiana State Normal 5 12 5 8 119 340 53 63 66 277 School. 44 New Orleans _ New Orleans Normal 0 12 0 12 0 102 0 0 0 102 School. MAINE. 45 C'astine . . Eastern State Normal 3 i 3 7 70 290 20 40 50 250 School. 46 Farmington Farmington State Normal 3 9 3 6 31 213 31 213 School. 47 Fort Kent . . Madawaska Training 0 4 0 A jt 48 64 48 60 0 4 School. 48 Gorham. . . State hi ormal School at 3 7 3 4 66 210 57 73 9 137 Gorham. 49 Springfield . Springfield Normal School. 0 3 0 1 59 G3 57 59 2 4 MARYLAND. 50 Baltimore . Maryland State Normal 4 12 4 8 19 421 6 28 13 393 School. MASSACHUSETTS. 51 Boston . . Roston Normal School 3 11 3 11 0 367 0 367 52 . do . . Massachusetts N ormal Art 10 5 10 5 59 263 0 0 2 30 School. * Statistics of 1897-98. NORMAL SCHOOLS 1821 normal schools, 1S9S-99 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Amount of State, county, or city aid. Total income for the year 1898-99. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In higli- school grades. Male. Female. a; g ; Female. a3 13 s Female. _a3 Female. 6 13 £ Female. 13 14 15 1« 17 18 19 20 21 22 23 24 25 2G 27 28 29 0 0 97 GO G1 72 14 8 4 39 15,000 305.000 29, 000 34, 456 0 0 0 0 257 302 0 0 10 416 1 14 12, 000 450, 000 67,000 67. 000 85, 000 140 158 33 47 o 39 12, 000 350,000 41,000 0 3 0 20 2 20 0 0 0 0 80 91 3 4 4 39 25,000 345, 000 65, 352 71, 653 4 0 0 0 0 164 138 0 0 51 133 4 36 10, 000 200, 000 43, 500 59,500 0 1 3 2 1 3 40 12, 000 2,000 3, 000 36 45 1 16 2 36 111 7,800 5,200 5, 600 35 21 41 15 125 137 3 40 14,000 5, 187 5,187 0 0 80 107 5 5 27 62 o o 40 14, 000 200, 000 28, 950 46, 100 15 20 0 0 5 4 4,000 700 2.000 0 0 0 0 0 0 53 54 8 0 3 40 1,530 39, 465 3,000 7,800 0 20 2 75 47 27 1 2 40 250 3,000 375 1, 575 800 0 b 0 0 1G9 120 0 0 1 29 •?. 40 300 0 0 0 0 0 0 0 0 2 40 30 1,000 250 850 3 0 1 0 0 0 0 0 0 0 300 0 0 0 0 53 63 0 0 13 48 4 32 2,928 74, 000 16,000 21,151 0 0 0 0 120 15 0 0 0 39 2 38 650 20 40 0 0 10 30 2 38 1 . 200 50,000 9.000 9, 700 0 0 0 0 42 54 0 0 7 58 2 38 3,212 75, 500 9,250 10, 050 500 38 450 15, 000 2, 700 2, 768 0 0 0 0 57 r-o to 0 9 rJ 3 41 9 aj 38 3, 150 80, 000 9, 570 10, 170 240 0 0 0 0 4 22 100 500 1 , 175 0 0 0 0 0 6 28 0 0 9 Aj 86 3 36 2,530 150, 000 20, 000 27, 375 0 0 0 626 154 o 1 o 112 2 40 3,500 0 0 57 233 0 0 0 0 9 30 4 38 99X 350, 000 23, 500 26, 600 11,800 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 1822 EDUCATION REPORT, 1898-99. Table 19. — Statistics of public Teachers. I Students. Location. . Name of institution. Entire : num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high scnool grades. In nor¬ mal course. Male. Female. Male. 1 Male. Female. Male. . Female. Male. Female. 1 2 O o 4 5 7 8 O 10 11 12 M A SS A C H U SETTS— continued. 53 Bridgewater _ Bridgewater State Normal t 19 8 41 240 0 0 41 240 School. 51 Cambridge _ Wei 1 i n g t o n Training 1 5 1 5 469 4S0 469 452 0 28 School. 55 Fitchburg _ State Normal School . 5 19 5 10 3 43 3 43 56 Framingham _ _ do . . . 5 16 5 12 0 156 0 158 57 Lowell . . Lowell Training School for i 17 i 6 0 25 0 25 Teachers. 58 Salem _ _ . State Normal School . 4 8 4 8 2 176 0 0 9 rV 176 59 West field _ _ do . . . . 5 9 r 4 80 199 80 87 0 112 60 Worcester _ Massachusetts State Nor- 4 10 4 9 8 188 8 188 mal School. MICHIGAN. 61 Detroit. . Washington Normal School 0 22 0 8 4 di 950 750 821 1 129 62 Mount Pleasant. . Central State ISiormai 9 10 9 10 31 107 31 107 School. 63 Ypsilanti. _ Michigan State Normal 20 30 20 30 200 834 25 78 175 756 College. MINNESOTA. 64 Mankato . State Normal School . . 8 25 8 10 332 1,019 161 374 171 645 65 Moorhead _ Minnesota State Normal 4 10 4 8 131 264 74 90 57 174 School. 66 St. Cloud . State Normal School _ 8 10 8 10 252 400 128 91 124 309 67 St. Paul . St. Paul Teachers’ Train- 0 9 0 4 172 267 172 192 0 t O ing School. 68 Winona .. . State Normal School _ 16 16 226 695 141 200 85 405 MISSISSIPPI. 69 Abbeville . Abbeville Normal School*. 9 3 O «v 0 67 78 40 50 10 8 70 Holly Springs ... Holly Springs Normal In- o 2 9 0 100 50 90 .40 10 10 stitute. 71 _ do _ _ Mississippi State Normal 4 3 9 0 74 84 38 53 36 31 ■ School. 73 Paris . . . . Paris Normal Institute*... 9 1 i 1 70 60 60 40 10 20 73 Sherman _ Mississippi Normal Insti- 3 O 3 0 125 1G0 110 90 15 10 tute. 74 Troy - Mississippi Normal High O 2 1 1 85 97 80 90 5 7 School. r'r i 0 W alnut Grove. - . Mississippi Central Nor- Q 3 1 1 64 71 56 67 8 4 mal School. MISSOURI. 76 Cane Girardeau . State Normal School 9 3 9 3 200 122 200 1 m!? (third district). 77 Kirksville _ . State Normal School (first 7 5 7 5 365 360 325 310 40 50 district). 78 St. Louis. _ Normal and High School .. 23 49 5 10 832 1,223 0 287 79 Warrensburg ... State Normal School (sec- 13 9 n 8 389 512 0 0 3S9 512 ond district). MONTANA. SO Dillon . State Normal School of 5 3 5 3 153 10 120 Montana. NEBRASKA. 81 Peru . . State Normal School of 10 11 10 8 175 482 175 482 Nebraska. NEW HAMPSHIRE. 82 Plymouth . State Normal School _ 4 9 4 4 129 218 94 84 O 101 * Statistics of 1897-93. FORMAL SCHOOLS 1823 normal schools , 1898-09 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. 1 Weeks in school year. Volumes in library. In busi¬ ness course. In high- - school grades. Male. Female. 1 ■ Male. ; Female. Male. Female. j6 'cl t— 1 Female. Male. Female. 13 14 55 16 ST 18 19 20 25 OO OO cwO 24 25 0 0 0 o 204 237 0 1 20 88 3 38 6, 142 0 18 1 40 200 0 0 0 0 311 285 0 0 1 68 2 38 3,500 0 0 0 0 70 66 0 0 6 0 2 38 3, 400 230 320 2, 000 0 0 0 0 65 70 0 0 0 48 9 fj 40 3,560 80 87 o 59 2 38 3. 600 0 0 0 0 22 26 0 0 4 35 3 38 11,982 0 0 0 0 750 821 0 0 0 53 3 40 415 92 110 1 0 18 107 4 40 1.600 120 180 0 0 41 211 4 40 21,000 0 0 161 374 0 0 5 36 3, 245 0 0 0 0 66 68 0 0 2 41 5 38 2,194 0 0 0 0 145 106 0 0 14 59 5 38 5,290 0 0 173 192 0 0 3 38 3,000 0 0 0 0 141 200 0 0 9’ 142 1 48 5,000 5 0 12 20 3 40 50 0 0 0 0 0 0 36 31 6 8 9 36 3,200 0 0 4 40 160 0 0 0 0 0 u 2 40 200 0 0 0 0 0 0 0 0 0 0 9 40 200 9 32 20 22 4 40 1,500 50 52 13 18 4 40 3, 000 101 134 528 802 0 85 4 40 1,000 0 0 0 0 66 89 0 0 15 26 4 40 e;ooo 27 33 18 24 0 3 4 40 3,000 0 0 110 113 0 0 4 40 13, 000 33 33 127 117 0 0 1 20 9 fV 40 2,500 213 irt CQ ^ G w » -O rt-#' a a J'+i ^ £ cS p A S &1)'S § «mS« O'M O ,Cf3 O cn-G f3 C£-g rc3 -5 O cc A' «M "Sj o ^ -M O a a o H <5 Co 0> >> o $■ CM^ ® 00 gSo o'-1 o o So® O'M E> £ &8 .« P. _ y a -a , a 0) 4 3 94 122 70 80 IS 40 Normal School. 118 Monmouth _ Oregon State Normal 8 4 8 4 189 302 97 105 92 197 School. 119 Weston . . Eastern Oregon State 4 3 4 3 39 54 10 9 29 45 Normal School. PENNSYLVANIA. 120 Bloomsburg _ State Normal School _ 14 11 14 7 226 281 151 188 121 California . Southwestern State Nor- 12 12 10 8 375 528 181 175 170 312 mal School. 199 Clarion . .... State Normal School. . 14 r* 12 4 253 349 45 68 200 270 123 East Strouds- East Stroudsburg State 8 7 8 r/ t 194 247 07 70 127 177 burg. Normal School. 121 Edinboro . . . Northwestern State Nor- 9 7 9 t 191 285 39 39 149 244 mal School. 125 Indiana . . . . Indiana Normal School of 13 12 13 9 269 483 75 86 144 346 Pennsylvania. 226 Kutztown . . Keystone State Normal 16 0 16 6 449 296 101 -82 348 214 School. 127 Lock Haven _ Central State Normal 14 8 13 6 313 342 8 9 305 340 School. 128 Mansfield . . . State Normal School (fifth 6 12 6 12 200 303 0 0 183 282 district). 129 Millersville _ First Pennsvlvania State 21 15 21 15 510 579 124 103 386 476 Normal School. 130 Philadelphia _ Ph iladelphia Normal O 51 g 28 141 1,023 _ 141 421 0 602 School for Girls. 131 Pittsburg . N ormal Departmen t, Pitts- o t) 12 o o 11 0 410 0 410 burg High School. 132 Sliinnensburg . . . Cumberland Valley State 9 8 9 8 198 209 32 43 166 166 Normal School. 133 Slippery Rock... State Normal School (elev- 8 9 8 9 310 508 107 116 203 392 enth district). 131 West Chester _ State Normal School _ 14 17 14 17 310 520 25 35 285 485 RHODE ISLAND. 135 Providence . Rhode Island Normal 4 24 4 16 1 246 0 172 School. SOUTH CAROLINA. 136 Rock Hill . Winthrop Normal and In- 8 23 8 23 0 344 0 177 dustrial College. SOUTH DAKOTA. 137 Madison . . State Normal School . 4 r* t 4 6 73 278 32 73 41 205 138 Spearfisli . . _ do . . 1 11 1 10 122 200 38 45 84 155 139 Springfield. . . do . 9 4 2 4 46 65 9 5 32 51 * Statistics of 1897-98. NORMAL SCHOOLS 1827 normal schools, 1S9S-90 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. Weeks in school year. Volumes in library. In busi¬ ness course. In high- school grades. Male. Female. Male. Female. Male. Female. Male. Female. © Female. 13 11 15 16 17 18 19 20 21 22 23 24 25 0 0 0 0 260 234 0 2 0 77 2 40 150 0 0 0 0 400 400 0 o fj 0 63 9 rV 38 200 0 0 0 0 256 244 0 4 0 62 O 38 300 100 150 0 0 0 27 9 38 500 43 50 0 0 0 0 6 18 o O 38 400 17 15 0 0 O 8 3 40 1 , 000 5 5 25 30 5 16 4 40 100 5 0 i 2 70 80 0 0 5 10 3 ^ 1 o 500 97 105 200 259 3 40 0 0 0 0 15 19 0 0 1 9 3 40 80 75 93 27 90 48 82 3 40 2,230 8 13 16 29 181 175 34 68 2 42 5; (100 7 4 1 rt i 45 68 1 0 24 49 3 40 4.000 67 70 0 0 34 rrct i i 3 42 900 3 2 0 0 39 39 0 0 18 31 9 40 9, 000 16 18 34 33 75 86 0 0 25 76 2 41 3, 509 101 82 59 3 42 6,398 70 82 52 74 3 40 4, 500 0 0 12 21 126 234 0 0 4 7 2 40 4,446 124 103 0 0 47 69 3 4-2 10,200 141 421 0 6 '0 298 2 40 4, 500 0 0 0 0 105 125 0 0 9 40 32 43 53 58 3 42 2,906 0 0 90 89 0 0 29 73 3 42 1 , 508 25 35 ] 2 32 94 3 42 7, 500 1 74 162 204 0 i 0 91 2 39 750 0 138 0 29 51 78 0 0 0 54 4 36 3, 900 0 0 0 0 32 73 0 0 2 2 4 38 1,651 0 0 0 0 38 45 0 1 0 11 4 38 13, 000 0 0 5 9 29 32 0 0 6 5 o O 36 1,000 Cu > 26 $30, 000 50, 000 15, 000 10, 000 35, 000 20, 000 313, 116 235, 000 266, 000 102,924 164, 000 264,850 281,500 275, 000 281,000 470,812 500,000 220, 000 200, 000 500, 000 750, 000 255, 969 75, 000 40, 000 15, 000 4-4 O o . 27 $4,000 16,000 3, 500 9,000 8,000 3, 750 7,500 7, 500 17, 165 7, 500 7,500 7,500 7. 500 9.500 7.500 7, 500 7,500 7, 5C0 55,000 30, 000 12, 900 15,000 600 o rt 33 a -f3 oH v C3 +3 o 28 K» . O .12 P. ^ ^ s I) H'H CD ^ £ V -P rd CD £ ^ I J 33 O bD +3 ° S3 r- H s 9 455 162 Platteville. . do . 10 12 10 8 193 336 73 158 120 178 163 River Falls _ _ do . 5 12 5 8 67 208 67 208 164 Stevens Point do .... 9 12 9 9 194 421 64 104 130 309 165 West Superior .. _ do . 6 11 6 11 75 211 75 211 166 Whitewater . . do . . 4 12 7 8 211 318 86 80 123 .237 * Statistics of 1897-98. a See table of colleges and universities. NORMAL SCHOOLS 1821) normal schools , 1S0S-90 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. I Years in normal course. Weeks in school year. >> 0$ r£ i — l •S cn © g O t> Value of grounds, build- j ings, furniture, and sci¬ entific apparatus. Amount of State, county, or city aid. Total income for the vear 1898-99. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In liigli- school grades. Male. Female. © Female. 6 VH Female. 6 r-4 Female. © a i Female. I 13 14 15 1G 17 18 19 20 21 22 23 24 2G o 7 28 29 | 0 0 100 247 0 0 2 32 12. (100 $150, 000 i;o0 000 () 140 0 0 34 20 0 0 0 0 6 4 2 36 250 3,000 1,200 2,044 0 141 43 65 3 36 12, 000 100,000 39 500 45, 500 $2, 000 142 0 0 10 12 0 0 0 0 0 0 9 36 100 2,500 2, 000 2, 700 0 143 4 36 800 35, 000 7, 500 8, 300 23,000 144 0 0 0 0 1 38 2 40 20,000 5 000 5, 100 0 145 0 0 60 90 0 0 2 22 2 40 2, 500 6 000 6, 300 146 0 0 0 0 34 24 0 0 3 23 2 40 3, 000 13, 150 6,000 6,777 0 147 0 0 0 0 12 84 0 0 0 34- 3 37 4, 000 75, 000 15,000 17,500 0 148 3 0 1 0 176 210 0 4 0 O /W 9 38 9,500 712,000 0 159, 084 0 149 0 0 28 0 40 16 68 70 12 17 3 34 403 157,000 15,000 16,941 0 150 25 30 1 5 5 40 3,000 60, 000 13, 200 14,200 1 51 0 0 0 0 43 65 0 0 4 20 4 20 60, 000 16, 000 16, 000 6,500 152 9 15 0 0 0 0 0 0 3 O 4 40 500 40, 000 12, 000 12,499 20,000 153 14 57 4 40 2, 000 65, 000 59,000 59, 868 5,883 154 0 0 4 40 1.800 35, 000 8, 000 8,210 3, 000 155 60 46 100 159 5 5 0 0 3 8 4 36 2,000 200, 000 19, 550 20, 751 18,436 156 41 59 4 40 600 54, 200 19, 000 24,000 6,000 157 4 6 4 40 1.000 40, 000 5, 000 5, 500 158 0 0 0 0 3 5 4 38 1,700 20. 000 7, 027 159 0 0 135 101 0 0 26 121 2 40 3,000 100, 000 45, 075 48, 286 160 0 0 11 20 135 142 0 0 43 107 4 40 30, 000 131,500 45, 713 52; 586 0 161 0 0 73 158 0 0 11 33 4 40 5,300 100. 000 2, 500 162 97 120 5 4 4 40 3,568 57, 926 19, 000 29, 456 163 0 0 0 8 64 104 0 0 20 54 4 40 6,371 90i 000 30,000 33,000 164 0 0 82 99 0 1 7 13 4 40 3, 0(H) 103, 000 28, 000 31,000 165 o hJ 1 86 80 18 48 4 40 5,206 iso; 000 30j 929 33, 257 0 166 1830 EDUCATION REPORT, 1898-99. Table 20. — Statistics of private 1 o 3 4 6 r* 8 9 in 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 97 I Name of institution. Teachers. Students. Location. Entire num¬ ber em¬ ployed. In¬ struct ing nor¬ mal stu¬ dents. 1 Entire number enrolled. \ Below normal and high school grades. In nor¬ mal course. 6 '3 CD fe Male. Female. Male. 6 3 g 6 Female. 6 hH r* i Female. 1 2 3 4 5 6 7 8 5) IO ! 11 1 2 ALABAMA. [ 1 1 Huntsville . Cen tral Alabam a Acad- O 9 9 O 35 100 16 34 6 20 eniy.* ■ Tuskegee - Tuskegee Normal and In- 53 o ~ *>•> 14 20 816 364 473 171 343 193 dustrial Institute. ARKANSAS. 1 \ Belleville . Belleville Normal College . 9 1 o 1 105 100 55 70 50 30 Pea Ridge - Pea Ridge Normal College. 5 5 5 4 95 83 33 29 43 37 Southland - Southland College and 1 5 i 4 03 89 26 40 35 44 N ormal Institute. Sulphur Rock ... Arkansas Normal School .. 4 2 4 1 119 78 20 16 51 48 Wilmar _ Drew Normal Institute.... 3 5 3 0 120 130 65 74 25 30 W oodberry _ W oodberry Normal School 3 2 2 1 71 4:1 27 17 44 26 CALIFORNIA. ' Oakland _ Gilson's Normal and Spe- 1 i i 1 9 24 0 0 0 22 cial Training School. COLORADO. ' Denver . Denver Normal and Pre- 4 5 4 91 264 11 IS 64 182 paratory School. . ■ DISTRICT OF CO- LUMBIA, 1 W asliington . . . . Washington Kindergarten 0 6 0 6 20 43 20 22 0 21 1 Normal Institute. _ do _ Woman’s League Kinder- 0 14 0 9 0 22 0 0 0 22 1 gar ten Training School.* FLORIDA. -Jasper _ _ Jasper Normal Institute. . . 3 4 1 9 fV 131 149 42 59 32 28 i Orange Park Orange Park Normal and 2 6 2 3 25 40 14 31 11 9 Manual Training School. White Springs . . . Florida Normal College t-. o O 1 3 0 57 31 23 11 26 19 GEORGIA. : Augusta _ Haines Normal and Indus- 4 11 o 5 143 280 96 165 47 115 trial Institute. Demorest . Demorest N ormal School * . 3 9 3 o 26 19 0 0 12 10 1 Macon _ Ballard Normal School _ 1 13 1 o_ 125 400 105 350 20 50 Thomasville _ Allen Normal and Indus- 0 i 0 3 33 143 28 125 5 18 trial School. 1 1.LTNOIS. i Addison _ German Evangelical Lu- 8 0 8. 0 198 : 0 114 0 84 0 theran Teachers’ Semi- nary. t Bushnell _ Western Normal College .. 9 5 9 3 153 1 141 0 0 117 105 Dixon . . Northern Illinois Normal 09 o O 8 3 500 | 400 340 210 110 125 School. Galesburg _ Galesburg Kindergarten l 8 1 1 5 33 204 33 57 0 147 | Normal School. Hoopeston . Greer Normal College _ i 5 7 5 225 178 54 68 43 77 Macomb . Western Illinois Normal 12 5 3 2 175 2°5 80 100 School. Oregon _ Wells School for Teachers 2 0 i 2 0 40 90 40 90 | Rushville . Rushville Normal and 3 9 9 2 150 150 75 100 Business College. * * Statistics of 1897-98. t Statistics of 1896-97. NORMAL SCHOOLS 1831 'normal schools. 1S9S-99. Students. Children in model school. In busi¬ ness course. In hi srli - school grades. Male. Female. 26 $10, 000 352,319 3, 000 5, 000 60, 000 9, 500 6,0H0 8,000 =2^ o Eh c n ^ s O 3 o a bJD a_l CJ 0 t-i 3 53 0 3 £1 0 0 3 0 28 ■L o a > rH ~i -i . o Cfl 0 'o 0 0 oi^§ 2 &a o jr, -u tp cc id ^ w m >SC8® Q, © t? © £ g£ g ftp> Q Cfi £ g Ti © O ? o S s =2 EH 26 $388 104,811 j§97, 231 1,925 2, 100 5,200 5, 400 3, 400 3, 175 ■), 000 1 , 079 2, 000 6,000 28,000 20, 000 1,200 40, 000 8,760 92, 000 30, 003 200, 000 12,000 140, 000 3, 000 1,000 3,700 3, 760 400 5, 070 5, 800 2,227 3, 900 4, 500 10, 500 4, 650 35 1,000 $68, 255 96, 000 r‘ ”6 10 11 12 _ j 13 28.000 ; 14 _ 15 20,000 | 16 . 1 17 160 i 40,000 i 18 _ 19 .! 20 30, 000 21 1 22 60,000 .! 23 24 25 26 27 1832 EDUCATION REPORT, 1898-99. able 20. — Statistics of private Location. Name of institution. Teachers. Enl nun enro Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor mal stu¬ dents. fire iber lied. Below normal and high school grades. In nor¬ mal course. Male. Female. Male. Female. Male. j Female. C 53 3 6 a Cl pH Male. Female. 1 2 .3 4 5 6 7 8 9 10 11 12 INDIANA. 28 Anderson _ Anderson Normal Univer- 15 7 6 9 185 165 46 14 83 101 sity. t 29 Angola _ _ Tri-State Normal College 12 3 9 3 465 216 198 100 30 Corydon . Ohio Valley Normal Col- 5 9 rV 4 1 132 59 0 0 101 49 lege. 31 Covington . Indiana Normal College ... 0 2 0 9 21 19 5 6 16 13 32 Danville . Central Normal College *.. 20 9 & 3 1 986 537 371 249 28 13 33 Elkhart . . Elkhart Normal School 4 6 1 1 78 78 13 4 5 3 and Business Institute. 31 Indianapolis _ Indiana Kindergarten and 1 11 1 11 0 88 0 88 Primary Normal Train- ing School. 35 Marion . . Marion Normal School 16 5 16 5 643 489 523 407 35 Mitchell _ Southern Indiana Normal 7 3 7 3 90 75 15 20 65 50 College. 37 Valparaiso . Northern Indiana Normal 40 15 30 11 2141 1210 49 55 1143 784 School. IOWA. 38 Afton . . Afton Normal and Busi- 3 3 2 9 33 81 2 35 9 35 ness College. 39 Bloomfield _ Southern Iowa N ormal 4 4 4 1 227 139 140 89 42 26 School. 40 Carroll . . Carroll Normal and Busi- 4 0 3 0 66 50 18 0 30 40 ness College.! i 41 Decorah . V airier Business College 6 9 3 1 154 184 66 156 and Normal School. + j 42 Denison . . . Denison Normal and Busi- 5 3 4 1 115 200 52 79 40 60 ness College. 43 Des Moines . Highland Park Normal 21 10 9 6 4 162 4 162 College, t 44 Glidden . . National Normal School* . 4 0 3 0 80 70 20 20 40 50 45 Humboldt . Humboldt College . . 17 7 8 3 203 121 20 58 75 24 46 Kossuth . Kossuth Academy* . o 0 9 0 14 8 1 0 5 ry i ; 47 Le Mars . . Le Mars Normal College... 7 6 4 3 90 85 10 15 30 20 48 Mount Pleasant . Howe’s Academy and 3 1 2 1 60 79 0 0 30 42 Teachers' T r a'ining School, t 49 Newton.. . Newton Normal College 3 2 9 1 67 65 0 0 37 42 50 Nora Springs _ Nora Springs Seminary *.. 5 6 3 5 305 338 0 0 75 120 51 Ottumwa . . Ottumwa Normal School 0 1 0 i 1 13 1 13 52 Perry ... _ _ _ Perry Normal School 4 9 3 i 45 67 18 30 53 Shenandoah . Western Normal College 17 5 17 5 732 426 690 381 54 Vinton . . Tilford Collegiate Acad- 3 3 3 9 165 112 98 59 42 35 emy. 55 Waukon _ Waukon Business College 3 2 3 0 60 50 0 0 42 48 and Normal School. KANSAS. 5G Conway Springs Normal and Business Col- 3 9 9 w 9 45 55 25 30 lege. 57 Great Bend . Central Normal College. ... 9 4 3 o bJ 126 77 38 22 40 33 58 McPherson . McPherson College 11 2 5 2 225 151 122 103 28 20 59 Maryville . Modern Normal College 4 2 4 2 82 117 47 63 60 Nickerson . . Nickerson Normal College. io 9 4 5 108 173 20 51 47 103 61 Salina . „ . Salina N ormal University t 11 5 11 5 142 122 71 61 62 Winfield . Southwest Kansas College. 9 6 6 3 170 122 0 0 17 19 KENTUCKY. 63 Blaine . Blaine Normal School . 2 9 P © S C3 > 28 © O © . to © © © © nS^O O CS ^ r-. o © u O ■+-* © CO r-H (fj r , © to A §5 £ CO © O -r1 $200 0 40 118, 769 35,000 200,000 ; 25,000 I 14,000 ! 3,200 50,000 ! . ... 4.500 ! 150 50, 000 ! . . - . 1 2, 085 850 200 950 "i,W 300 100 600 2, 000 2, 500 2, 700 600 2, 000 30.000 ; 3,510 8,000 | 5,000 . . ; 1,700!. ‘35'6o5’|"3’500T 400 I 1.200 ! 6,000 25, 000 50, 000 5,000 29, 000 30, 000 62, 000 100 1 2, 500 2, 000 3,000 5. 500 3.500 8, 121 5.500 7.500 400 "i’eoo" 2,000 1,000 3,200 Y,m d © O O +? d 29 $28, 000 *5:066' 0 4,650 60, 000 "6: 766" . 6" 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 1834 EDUCATION REPORT, 1898-99. Table 20. — Statistics of private . Teachers. Students. Location. Name of institution. Entire num¬ ber em¬ ployed. In- i struct- ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. o3 s A 3 o pH CZ £ d a £ 6 c3 S a; 1 1? a CD 6 *c3 § £ ■a a ® ks o5 a £ rH cS g £ 1 2 3 4 5 0 | 7 8 9 10 ii 12 66 Kentucky— con¬ tinued. Irvine . Irvine Training School .... 9 0 9 rV 0 73 64 54 45 15 16 67 Lexington . . Chandler Normal School .. 0 8 0 4 70 130 63 103 7 18 68 Madisonville - Western Kentucky Nor- 0 3 0 9 «v 30 47 19 37 1 10 69 Morehead . mal School. * Morehead Normal School.. 3 9 9 9 169 195 85 96 30 38 70 Waddy . Central N ormal College . . . 4 3 4 3 67 53 37 33 30 35 71 MAINE. Lee . . . Lee Normal Academy _ 1 9 1 9 76 83 30 30 16 18 73 Springfield . Springfield Normal School. 0 o O 0 3 60 63 15 13 3 4 i O MARYLAND. Aramendale . Ammendale Normal Insti- r* i 0 7 0 38 0 18 0 30 0 74 Buckeystown .... tute. Buckeystown N ormal 1 i ■i 1 10 13 1 4 6 9 75 76 77 Hebbville . . MASSACHUSETTS. Boston . . Waltham .... _ Training School. Baltimore Normal School for the training of col¬ ored teachers. Kindergarten Training School. Notre Dame Training 1 1 0 i r4 i 11 i i 0 1 i 11 10 0 0 34 105 70 0 40 10 0 0 34 105 30 78 79 SO Worcester . MICHIGAN. Fenton. . . . Owosso _ . . School. The Froebel School and Kin¬ dergarten Normal Class. Fenton Normal School t . . . Oakside School . 4 3 0 4 5 3 3 3 0 o O 3 3 0 100 15 34 135 15 4 0 0 50 0 34 75 14 81 Petoskey . Petoskey Normal School 3 3 1 1 385 310 0 0 160 335 83 MINNESOTA. Madison . . and Business College. Lutheran Normal School 4 1 3 0 64 53 48 31 16 31 83 New Ulm . . of the United Norwegian Lutheran Church of America. Dr. Martin Luther College. 6 0 4 0 61 5 14 1 18 0 84 MISSISSIPPI. Blue Springs _ Blue Springs Normal Col- 1 9 fV 1 0 75 60 67 55 8 5 85 Burgess . . lege. Burgess Normal Institute. 9 rV 3 9 0 58 67 48 53 10 15 86 Cumberland . Cumberland N ormal Insti- 1 1 l 1 40 46 37 34 13 13 87 Houston . . tute.* Mississippi Normal Col- 5 8 4 3 171 305 135 145 46 60 88 Iuka . lege.* Iuka Normal Institute 4 4 4 3 130 94 38 99 78 63 89 Lake Como . Lake Como Normal School* 9 eg 1 3 0 64 69 50 61 11 7 90 Louisville . Louisville Normal School. . 3 1 9 bj 1 60 70 30 30 10 15 91 Plattsburg . Winston Normal High 1 3 l 9 80 30 35 30 18 5 93 Poplar Springs . . School.* Poplar Springs Normal 3 3 l 1 73 109 50 80 15 18 93 Tougaloo . . College.* Tougaloo University (nor- 5 15 3 5 166 173 146 148 17 31 94 Yale . . . mal department). Oakland N ormal Institute *1 3 1 3 1 130 90 40 50 80 40 t Statistics of 1896-97. * Statistics of 1897-98. NORMAL SCHOOLS 1835 normal schools , 189S-09 — Continued. Stuc In busi¬ ness course. ents. In high- school grades. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. Male. 6 t — i c3 s 0 Male. Female. Male. Female. Male. Female. Male. Female. 13 14 15 16 17 18 1© 20 21 22 23 3 3 4 0 0 0 0 18 29 70 120 1 2 4 19 37 3 4 2 60 69 0 0 0 0 0 0 3 5 O 5 3 0 0 5 4 3 40 35 o 2 3 0 0 43 47 0 0 1 4 4 0 0 11 0 4 3 0 0 0 0 0 0 0 0 0 10 34 3 o o O O 0 58 2 3 0 0 0 12 2 50 50 1 A o 0 8 1 0 0 0 0 0 0 95 50 30 35 23 34 0 O' 17 22 3 0 0 0 0 8 10 0 0 5 5 2 29 4 70 70 9 0 2 0 0 0 0 0 0 5 14 3 8 11 4 2 0 12 10 0 0 0 0 0 0 4 o o 1 9 7 2 6 0 24 25 2 ry ( 3 30 2 12 8 0 0 7 6 2 2 2 6 9 4 3 3 17 21 2 0 4 0 0 20 5 3 0 O o A o CQ w 0 0 £ h O > c/f O &T4= \ ©'2 on m 42 ■Sag gg| 2 O' C3 qn CS c5 © Pi 0) +3 o CO r~. £ O 0 '-3 >5 0 2 £h 0 r-H X! J «H 0 o t> ©s oS > P^3 0 o a > -d cJ-g a'w S' • 0^ a; * o a £ 2§S> s a ft p d r7T ^ id te 0 <& 0 o o +-j d _, im O S M 'M Eh 24 25 26 27 28 29 38 $2, 700 i ! 34 600 17,904 $1,375 $900 0 38 150 100 500 40 500 6,000 1. 142 0 $6,000 40 1,000 5, 000 3, 000 0 6,000 OQ 116 3,000 1, 150 9.o 95 4,800 1,275 40 5,000 60, 000 48 500 4,000 500 0 0 41 2, 000 2.250 34 200 0 40 3,800 70,000 13,359 36 48 1.000 11 , 000 5,200 ' 800 3,500 500 0 0 36 1,150 10, 000 6,684 0 • v 36 400 30,000 3,400 2,000 4,000 40 250 30,000 4.000 4,000 30,000 1.500 600 40 300 1,500 540 2, 000 40 1 , 600 1,050 40 600 10,000 5, 000 48 500 60. 000 6, 000 0 0 40 126 800 1, 450 36 100 2, 000 1,620 32 0 1.500 1.135 40 100 2,500 1,000 32 4, 500 85, 000 40 500 2,500 1,430 60 67 68 60 70 71 72 73 74 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 1836 EDUCATION REPORT, 1898-99. Table 20. — Statistics of private Location. ' Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. r£ IS Female. a5 § Female. Male. Female. Male. Female. Male. | - Female. 1 O /■V 3 1 5 G 7 8 0 10 11 12 MISSOURI. \ 95 College Mound .. McGee Holiness College * .. 9 t-j O 1 0 50 75 40 60 9 bJ 14 96 Gainesville . Gainesville Normal School. 3 *> bJ 3 1 36 48 20 32 16 16 97 Mill Spring . Hale's College . 4 0 1 0 43 37 25 23 18 14 98 Pleasant Hope. . . Pleasant Hope Normal In- 9 bb 9 /V 9 1 40 50 0 0 15 25 stitute. 99 Stanberry . Stanberry Normal School. 12 6 12 6 275 991 0 0 10 ! 15 NEBRASKA. 100 Fremont . Fremont Normal School... 18 3 5 2 625 675 21 26 344 464 101 Normal . Lincoln Normal Univer- 12 3 8 1 108 232 40 31 56 73 sity. 102 Santee Agency .. Santee Normal Training G 5 1 2 57 52 51 44 6 8 School. 100 Wayne . Nebraska Normal College. 4 f* 3 5 417 591 263 378 NEW YORK. 101 New York . Teachers’ College 30 36 97 21 343 1528 153 146 102 1290 NORTH C A ROBIN A. 105 Asheville . Normal and Collegia, te Tn- 0 13 0 12 0 237 0 85 stitute. 106 Kings Mountain. Lincoln Academy . 0 7 0 3 62 140 59 122 3 18 107 Lumberton . Wliitin N ormal School * . . . 1 1 1 1 20 25 8 li 12 14 108 Raleigh . St. Augustine’s School . 6 9 4 1 135 175 109 148 26 27 109 Traphill. . . Fairview College* . 3 1 1 0 88 63 70 55 18 8 110 Wilmington . G regory N ormal Institute * 1 10 1 2 80 209 70 158 10 51 111 Winton . Waters Normal School.... 3 2 3 2 81 130 32 85 49 45 NORTH DAKOTA. 112 Grand Forks _ Northwestern Normal Col- 6 1 9 bJ 0 184 48 75 25 10 lege. OHIO. 113 Ada . . Ohio Normal University .. 25 9 13 4 2189 1038 8 0 689 476 114 Canfield . Northeastern Ohio Normal 5 9 5 9 65 72 40 45 College. 115 Dayton . . St. Mary’s Convent . 12 0 12 0 90 0 20 0 60 0 116 Ewington . Southern Ohio Normal Col- 1 1 1 1 25 15 25 15 lege. 117 Fayette . Normal University . . 6 4 4 9 125 <0 75 20 25 20 118 1 .ebanon . National Normal Univer- 23 9 23 9 1800 700 1760 685 sity. 119 Middlepoint _ Western Ohio Normal Col- 4 1 4 1 104 26 0 0 104 26 lege. 120 New Pliiladel- John P. Kuhn's Normal 1 1 1 1 60 35 20 15 40 20 phia. School. 121 Piketon . Southern Ohio School of 3 0 3 0 30 20 0 0 30 20 Pedagogy.* 122 Fremont City . . . Western Normal Univer- 1 0 1 0 9 11 0 5 r* i 2 sity. 123 Woodville . Evangelical Lutheran 4 0 4 0 23 0 18 0 15 0 Teachers’ Seminary. PENNSYLVANIA. 124 Ebensburg _ Ebensburg Normal Insti- 9 bJ 0 2 0 28 32 8 5 20 27 tute. 125 H untingdon . Juniata College . . . 19 2 10 1 209 132 184 129 126 Muncy . . Lycoming County Nor- 5 1 5 1 100 120 100 120 mal School. 127 Pittsburg . Curry College . 17 9 7 3 277 287 42 02 21 43 * Statistics of 1897-98. NORMAL SCHOOLS 1837 normal schools, 1898^-99— Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. 1 Weeks in school year. : Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. I Total income for the year 1898-99. ! Value of benefactions re¬ ceived during year. Total money value of endow¬ ments, property, and funds now possessed, received from private sources. In busi¬ ness course. In higli- school grades. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 13 14 15 16 17 18 11) 20 21 22 23 24 25 26 27 28 29 3 1 5 0 9 40 .15, 000 $500 0 0 0 0 0 0 6 6 6 0 3 40 1 , 200 0 0 0 0 0 0 o 0 0 0 36 0 2. 000 720 0 0 10 5 15 20 0 0 o o l 1 4 40 300 3. 000 28 6 237 200 0 0 o 0 3 48 500 50, 000 20, 000 0 0 260 185 21 26 o 1 37 40 3 50 4,500 120, 000 12 128 40 31 i 0 38 991 3 48 127, 000 12 19 3 4 4 38 1,900 50, 000 12,840 106 49 48 164 18 26 17 34 2 50 800 30, 000 0 0 88 92 241 238 2 1 22 32 4 35 11,776 1,189,500 98,217 $268, 860 $1,353,160 0 9 0 143 0 0 0 13 4 40 1 , 000 115,000 14,000 0 0 0 0 2 7 3 18 0 5 4 34 1,200 5, 602 14 12 3 32 250 1,200 200 75 16 36 26 27 4 1 3 33 0 0 0 0 3 40 100 2, 000 75 600 10 51 1 3 4 32 200 15,000 3, 700 300 0 81 130 1 1 4 8 350 1,100 1,523 75 10 9 3 1 44 1 , 000 5, 000 0 0 311 93 1151 469 49 9 49 5. 500 50, 000 45, 598 50, 000 8 1 17 26 4 6 3 40 1,500 50, 000 3,062 0 0 10 0 0 0 0 0 10 0 4 40 0 0 40 2,500 0 15 5 10 30 0 0 5 4 2 48 800 20, 000 4,300 40 15 48 35 2 48 12, 000 40,000 18,500 0 0 0 0 0 0 0 0 8 0 3 48 25 15 4 40 600 0 0 0 0 0 0 3 1 0 0 350 9 4 O 50 200 8,000 0 0 0 0 0 45 65 0 0 9 0 3 40 2,000 35, 000 4, 700 0 0 10 25 3 14 11 3 40 17, 000 110,000 7. 223 1,747 0 0 0 0 0 0 0 0 10 8 4 20 300 30,000 2,500 0 0 125 84 89 98 0 0 0 0 3 40 750 120,000 21,000 0 0 95 96 97 98 99 100 101 102 103 104 105 108 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 1838 EDUCATION DEPORT, 1898-99. Table 20. — Statistics of private Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. S 6 (L G "cS G a 0) Ps 1 2 a 4 5 6 7 8 9 io 11 12 SOUTH CAROLINA. 128 Aiken _ _ Schofield Normal and In- 8 9 i 1 139 152 120 140 10 12 dustrial School. 129 Charleston - Avery Normal Institute. .. 9 6 i o f) 55 251 18 128 3 21 i 130 Do _ _ Wallingford Academy . 1 4 0 9 77 99 70 89 10 131 Frogmore . Penn Normal and Indus- 4 9 3 9 139 115 120 105 19 10 trial School. 132 Greenwood - Brewer Normal School _ 1 8 1 o 98 147 96 142 9 /V 5 SOUTH DAKOTA. 133 Sioux Falls _ Lutheran Normal School. . 4 9 9 1 84 56 53 29 31 27 TENNESSEE. 131 Birch wood. . Rutherford Graded School* 2 1 1 0 134 126 122 108 13 18 135 Chattanooga _ Chattanooga Normal Uni- 10 4 4 1 175 95 20 25 26 14 versity. 136 Dickson . Dickson Normal College... c i 7 3 3 300 265 133 145 152 115 137 Edgewood . . Edgewood Normal College 2 2 1 0 35 32 15 12 20 20 138 Fountain City... Holbrook Normal College. 8 6 2 1 121 94 9 6 24 22 139 Greenbrier . Central Tennessee Normal 9 1 2 1 100 125 55 60 25 38 College. 140 Holladay . . Independent Normal 9 1 1 0 60 75 45 55 15 20 School. 141 Horn beak _ West Tennessee Normal 3 1 3 1 100 100 75 75 20 20 College. 142 Huntington _ Southern Normal Univer- 15 5 15 5 350 250 10 10 150 100 sity. 143 Jonesboro _ Warner Institute _ _ _ 1 2 1 0 54 64 35 56 12 5 144 Mar wide . . Freedmen’s Normal Insti 9 6 3 1 101 109 60 74 40 33 tute.* 145 Memphis _ Le Moyne Normal Insti- 9 fV 12 9 5~ 220 405 130 285 90 120 tute. 146 Morristown _ Morristown Normal Col- 14 12 3 9 rV 132 179 101 119 31 60 lege.* TEXAS. 147 Brenham _ Biinn Memorial College - 4 1 9 0 88 10 20 9 _ 50 rt t 148 Castro viile . . Academy of Divine Provi- 0 4 0 4 0 20 0 20 dence. 149 Commerce _ East Texas Normal Col- < 1 T~ 1 145 87 40 22 105 65 lege.* 150 Crockett _ Mary Allen Seminary + _ 1 14 i 5 0 229 0 216 0 13 151 Hearne . . Piearne Academy (Normal 9 4 9 i 40 50 20 29 Department).! 152 Whitesboro . Whitesboro Normal Col- 8 8 5 3 210 1 oo loo 0 0 190 132 lege. UTAH. 153 Provo City. . Brigham Young Academy 29 8 21 n i 578 375 233 117 214 228 and Latter-Day Saints’ Normal Training School. 154 Salt Lake City... Latter-Day Saints’ College. 15 9 9 1 309 149 30 35 VIRGINIA. 155 Lawrence ville . . . St. Paul Normal and In- 17 8 3 1 150 168 44 51 8 8 dustrial School. 156 Reliance - Shenandoah Normal Col- 6 3 3 0 101 78 10 5 35 30 lege. 157 Richmond . Hartshorn Memorial Col- 1 8 1 8 1 96 0 32 0 64 lege. 158 Rockymount _ Piedmont Normal College. 1 2 1 1 25 25 r> i 10 18 15 * Statistics of 1897-98. t Statistics of 1896-97. NORMAL SCHOOLS 1839 normal schools , 1S98-99 — Continued. In l ne con Students. Children ' in model school. Colored , stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, buildings, j furniture, and scientific apparatus. Total income for the year 1898-99. Value of benefactions re¬ ceived during year. Total money value of endow¬ ments, property, and funds now possessed, received from nrivate sources. >usi- ss rse. In high- school grades. Male. Female. > r-H o o o xn £\ >> rH c3 rH rO Value of grounds, buildings, furniture, and scientific apparatus. © r=3 Female. p •rH C/3 ?H cZ © •rH C/3 44 © © 1* © a i — i o t> 21 23 24 25 26 3 5 1 36 150 S3, 500 0 0 O fJ 30 157 2. 300 3 4 4 16 200 5, 000 4 35 5,000 50, 000 3 4 2 36 250 6, 000 6 10 3 42 1,500 1,500 11 0 4 40 2,000 c3 © S2 ci O 27 S2, 000 1,087 650 4,510 2,135 36, 642 CO JL, fl c8 O 0> *43 U ^ ‘g.S £ h © 2 o£ §s is 28 ■2«g© g « CM P M Q O c3 p © © 5 7? © o ^ Q, © +-> 2 2 o.& O d to ©* S2°P O 9 p £ H 29 $149 29,628 $100, 000 142, 234 159 160 161 162 163 164 165 ED 99 — VOL li¬ no 1842 EDUCATION REPORT, 1898-99. Table 21. — Statistics of teachers' institutes and summer schools held in the United, States betiveen October 1, 1897, and September 30, 189S, reported to this Office by county superintendents and other school officers. State or Territory. Num¬ ber of insti¬ tutes held. Aggre¬ gate number of days insti¬ tutes were held. Number of instruct¬ ors and lectur¬ ers. Enrollment. Male. Female. Total. United States. .. - . . 2,597 21, 748 10, 233 84, 760 167,008 251, 768 North Atlantic Division . 348 1,870 1,969 11,342 37,370 48, 712 South Atlantic Division . . . 288 2,843 709 9, 277 11.467 20, 744 South Central Division... . 716 4,672 2. 151 16. 593 18, 167 34, 760 North Central Division . 1,017 11,208 4,383 41,317 88, 184 129,501 Western Division . . . 228 1, 155 1,030 6,231 11,820 18, 051 North Atlantic Division: Maine . - . . . - 66 180 237 1.340 5, 360 6, 700 New Hampshire . 38 54 46 103 1,191 1,294 Vermont . . . 15 120 102 221 1,140 1,361 Massachusetts . . 23 46 184 432 4,373 4, 805 Rhode Island . 9 fV 4 30 150 1,400 1,550 Connecticut . 53 82 117 170 1,596 1,766 New York . 79 436 669 2, 872 9,534 12, 406 New Jersey. . 20 85 104 9S9 4,967 5.9.56 Pennsylvania . 72 863 471 5, 065 7.809 12. 874 South Atlantic Division: Delaware . 9 bj 28 11 84 172 256 Maryland . . . . 30 84 79 676 1,506 2,182 District of Columbia . Virginia . . 42 392 86 929 1,430 2,359 West Virginia . 61 1,001 113 4,093 3,642 7,735 North Carolina . . 26 223 135 776 938 1,714 South Carolina . . 23 154 60 471 698 1,169 Georgia . . . , . 78 414 160 1,963 2,340 4,303 Florida _ _ _ _ 26 547 65 285 741 1,026 South Central Division: Kentucky . . . . 101 735 220 3, 331 3,215 6, 546 Tennessee - - - 119 694 476 3,320 3,300 6,620 Alabama . 95 186 180 1.416 1,211 2,627 Mississippi . 45 284 85 918 1,434 2,352 Louisiana . . . . 39 251 137 1,179 1,536 2,715 Texas . 237 1,203 786 3,975 4, 780 8, 755 Arkansas _ _ _ 64 1.039 214 2. 175 2,074 4,249 Oklahoma . . 16 280 53 279 617 896 Indian Territory _ _ North Central Division: Ohio . . 87 527 789 8,080 11.113 19.193 Indiana.. . . . 121 922 343 8, 695 10,204 18,899 Illinois . . 121 791 418 5, 582 11,436 17,018 Michigan . . . 72 836 200 2,216 5,818 8,034 Wisconsin . . . 125 705 314 2, 350 7,024 9, 374 Minnesota. . 53 1.005 263 1,481 5,040 6, 521 Iowa . 104 1 . 258 746 3, 562 16, 415 19, 977 Missouri . . . . 98 1,624 389 3, 313 5, 161 8, 474 North Dakota . . 22 226 85 375 1,030 1,405 South Dakota . - . . 47 525 200 1,293 3,146 4,439 Nebraska . 78 847 275 1 , 940 5, 650 7, 590 Kansas - - - - 89 1,942 361 2, 430 6, 147 8, 577 Western Division: Montana . . . 16 66 59 109 411 520 W yoming . . . 9 41 32 51 239 , 290 Colorado . . 27 230 146 496 1.458 1,954 New Mexico . . . . 9 98 29 47 80 127 Arizona - - - 4 34 4 59 112 171 Utah . . . 35 103 120 1.072 1,425 2,497 Nevada . . . . . 9 12 8 18 119 137 Idaho. . 10 79 49 166 388 554 Washington . . . . . 33 164 177 1,152 2.074 3,226 Oregon . . 36 142 119 651 1,274 1,925 California . 47 186 287 2, 410 4,240 6, 650 CHAPTER XLI. STATISTICS OF SECONDARY SCHOOLS. The total enrollment in the schools and colleges of the United States for the scholastic year ending June, 1899, was 16,788,862. Of this number the secondary students comprised nearly 4 per cent, or 655,227. This was a gain of 29,112 over the preceding year. The secondary students enumerated were distributed among eight classes of institutions, as follows: Institutions. Male. Female. Total. Public high, schools . . . - . 197, 127 1,572 5. 259 51,900 4,380 28,254 279, 100 3,232 2, 259 51, 938 3, 811 13, 544 5,089 3,378 476, 227 4,804 7, 518 103, 838 8,191 41, 793 5,089 7,762 Public normal schools . . - _ _ _ _ Public universities and colleges . .. . Private high schools _ _ _ _ Private normal schools . . Private universities and colleges . . . Private colleges for women . ... . . Manual training schools . . . - . - . 4,384 Total . _ . . . . . . . . 292,876 362,351 655,227 In localities in most of the States where high schools are not accessible there are many students pursuing secondary studies under the direction of teachers of the elementary schools. These students and others not reported may number nearly 20,000. Including this number, the total enrollment of secondary students for the scholastic year 1898-99 was not less than 675,000. This does not include the students enrolled in commercial schools or city evening schools. This chapter is devoted almost exclusively to the statistics of the 5,495 public high schools and the 1,957 private high schools, academies, and seminaries report¬ ing directly to this Bureau for the year 1898-99. The following table shows the remarkable growth of public and private high schools for the past ten years: Year re¬ ported. Public. Private. Total. Schools. Teach¬ ers. Students. Schools. Teach¬ ers. Students. Schools. Teach¬ ers. Students. 1889- 90 . 1890- 91 . 1891- 92.. . 1892- 93 . 1893- 94. . . 1894- 95 . 1895- 96 . 1896- 97. . 1897- 98 . 1898- 99 . 2,526 2, 771 3, 035 3, 218 3, 964 4,712 4,874 5,109 5, 315 5,495 9,120 8,270 9,564 10, 141 12, 120 14, 122 15, 700 16,809 17, 941 18, 718 202, 963 211, 596 239, 556 254, 023 289, 274 350, 099 380, 193 409, 433 449, 600 476,227 1,632 1,714 1,550 1,575 1.982 2, 180 2, 106 2. 100 P990 1,957 7,209 6,231 7,093 7,199 8, 009 8, 559 8, 752 9, 574 9, 357 9, 410 94, 931 98,400 100, 739 102. 375 118, 645 118,347 106, 654 107, 633 105, 225 103, 838 4,158 4, 485 4,585 4,793 5, 943 6, 892 - 7.080 7, 209 7,305 7, 452 16,329 14, 501 16,657 17, 340 20, 129 22, 681 24, 452 26, 383 27,298 28, 128 297.894 309; 996 340, 295 356. 398 407, 919 468, 446 487, 147 517, 066 554,825 580,065 The increase in the number of public high schools since 1889 is one of the most remarkable facts in the educational history of the decade. In 1889-90 there were 2,526 public high schools and 202,963 students, while in 1898-99 the number had reached 5,495 schools, with 476,227 students. This was an increase of 117 per cent in the number of schools and 135 per cent in the number of secondary students. 1843 1844 EDUCATION REPORT, 1898-99. Up to the middle of the decade there was an increase in the number of private high schools and academies, but since 1895 there has been a small decrease annually. In 1889-90 the public high schools had about 68 per cent of the number of stu¬ dents and the private high schools about 32 per cent, while in 1898-99 the former had over 82 per cent and the latter nearly 18 per cent of the secondary students. The relative progress of public and private high schools for the past ten years is shown in the following table, which gives the proportion of the number of schools, teachers, and students of the two classes: Year reported. Per cent of num • her of schools. Per cent of num¬ ber of teachers. Per cent of num¬ ber of students. Public. Private. Public. Private. Public. Private. 1889-90 . 60. 75 39. 25 55. 85 44.15 68.13 31.87 1890-91 . . . . . 61. 78 38.22 57.03 42.97 68 26 31.74 1891-92 . _ . - . 66.19 33. 81 57.42 42. 58 70. 40 29. 60 1892-93 _ _ _ _ 68. 23 33. 77 80. 25 39.75 70. 78 29. 22 1893-94... . . . . . 66. 67 33.33 60. 21 39.79 70. 91 29. 09 1894-83 _ _ _ 68. 37 31.63 62. 26 37.74 74.74 25.26 1895-96 . . 70. 25 29. 75 64.21 35. 79 78.11 21.89 1896-97 . . . . . . . . 70. 87 29. 13 63. 71 36.29 79. 18 20. 82 1897 -98 . . . . . 72. 76 27.24 65. 72 34.28 81.03 IS. 97 1898-99 . . . 73. 74 26.26 66. 55 33.45 82. 10 17. 90 Since 1871 the United States Bureau of Education has been collecting statistics of private secondary schools, and since 1876 statistics of public high schools in the larger cities, but it was not until 1889-90 that a systematic effort was made to obtain information concerning all the public high schools of the country. The following table shows the number of secondary students and the per cent to the total population each year for the past 28 years, so far as the information could he gathered by this Office: Number of secondary students in public and private high schools. Secondary students. Year. In public Per cent In private Per cent In both Per cent high of popu- high of popu- classes of of popu- schools. lation. schools. lation. schools. lation 1871 . 38, 28! i 0. 007 1872 . 48, 660 .120 1873 . . . 56, 640 .137 1874 . . 61,860 .145 1875 _ _ _ _ _ _ _ _ 68, 580 . 157 1876 _ _ _ _ _ _ _ 22, 982 0. 051 73, 740 .164 93, 722 0.215 1877 - - - - - 24, 925 . 054 73, 560 .180 98, 485 .214 1878 . . . 28,124 .059 73, 620 .155 101.744 .203 1879 _ _ _ 27,163 . 056 74,160 .152 101,323 .203 1880 _ _ _ _ 23, 609 .053 75.840 .151 102. 449 .204 1 88 L . . . . . . . 36, 594 .071 80, 160 . 156 116,754 227 1882-83 . . . . . . 39. 5S1 • .074 88, 920 .168 128, 501 .240 1883-81 _ _ 34,672 . 063 95, 280 .174 129. 952 .237 1884-85 _ _ _ _ .. 35, 307 .083 97. 020 .173 132,327 .236 1885-86 . . . 70, 241 .122 86,400 . 150 156, 641 .272 1888-87 _ _ _ _ _ 80, 004 .136 83, 160 .142 163, 164 . 278 1887-88 . . . . 116. 009 .191 69, 600 .116 185. 609 . 310 1888-89 _ _ _ _ _ _ _ 125, 542 . 205 79, 440 . 130 204, 982 . 335 1889-93 _ _ _ _ a 202. 983 a . 324 94, 931 .152 297, 894 . 476 1890-91 . . . . 211,596 .331 93, 400 .154 309, 993 . 485 1891-92 239, 556 .389 100. 739 . 155 3i0, 295 . 524 254. 023 .383 102,375 . 154 356, 398 . 537 1S93-94 . . . . 289, 274 . 425 118,645 .174 407, 919 . 599 350. 099 .509 118,347 .172 468, 446 .681 1895-95 . . 330. 493 539 196. 654 . 151 487. 147 .690 409, 433 .573 107, 633 . 151 517,066 .724 1897-98 . . . 449, 600 .618 105, 225 144 554, 825 .762 1898-99 . . . 476,227 .643 103, 838 .141 580,065 . 784 a Previous to 1890 only tlie pupils in public city high schools are given. From 1899 onward all public high schools are included. SECONDARY SCHOOLS. 1845 Prior to 1890 the number of students reported by a large number of private high schools included the whole number in attendance, the elementary pupils as well as the secondary students. In the above table the statistics for the years from 1871 to 1889 have been carefully corrected upon the basis of the reports for later years, eliminating the pupils below the high school grades. Public High Schools. Tables 1 to 15 in this chapter summarize the statistics of the public high schools reporting to this Office, while the information concerning each school is given in detail in Table 42. Tables 10 to 29 relate to private secondary schools, while Tables 80 to 38 exhibit the combined statistics of public and private secondary schools. Tables 39 and 40 show the distribution of secondary students by States in the various classes of institutions. For the scholastic year 1898-99 there were 5,495 public high schools reporting to this Office, a gain of 180 over the preceding year. The number of these schools reported as departments of public school systems was 5,017, while only 478 were reported as independent. These are generally outside the cities or villages. Of the number belonging to city or village systems 731 are in cities which have 8,000 population or over. As shown in Table 1 there were 18,71S teachers instructing secondary students in the public high schools, the number of men being 9,239 and the number of women 9,479. This was an increase of 777 in the number of teachers over the preceding year. It is shown in the same table that the public high schools had 476,227 secondary students, 197.137 males and 279,100 females, a gain of 26,627 in the total number. The male students comprised 41.39 per cent of the whole number and the female students 58.61 per cent. Of the total number of students in the public high schools of the United States, 239,061, or more than 50 per cent, are found in the 2,916 schools of the North Cen¬ tral Division. The 1,342 public high schools of the North Atlantic division had 150,683 secondary students, the 598 schools of the South Central had 35,632, the 406 schools of the South Atlantic had 25,884, and the 333 schools of the W estern Division had 25,167 secondary students. In the total number of students reported there were included 7,117 colored secondary students. Of this number only 3,353 were in the colored high schools of the two Southern divisions, while the other divisions had 3,765. In the colored high schools of Missouri, a former slave State, there were 685 secondary students. If this number be subtracted from the North Central Division and added to the total in the two Southern divisions the number would b9 4,037 for the Southern and 3,080 for the other sections of the United States. STUDENTS AND COURSES OF STUDY. The number of secondary students in classical and scientific courses known to be preparing for college, the number of graduates in 1899, the number of college preparatory students in the graduating classes, and the number of public high- school students in military drill are shown in Table 2. The number preparing for college was 54,794, or 11.51 per cent of the whole number. The number of grad¬ uates was 56,468, or 11.88 per cent of the total enrollment. The number of gradu¬ ates prepared for college was 16,293, or 28.85 per cent of the total number of graduates for the year. The number of students in military drill was 10,396, an increase of 1,364 over the preceding year. The table which follows is a synopsis of the summaries exhibited in Tables 2 to 11. The per cent of male students preparing for college was 14.39, and the per 1840 EDUCATION REPORT, 1898-S9. cent of female students 9.47. Over 10 per cent of the male students enrolled and nearly 13 per cent of the female students graduated in 1899. The per cent of male graduates who had prepared for college was 36.26 and the per cent of female graduates 24.68. Students in certain courses and studies in public high schools. Courses, studies, etc. FT timber of students. Per cent of total number of sec¬ ondary students. Male stu¬ dents. Percent of total number of male students. Female students. Per cent of total number of female students. Students preparing for college : Classical course . 29,031 6.10 14,403 7.30 14, 628 5.24 Scientific courses . . . . - 25, 703 5.41 13, 969 7.09 11,794 4. 23 Total preparing for college _ 51, 781 11.51 28,372 14. 39 26,422 9.47 Graduating in 1899 . . . . 5b ; 4bS 11.86 20, 314 10. 32 36, 121 12. 94 College preparatory students in grad- uating class . . . . 16, 293 a 28. 85 7,376 Cl 3b. 2b 8,917 «24. 68 Students in-- Latin - - - 239, 9S1 50.39 93. 741 47. 55 116,240 52. 40 Greek . . . 11, 858 3. 12 8, 050 4.08 6, 808 2. 44 French - - - - 37, 817 7. 91 13, 704 6.95 21, 113 8.64 German . - . 66, 706 11.01 25, 676 13. 03 41,030 11.70 Algebra . . . . 271, 887 57. 09 114,627 58.15 157,260 56. 35 Geometry - - - - 133, 017 27.91 54, 186 27. 49 78, 861 28.26 Trigonometry . . . 9,760 2.05 4, 968 2.52 4,792 1.72 Astronomy . - . . 15, 818 3.33 5,896 2.99 9, 952 3.57 Physics _ _ _ _ _ _ 96, 213 39, 975 20. 20 41,050 20. 82 55,163 19. 76 Chemistry . . . . 8.39 17,681 8.97 22,294 7.99 Physical geography . . 115,681 21.29 48. 523 24. 62 67,168 24.07 Geology . . . 19, 218 4.01 7,981 4.05 11.267 4.01 Physiology . . . 139, 089 29. 21 58, 602 29. 73 80, 487 28.84 Psychology _ * . . . 11,368 2. 39 4, 147 2.10 7,221 2.59 Rhetoric _ _ _ _ 178,819 37. 55 72, 174 36. 61 106, 615 38.21 English literature . . 198, 836 41.75 78, 973 40.06 119. 863 42. 95 History (other than United States) . 182, 496 38.32 72, 749 36.90 109, 717 39. 32 Civics . . . . 101, 637 21. 97 44,117 ,22. 40 60, 490 21.67 a Per cent of number of graduates. The above table shows that there were 239,981 public high-school students stud}^- ing Latin, or 50.39 per cent of the whole number. It may be considered as re- ■ markable that a greater proportion of female than male students were studying Latin. There were 93,741, or 47.55 per cent, of the male students and 148,240, or 52.40 per cent, of the female students in Latin. Only 4.08 per cent of the male stu¬ dents and 2.44 per cent of the female students were studying Greek. The per cent of male students studying algebra was 58.15, and the per cent of female students in the same study was 58,35. The total number studying algebra was 271,889. or more than 57 per cent of the total xmblic high- school enrollment. The numbers and percentages of the other leading high-school studies are given in the above table for the United States, and for the States in detail in Tables 3 to 11. As shown in Table 3, Latin was taught in 4,708 of the 5,495 public high schools. This was an increase of 218 in the number of schools in which Latin was taught. The number of students was 18,874 more than the preceding year. The per cent of students in each of the leading high-school studies reported annu¬ ally for the past ten years i3 given in the table which follows. It will be noted that the per cent of students in Latin has increased from 34.69 in 1889-90 to 50,39 in 1898-99. In the same period the per cent in algebra increased from 45,40 to 57.09, the per cent in German from 10.51 to 14,01, and the per cent in general history from 27.31 to-38.32. The proportion of students in Greek has remained at a fraction above 3 per cent for ten years. SECONDARY SCHOOLS. 1847 Per cent of total number of secondary students in piddle high schools in certain courses and studies, etc. Students and studies. 1889-90 1890-91 1891-92 1892-93 1893-04 1894-95 1 895-96 j 1896-97 1897-98 189S-99 Males . 42.67 40.27 40. 59 40. 10 40. 45 41. 15 41.51 42. 36 42.08 41.39 Females . . . . . 57.33 59.73 59. 41 59. 90 59.55 58.85 58.49 57.64 57.92 58.61 Preparing for college, clas- sical course - 7. 38» 6. 04 6.33 7.50 7. 87 7. 53 7.68 6.62 6.21 6.10 Preparing for college, sci- entitle courses _ _ 7.08 5.80 6.90 7.10 6.43 G.22 6.14 57o3 5. 15 5.41 Total preparing for college . . . . 14. 41 11.84 13.23 14.60 14.30 13.75 13.82 12.17 11.36 11.51 Graduates . 10.78 12.00 1 CO rH r 12. 60 12.90 12.11 12.05 72A2- 11.79 1L86 Graduates prepared for college a _ 28. 5S 32.44 29. 97 26. 70 28.08 29.28 29. 26 27. 45 28. 85 Studying— Latin . . 34.69 41.20 38.88 43.06 44.78 43. 97 46. 18 48. 36 49. 67 50. 39 Greek . . 3.05 3.00 3.08 3. 40 3.33 3.10 3.11 3. 13 3.12 3. 12 French . 5. 84 5.70 5.18 6.42 6.81 6.52 6.99 6. 86 7. 54 7.94 German . . . 10.51 15.92 10.43 11.92 11.77 11.40 12.00 12.42 13.25 14.01 Algebra . . .. 45. 40 52.20 48. 93 52.88 56. 14 54.27 54.64 55. 46 56. 13 57. 09 Geometry . . . 21. 33 24. 60 23. 71 26.00 27.20 25. 34 26.23 26. 71 27. 09 27. 94 Trigonometry . . 2.37 2.73 2.93 2.53 2.48 2. 45 2.27 2. 05 Astronomy . . 4. 79 4.40 4.21 3.82 3.83 Physics . . 22.21 24.00 22. 82 23. 27 25.29 22. 77 22.08 21.09 20. 69 20. 20 Chemistry _ .... _ 10. 10 10. 20 10. 17 10. 00 10. 31 9.15 8.95 8.83 8.30 8.39 Physical geography 23.89 25.54 25.38 24.94 24 29 Geology . 5. 00 4.80 4.62 4. 37 4 04 Physiology _ 29.95 31. 94 30.84 29.98 29.21 Psychology . . . 2. 74 3.00 2.90 2. 74 2.39 Rhetoric _ 32. 05 32. 34 34.24 35. 97 English literature . 40.07 41. 75 History (other than United States) . . 27.31 28. 20 30. 97 33,88 36. 48 34. 33 a5.2S 35. 76 37. 70 38. 32 Civics _ _ _ 22.74 21.97 1 a Per cent of total number of graduates. Although the actual number of students reported as preparing for college has increased each year, there has been a falling off in the percentage in the last ten years. In 1889-90 the per cent of public high-school students preparing for college was 14.44 and in 1898-99 only 11.51. Tables 12, 13, and 14 compare the statistics of public high schools in cities and outside of cities. In cities of 8,000 population and over there were 731 public high schools, with 7,563 instructors and 224,686 students. Outside of these cities there were 4,764 public high schools, with 11,155 instructors and 251,541 students. In the cities the high schools had an average of 307 students to the school, while the average outside of the cities was 53 students to a school. EQUIPMENT AND INCOME. The equipment and income of the public high schools in each State may be found summarized in Table 15, so far as the items were reported to this Office. The number of volumes in the libraries of 4,537 schools was 2,618,445; the va'ue of grounds, buildings, scientific apparatus, etc., owned by 4,430 schools was $89,096,912. Owing to the fact that in most cases separate accounts are not kept of the proportion of public appropriations used by the high schools, only 1,905 of these schools were able to report the amounts of State or municipal aid received. The aggregate of these amounts was $4,700,762. The aggregate received from tuition by 1,580 schools was $514,489. The amount received by 722 schools from sources reported as unclassified was $1,362,561. Nearly all of the latter item should be credited to State, county, or city appropriations. The total income of 2,102 schools reporting this item was $6,769,213. 1848 EDUCATION EEPOKT, 1898-99. Private High Schools and Academies. Tables 16 to 29 summarize the statistics of private high schools, academies, and seminaries. Tables 16 to 26 are similar in form to Tables 1 to 11, relating to pub¬ lic high schools, and the two series may he compared. Tables 27 and 15 may also he compared. Table 80 is a comparative showing of the average numbers of teachers and students in public and private high schools. For the year 1898-99 there were 1 ,957 private secondary schools reporting to this Office, or 33 less than the number reporting the previous year. These schools had 9,410 teachers for secondary students, an increase of 53, and 103,838 secondary students, a decrease of 1,387. The total number of private secondary students included 2,956 colored students — 2,645 in private colored schools in the two south¬ ern divisions and 311 in the other divisions. The 1,957 schools reported 118,050 in the elementary grades. STUDENTS AND COURSES OF STUDY. In the private secondary schools there were 26,714 students preparing for college, or nearly 26 per cent of the number enrolled. As shown in Table 17, the number of these college preparatory students preparing for the classical course was 16,613 and the number preparing for scientific courses 10,101. The number of graduates in 1899 was 11,862, or more than 11 per cent of the secondary students enrolled. In the classes that graduated there were 5,309 students prepared for college, or nearly 45 per cent of the graduates. There were 8,459 students in military drill, an increase of 605 over the preceding year. The number of students in each of 18 high-school studies in each State will be found in Tables 18 to 23, while the percentages of students in these studies are shown in Tables 24, 25, and 26. The following table gives a synopsis of the num¬ ber and per cent of students, by sex, in college preparatory courses and in the leading higli-school studies in private secondary schools in 1898-99: Students in certain courses ancl studies in private high schools and academies. Courses, studies, etc. Number of students. Per cent of total number of sec¬ ondary students. Male stu¬ dents. Per cent of total number of male students. Female students. Percent of total number of female students. Students preparing for college: 16,013 11,123 Classical course. . 16.00 21.22 5,490 10. 57 Scientific courses . 10, 101 9.73 7, 246 13. 96 2, 855 5.49 Total preparing for college . 26, 711 2d. i 3 18, 369 35.18 8, 345 16.08 Graduating in 1899 . 11,862 11.42 5,960 11.28 5,902 11.17 College preparatory students in grad- a 60. 00 1,733 uating class . . . . 5,309 a 44. 75 3. 576 a 29. 24 Students in— J -atin . . 51,714 49. 80 28 177 54.25 23, 537 45. 31 Greek . . . 9, 918 9.55 7, 940 15. 29 1,978 3.81 French . 24, 106 23. 15 8, 845 17.04 15, 261 29. 39 German . . . - . . 19,772 19. 04 10,413 20. 08 9, 359 18.01 Algebra . . 54, 171 52. 17 29, 278 56.41 24, 893 47.93 Geometry . . . 25, 660 24. 71 15, 130 29. 15 10, 530 20.29 Trigonometry . . . 5, 212 5.02 3, 359 6. 47 1,853 3. 58 Astronomy. . . - . 7,011 6. 75 2, 202 4.24 4, 809 9.26 Physics . . 19,612 18. 89 10,011 19. 29 9, 601 18.49 Chemistry . — 10, 157 9. 78 5,053 11.66 5,104 9.83 Physical geography . 22,071 21.25 10,139 19. 54 11,932 22.97 Geology . . . — C, 347 6.11 2,544 4.90 3, 803 7.32 Physiology . 26,954 25. 95 12,073 25.17 14,881 28. 46 Psychology . 7, 348 7.07 2,813 5.42 4,535 8.73 Rhetoric . . . . 34, 040 32. 78 15,249 29.38 18, 791 36. 18 English literature . . . 36, 656 35. 30 16,605 81.99 20, 051 3S.61 History (other than United States). 39, 791 38.32 17, 605 a3.92 22, 186 42.71 Civics . . . 16, 566 15. 95 8,133 15.47 8,433 16.24 a Per cent of total number of graduates. SECONDARY SCHOOLS. 1849 An interesting comparison may be made with the above table and a similar synopsis on a preceding page relating to public high schools. It is shown that nearly 28 per cent of the private high-school students were preparing for college, while less than 12 per cent of the public high-school students were making such preparation. In both the public and private high schools about 50 per cent studied Latin. The per cent studying algebra in the private high schools was 52.17 and in the public high schools 57.02. The following table shows the progress made by the private high schools and academies in the past ten years as indicated in the increased percentages of stu¬ dents in certain courses and studies: Per cent of total number secondary students in private high schools and academies in certain courses and studies. Students and studies. 1389-90 1890-91 1891-92 1892-93 1893-94 1894-95 1895-96 !>. 1 'to GO 1887-98 189S-99 Males. . . . . 50. 07 50. 97 52. 14 52. 10 50.39 48. 46 50. 15 49. 44 49. 58 49.98 Females . 49.93 49. 03 47. 86 47.90 49. 61 51.54 49.85 50. 56 50. 42 50. 02 Preparing for college, clas- sical course - 17.51 13. 62 15. 87 15. GO 16. 36 17.30 18. 50 17. 72 15.54 16.00 Preparing for college, sci- entific courses . 10.16 7.62 9.22 10. 90 9. 55 9.78 10. 78 10. 45 9.82 9.74 Total preparing for college . . 27.70 21.24 25. 09 26.50 25. 91 27. 08 29.28 28.17 25.36 25. 74 Graduates - 8. 50 ~~t722~ 8.41 ~ 8. 70 9.40 10.11 10. 58 10. 93 11.54 11.42 Graduates prepared for college a . . 61.37 61.68 60. 10 50. 39 47. 93 46. 55 46.81 44. 35 44. 75 Studying— Latin . . 31.32 37. 00 33.60 39. 23 40. 77 43. 14 46. 36 46.67 48. 45 49.80 Greek . . 7. 02 8.00 8.48 8.61 9.04 9. 55 9.83 10.22 10. 43 9. 55 French .... - 17. 03 16.30 16. 69 18. 47 18. 85 19.38 21.31 21. 83 23.04 23.15 German . . 13. 55 15. 10 14. 45 15. 63 15. 25 16. 07 17. 46 18.84 18. 45 19.04 Algebra . . . 37.12 45. 00 44. 57 42.75 44.37 46. 88 49.22 49.50 51.70 52.17 Geometry . . 17.36 19. eo 19. 66 20. 37 20. 54 22.06 23. 84 24. 45 24.43 24.71 Trigonometry _ _ 4.37 5.76 5.93 5.39 5.51 5. 45 5. 25 5.02 Astronomy _ 6.69 7.99 7. 46 6.91 6. 75 Physics . . . 18. 39 20. 98 20.16 19.76 20. 91 20. 32 21.02 20. 14 19. 59 18.89 Chemistry . . 8.59 10. 60 9.83 9. 94 10. 32 9. 79 9. 89 10. 49 9. 62 9.78 Physical geography _ 18.15 22. 77 21.81 21. 79 21.25 Geology . . . . 7.08 6. 61 6.11 5. 90 6. ] 1 Phvsiolosrv . . 22. 34 28. 01 26. 71 26. 80 25. 95 Psychology - 5. 13 6.74 7. 35 7.48 7.07 Rhetoric 29.12 32. 01 32. 00 32. 13 :iv> 7K English literature .. 33. 88 35. 30 History (other than United States) . . . 28.98 33.10 32. 22 32. 46 34. 07 35.60 37. oo 37.31 37. 59 38. 32 Civics . . - . 15. 74 15. 95 a Per cent of number of graduates. The above table shows that in the private secondary schools the per cent of graduates has increased from 8.50 in 1830 to 11.42 in 1809, while the proportion of graduates prepared for college has decreased from 61.37 per cent in 1891 to 44.75 per cent in 1899. As in the case of public high schools, there has been a marked increase in the number of students in certain studies. The per cent studying Latin increased from 31.32 in 1889-90 to 49.80 in 1893-99, and the per cent in algebra from 37.12 in 1889-90 to 52.17 in 1898-99. In the public high schools it has been noted that a little more than 3 per cent of the students reported each year for ten years have been studying Greek. In tlie private high schools the percentage increased from 7.02 in 1S89-90 to 10.43 in 1898-99. For the past year there was an unaccountable decrease to 9.55 per cent in the number studying Greek. EQUIPMENT AND INCOME. Table 27 exhibits the equipment, income, benefactions, value of endowment, etc., of the private secondary schools. The number of volumes in the libraries of 1850 EDUCATION REPORT, 1898-99. 1,353 of these schools was 1,697,884. The value of buildings, grounds, scientific apparatus, etc., owned by 1,37.2 schools was $53,749,453. The amount of aid from public funds received by 234 of these schools was $143,273. The tuition fees of 1,130 schools aggregated $5,595,421, while 278 schools derived $1,634,112 from pro¬ ductive funds. Receipts from sources not named amounted to $1,032,859 for 440 schools. The aggregate income of 1,242 schools was $8,428,665. During the year 184 schools received benefactions amounting to $1,611,693. The total money value of the endowments of 353 schools is reported as $43,085,885. Denominational Schools. Of the 1,957 private secondary schools reported, 924 are controlled by religious denominations. In these denominational schools there were 4,637 instructors and 49,798 secondary students, as against 4,637 instructors and 54,040 students in the 1,033 nonsectarian schools. In Table 43, which gives in detail the statistics of private secondary schools, the name of the religious denomination controlling each school is given in column 4. Tables 28 and 29 show the number of schools in each State controlled by each religious denomination. The following synopsis is made from these tables: Religious denomination. Schools. Instruc¬ tors. Stu¬ dents. Nonsectarian. . . . . Roman Catholic . . . . - . 1,033 344 4, 773 1.712 54, 040 14, 259 6,623 4,875 4,738 4, 668 3,553 Baptist _ _ _ _ _ _ 98 449 Methodist Episcopal South . . . „ . GO 265 Presbyterian _ _ _ _ _ _ 93 99 392 Episcopal . . . . . 691 Methodist _ _ - _ _ _ _ _ _ _ _ _ _ _ 41 243 Friends _ _ _ _ _ _ _ _ _ 53 271 3,434 2, 559 1,427 3, 663 Congregational _ _ _ _ _ _ 51 211 Lutheran _ . _ _ 30 126 All other denominations . . 56 277 Total . . . . . . . . . . 1,957 9, 410 103, 838 Public and Private Secondary Schools. The statistical summaries of public and private secondary schools are combined in Tables 31 to 38. Table o0 presents a comparison of certain statistics. It is shown that in the public high schools there are about 87 students to a school and 23 students to a teacher, while in the private schools there are 53 students to a school and only 11 secondary students to a teacher. Table 31 shows that the 7,452 jrablic and private secondary schools had 28,128 teachers and 580,065 students. Over 57 per cent, or 331,038, of these students were females. The number of stu¬ dents preparing for college was 81,508, or 14 per cent of the total secondary enroll¬ ment. The graduates for 1899 numbered 68,330, or nearly 12 per cent of the number enrolled for the year. The number of graduates who had prepared for college was 21,602, or nearly 32 per cent of the total number of graduates. Tables 33 to 38 give the number and per cent of students in each of the 18 lead¬ ing high-scliool studies in each State. The following synopsis shows the number of male and female students in certain courses and studies for the United States in 1S98-99. SECONDARY SCHOOLS. 1851 Students in certain courses and studies in public and private high schools and academies. Courses, studies, etc. Humber students. Per 'cent of total number second¬ ary stu¬ dents. Male students. Per cent of total number male stu¬ dents. Female students. Per cent of total number female students. Students preparing for college: Classical course. . . . --- 45, 644 7.87 25, 526 10.25 20, 118 6.08 Scientific courses . . 35, 864 6.18 21, 215 8.52 14, 649 4.42 Total preparing for college . 81,508 14. 05 46, 741 18.77 34, 767 10. 50 Graduating in 1899 . . 68,330 11.78 26; 304 10. 50 42,026 12.70 College preparatory students in grad- uating- class . . . . 21. 602 a 31. 61 10, 952 a 41. 64 10,650 a 25. 34 Students in— Latin . . - . 291.695 50.29 121,918 48.98 169, 777 51.29 Greek . - . 24, 776 4. 27 15,990 6.42 8,786 2. 65 French . 61,923 10. 68 23, 549 9.05 39,374 11.89 German . . . . - 86, 478 14. 91 36, 089 14.49 50, 389 15. 22 Algebra . . . . .... 326,058 56.21 143, 905 57.79 18.2, 153 55. 02 Geometry . . 158, 707 27.36 69, 316 27.83 89, 391 27.00 Trigonometry . . . . . 14, 972 2.58 8, 327 3.34 6, 645 2.01 Astronomy . . 22, 859 3.94 8.098 3.25 14, 761 4.46 Physics . .. . — 115, 825 19.97 51,061 20. 50 64, 764 19. 56 Chemistry . . . . . 50, 132 8.64 22, 734 9.13 27,398 8.28 Physicai geography . . . 137, 762 23. 75 58,662 23.56 79, 100 23.89 Geology . . 25,595 4. 41 10, 525 4.23 15, 070 4.55 Physiology . 166, 043 28.62 70, 675 28.38 95, 368 28. 81 Psychology . . . 18, 716 3.23 6,960 2. 79 11,756 3.55 Rhetoric . . . 212, 859 36. 70 87, 423 35. 11 125, 436 37. 89 English literature _ _ _ 235, 492 40. 60 95, 578 38.38 139, 914 42.27 History (other than United States) 222,287 38.32 90,354 36.28 131,933 39.85 Civics . 121,203 20. 89 52, 280 20.99 68, 923 20.82 a Per eent of number of graduates. One of tlie most significant facts recorded by the high-school statistics of the past ten years has been the steady increase of the number of students in Latin. In 1889-90 there were 100,152 students in public and private high schools studying Latin. This was 33. 62 per cent of the total. In 1898-99 the number had increased to 291.695 or 51.29 per cent of the total number of secondary students in these schools. There has been but little variation in the percentage of students in Greek, the highest for any 3Tear being 4.99 and the lowest 4.27. There has been a small increase in the percentage in French. The number studying German increased from 11.48 per cent in 1889-90 to 14.91 in 1898-99. In the ten years the per cent of students in algebra increased from 42.77 to 56.21, and the per cent in geometry increased from 20.07 to 27.36. The percentage of students in general history increased from 27.83 in 1889-90 to 38.32 in 1898-99. The following synop¬ sis exhibits these percentages for each of the ten years: Per cent of the total number of secondary students in public and private high schools and academies in certain courses and studies, etc. Students and studies. 1889-00 1890-91 1891-92 1392-93 1893-94 1894-95 1895-96 1896-97 1897-98 1898-99 Males 45 03 43 67 44 01 43 62 43 39 43 00 43 40 43 84 43. 50 56. 50 42. 93 57.07 Females . . 54. 97 56. 33 55. 99 56. 38 56. 61 57. 00 56.60 56.16 Preparing for college, clas¬ sical course . 10.61 8.45 9.18 9.90 10.34 10. 00 10. 05 8.94 7.99 7.87 Preparing for college, sci¬ entific courses . 8.05 6.38 7. 59 8.22 7.33 7. 11 7.16 G. 57 6.03 6.18 Total preparing for col¬ lege . 18.66 — 14. 83 16.77 18.12 17. 67 17.11 17. 21 15. 51 14.02 14.05 1852 EDUCATION REPORT, 1898-09. Per cent of the 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 1S91-92 1892-93 1893-94 1894-95 3895-96 | 1896-97 1897-98 1898-99 Graduates _ _ _ _ 10. 05 10. 51 10.87 11. 46 11.88 11.60 11.73 11.95 11.75 11.78 Graduates prepared for college a . . 35. 74 39. 15 3G. 02 30.92 32. 44 32.69 32. 00 30.60 31.61 50. 29 4.27 10. 68 Studying— Latin . . . . 33. 02 39. 80 38. 80 41.94 43. 59 43. 76 46.22 48.01 49.44 Greek . . . French . . . 4.32 9.41 4.05 9. 00 4.68 8. 59 4. 92 9. 94 4. 99 10. 31 4.73 9.77 4. 58 10. 13 4. 60 9. 98 4.50 10.48 German _ _ _ _ 11. 48 15. 68 11.61 13. 00 12. 78 12. 58 13.20 13. 76 14. 24 14.91 Algebra . . Geometry _ _ _ 42. 77 20. 07 49.89 23.04 47. 65 22. 52 49. 92 24. 36 52. 71 25. 25 52. 40 24. 51 53. 46 25.71 54.22 26.24 55.29 26. 59 56.21 27. 36 Trigonometry . . P, stronomy 2.96 3.61 3.80 3. 25 3.15 3.08 2.83 2.58 3.34 5.27 5. 19 4. 89 4.40 Physics . . . . 21.30 23. 06 22. 04 22. 25 24. 02 22. 15 21. 85 20. 89 20. 48 19. 97 Chemistry - Physical geography _ 9.02 10. 37 10. 08 9.98 10.31 9. 31 22. 44 9.15 24. 93 9.18 24. 64 8.55 24.33 8.64 23.75 4.41 Geology . . . 5. 52 5. .20 4.93 4.66 Physiology _ 28. 03 31.08 29.98 29.38 28.62 Psveholoev _ _ _ 3. 35 3.82 3.82 3.64 3.23 Rhetoric _ 31.31 32.27 33.78 35. 30 36.70 F.up'lish literature ... _ 38.80 40.60 History ( other than Unit¬ ed States) . . . 27. 83 29.77 31.35 33.46 35. 78 34.65 35. 73 36.08 37.68 38.32 Civics . . - . . . . 21.41 20. 89 a Per cent of total number of graduates. Distribution of Secondary Students. Tallies 39 and 40 show the distribution of secondary students enrolled in 1898-99 in tlie eight classes of institutions mentioned on the first page of this chapter. It is shown that of the 655,227 secondary students reported to this Bureau for the scholastic year, 488,549 were in public institutions and 166,678 were in private institutions. In the public institutions 476,227 were in public high schools, 7,518 in preparatory departments of public universities and colleges, and 4,804 in public normal schools. In the private institutions 103,838 were in private high schools and academies. 46,887 in preparatory departments of private universities and col¬ leges, 8,198 in private normal schools, and 7,762 in manual training schools. Table 41 shows that the number of secondary students to each 1,000 of popula¬ tion in the United States was 8.86. The same table shows that the number of students in higher education was 147,164, or an average of 1.99 to the 1,000 of population. This number includes all students who in 1898-99 were receiving higher instruction in colleges, resident graduate students in universities and colleges, and all professional students in theology, medicine, and law. The independent professional schools are included, as well as those classed as departments of universities and colleges. Students of normal schools and schools of dentistry, veterinary surgery, pharmacy, and nurse training are not here included. Tables 42 and 43 give in detail the statistics of the 7,452 public and private high schools reporting to this Bureau in 1S98-99. Table 44 shows the number of public and private high schools for boys only, for girls only, and the number of coeduca¬ tional secondary schools in each State. SECONDARY SCHOOLS 1853 Table 1. — Public high schools — Number of schools, secondary instructors, secondary students, and elementary pupils in 1898-99 . State or Territory. cc O o 43 o CO CH o Secondary teachers. Secondary dents. stu- Colored stu¬ dents (included in preceding column). Elementary pupils, including all below second¬ ary grades. iM rQ a £ Mala. ! Female. Total. Male. j Female. Total. Male. ! Female. Total. Male. Female. Total. United States ... 5, 495 9,239 9,479 18,718 197,127 279, 100 476,227 2, 4:23 4,694 7,117 42, 832 43, 656 86, 488 N. Atlantic Division. 1,342 2,461 3, 613 6,074 63, 536 87, 147 150, 683 331 565 896 6. 105 6,310 12, 415 S. Atlantic Division . 406 591 526 1,117 10, 278 15, 406 25, 684 472 1,027 1,499 6. 645 5,998 12, 643 S. Central Division . . 598 895 662 1 , 557 14. 680 20, 952 35,632 603 1,250 1,853 8,544 8,388 16, 932 N. Central Division _ 2,916 4, 779 4, 205 8,984 98,691 140,370 239,061 991 1,779 3, 770 21, 052 22, 401 43, 453 Western Division . . . 233 513 473 986 9, 942 15,225 25, 167 26 7:1 99 486 559 1,045 N. Atlantic Division: Maine - . . . 157 179 166 345 3,870 4, 973 8, 843 9 a. O 5 823 838 1,661 N ew Hampshire. 52 6(3 99 165 1,546 1,918 3, 464 2 0 2 216 237 453 Vermont. . 54 56 79 135 1, 367 1,802 3, 169 5 3 8 432 473 905 Massachusetts. .. 232 514 888 1.402 14, 841 19,584 34, 425 77 119 196 554 538 1.092 Ehode Island .... 18 78 91 169 1,448 1,938 3,436 14 36 50 45 58 103 Connecticut _ 09 127 195 322 3,039 3,924 6, 963 12 26 38 1G8 189 357 Yew Vork . 369 688 1,296 1.984 22, 266 28,524 50, 790 65 105 170 2,47? 2,518 4,995 Key/ Jersey . ' 89 161 287 458 3,932 6,222 10, 154 37 71 108 265 297 562 Pennsylvania _ 302 592 502 1,094 11,227 18,212 29,439 117 202 319 1,125 1,162 2, 287 S. Atlantic Division: Delaware _ 13 17 25 42 424 663 1,087 0 0 0 21 18 39 Maryland . 48 96 62 158 1,820 2,270 2,062 4,090 103 117 220 772 389 1,161 Dist. of Columbia 5 53 75 128 1,254 3, 316 199 478 677 0 0 0 Virginia . . . 07 80 88 178 1,584 2, 382 3, 966 55 134 189 1,124 1,155 2,279 West Virginia ... 26 45 29 74 588 1,190 1,778 17 49 66 3l 35 69 North Carolina.. 17 24 13 37 410 527 937 9 25 34 133 125 258 South Carolina - - 99 117 86 203 1, 567 2,368 3,935 61 149 210 2, 178 1,929 4,107 Georgia, . . 109 126 113 239 2, 245 3,321 5, 566 26 67 93 2,093 2,091 4,184 Florida . 22 33 25 58 386 623 1, 009 2 8 10 290 256 546 S. Central Division: Kentucky.. . 69 111 116 227 2, 336 3, 090 5, 426 204 430 634 342 358 700 Tennessee . 101 140 86 226 2,246 3,088 5, 334 100 236 336 2,411 2,172 4,583 Alabama . 54 79 72 151 1,294 1,772 3, 06U 21 49 70 1,107 1,268 2,375 Mississippi . 91 102 94 196 1,653 2,213 3, 866 108 193 301 1,722 1,624 3,346 Louisiana _ 21 41 57 98 584 1,241 1, 825 24 42 66 178 198 376 Texas . 201 328 188 516 5,127 7,818 12, 945 103 214 317 1.916 1.999 3,915 Arkansas . 53 80 38 118 1,263 1,549 2,812 43 86 129 594 649 1,243 Oklahoma . . 4 6 8 14 115 173 288 0 0 0 0 0 0 Indian Territory 4 8 3 11 62 8 70 C 0 0 274 120 394 N. Central Division: Ohio. . . 613 969 642 1,611 18,687 24,281 42, 968 225 398 623 7. 355 7, 494 14, 849 Indiana . . 362 689 352 1,041 10, 647 14,821 25, 468 171 258 429 2, 748 2.986 5, 734 Illinois . . 343 689 675 1 , 364 14,573 22, 546 37, 119 115 200 315 1,418 1,462 2, 880 Michigan . . 286 433 564 997 11, 574 15,572 27, 146 56 70 126 1,835 1,937 3,772 Wisconsin . . 183 306 341 647 7,566 9,982 17,548 10 12 22 626 669 1,295 Minnesota . . 112 172 324 496 4,862 7,002 11, 864 14 31 45 592 609 1,201 Iowa . . . 330 471 535 1.008 11.193 16,206 27, 399 38 59 97 1 , 800 1 . 875 3, 675 Missouri _ 211 389 316 705 7, 723 11, 801 19, 524 216 469 685 1,103 1,313 2,419 North Dakota ... 25 28 28 56 405 599 1,004 2 2 4 10 23 33 South Dakota . . . 29 36 38 74 788 1,083 1,871 3 1 4 81 86 167 Nebraska . . 233 313 202 515 5. 394 8, 198 13,592 18 37 55 2, 552 2.776 5,328 Kansas . i89 284 188 472 5,279 8,279 13, 558 123 242 365 929 1,171 2, 100 Western Division: Montana. . . 15 17 26 43 433 559 992 6 7 13 12 17 29 Wyoming... . 6 6 r> l 13 118 151 269 0 1 1 124 113 237 Colorado _ 41 118 99 217 2 2A2 3,215 5, 457 8 35 43 204 255 459 New Mexico _ 6 10 3 13 GO 116 176 0 1 1 0 0 0 Arizona _ 2 5 3 8 55 117 172 0 0 0 0 0 0 Utah . . . 4 19 15 34 366 575 941 2 1 3 18 0 IS Nevada . . 7 9 10 19 160 263 423 0 1 l 0 0 0 Idaho . . 7 10 3 13 129 225 354 1 4 5 0 0 0 Washington _ 36 65 45 110 1,114 1,874 2.988 9 4 6 99 124 223 Oregon . . 15 27 27 54 670 1,107 1,777 0 0 0 0 0 0 California _ 94 007 235 462 4, 595 7,023 11,618 7 19 26 29 50 79 1854 EDUCATION REPORT, 1898-99. Table 2. — Public high schools — Number of secondary students in college prepara¬ tory courses and number of graduates and. college preparatory students in grad¬ uating class in 189S-99. Secondary students preparin college. g for Graduates in class of 1899. College prepar¬ atory students in graduating class of 1899. ••—4 r- — 1 ’3 o5 s o ■State or Territory. Classical course. Scientific courses. •r-l O Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. "3 o Eh 6 >, 0) u 'V cl -u co United States.. 14,403 14,628 29,031 13, 969 11, 794 25, 763 20,344 30, 124 56, 468 7,378 8,917 18,293 10,296 N. Atlantic Division. 6, 864 5,090 11,954 4,218 1,832 6. 050 6,85611,489 18,345 2,407 2, 139 4,546 5, 144 S. Atlantic Division. 900 1.045 1,945 396 289 685 8621 1,764 2, 626 288 387 675 947 S. Central Division.. 1,133 1,272 2,395 911 805 1,746 1,086 9 QG"j 3,381 382 563 945 592 jST. Central Division . 4,360 6, 236 11, 258 7,134 7.648 14, 782 10, 457 j IS. 597 29,054 3, 819 5,099 8,918 2, 644 Western Division ... 556 925 1,481 1,280 1,220 2, 500} 1,083 1,979 3,062 480 729 1,209 1, 069 N. Atlantic Division: Maine . . 574 508 1,082 193 119 312 409 703 1,112 150 141 291 253 New Hampshire. 154 149 303 95 45 140 157 244 401 42 43 85 395 Vermont . . 127 100 227 142 87 229 123 254 377 77 79 156 164 Massachusetts — 2.020 1,846 3, 886 1,345 324 1,669 1,980 3,145 5, 125 611 627 1,238 3, 743 Rhode Island .... 95 78 173 66 52 118 146 273 419 81 65 147 Connecticut _ 329 182 511 252 73 325 313 577 890 123 91 214 New York . . . 2,536 1,343 3, 879 1,256 716 1,972 1,620 2,500 4, 120 690 664 1,354 531 New Jersey . 373 404 777 316 120 436 510 844 1,354 149 92 241 58 Pennsylvania .... 656 480 1,136 553 296 849 1,598 2,949 4, 547 484 336 820 S. Atlantic Division: Delaware _ ... 16 11 27 18 4 22 56 74 130 16 20 Of? oo 36 Maryland . 29 14 43 38 5 43 162 278 440 27 15 42 Dist. of Columbia 91 68 159 91 89 180 138 259 397 37 27 64 724 Virginia _ 136 168 302 39 15 54 107 302 409 39 44 83 West Virginia... 47 68 115 13 6 19 56 157 213 19 20 39 North Carolina.. ,29 32 61 10 12 22 27 48 75 17 31 48 South Carolina .. 253 312 565 55 32 87 93 211 304 56 97 153 70 Georgia - - 280 348 628 115 109 224 178 372 550 65 115 180 66 Florida . . . 19 26 45 17 17 34 45 63 108 12 13 30 51 S. Central Division: Kentucky _ 145 149 294 200 128 328 218 360 578 90 86 176 Tennesse'e _ 186 147 &33 130 100 230 179 381 560 56 69 125 83 Alabama . 95 65 160 106 66 172 74 220 294 33 36 69 134 Mi ssissippi _ 255 338 593 161 174 335 101 217 318 47 106 153 Louisiana . 24 54 78 21 23 44 68 229 297 13 31 44 37 Texas _ _ _ 305 386 691 262 253 515 349 731 1,080 219 110 186 296 Arkansas . . 104 133 237 61 61 122 83 136 26 4-8 74 80 Oklahoma _ 3 0 3 0 0 0 9 21 30 o 1 3 Indian Territory 6 0 6 0 0 0 5 0 5 5 0 5 258 N. Central Division: Ohio _ ... 913 876 1,789 1,328 1.274 2, 602 2, 054 3,437 5,491 641 779 1,420 454 Indiana ... - 580 629 1,209 491 294 785 1,088 1,790 2,878 349 363 712 185 Illinois . . . 715 1,055 1,770 948 1.036 1,984 1, 563 3,025 4, 588 577 731 1.308 90 Michigan , . . 359 457 816 835 932 1,767 1,135 1,979 3, 114 387 573 960 23 Wisconsin . 296 389 685 360 296 656 870 1,278 2, 148 278 277 555 24 Minnesota .. 143 210 353 1, 185 464 1.547 2, 732 509 925 1,434 3,476 2, 065 277 424 701 52 Iowa _ _ 572 799 1,371 1,129 514 '978 1,195 705 2, 281 1,360 426 595 1,021 590 521 Missouri . . 493 636 542 568 1.110 235 355 330 North Dakota . . . 61 68 129 31 32 63 43 77 120 30 39 69 South Dakota . . . 38 74 112 57 70 127 89 15S 247 37 64 101 40 Nebraska . 375 484 859 561 681 1,242 602 1,196 1, 798 275 394 669 859 Kansas . . 415 619 1,034 332 404 736 604 1,091 1,095 307 505 812 66 Western Division: Montana .. 17 30 47 31 28 59 38 77 115 13 17 30 Wyoming . 4 14 18 3 10 13 13 33 46 8 22 30 Colorado . 168 264 432 366 336 702 216 401 617 83 112 195 738 New Mexico .... 12 11 23 5 10 15 6 10 16 2 3 5 Arizona _ 3 5 8 5 4 9 7 17 24 5 9 14 Utah . 38 47 85 42 15 57 34 61 95 15 17 32 Nevada _ 7 12 19 12 6 18 17 51 35 68 9 30 39 Idaho _ 09 D(V 37 69 23 10 33 14 49 5 13 18 33 Washington _ 84 134 218 67 71 138 101 164 265 32 52 84 112 Oregon. . 23 41 64 15 13 28 58 579 140 198 9 25 34 California . 168 330 498 711 717 1,428 990 1,569 299 429 728 186 SECONDARY SCHOOLS 1855 Table 3. — Public high schools — Number of secondary students pursuing certain studies in IS 98-9 9. State or Territory. Latin. Greek. French. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . - 4,708 93, 741 146,240 239,981 997 8,050 6, 808 14, 858 846 1— 4 Gw o htw. | 24,113 37,817 North Atlantic Division . 1,247 28,314 42,593 70, 907 600 5,579 4,159 9, 738 567 10, 522 16, 316 26,838 South Atlantic Division _ 889 6,465 9,710 16, 175 82 393 207 600 89 881 1,577 2, 458 South Central Division - 541 7,514 12, 444 19, 958 84 417 287 704 50 516 1,273 1.789 North Central Division . .. 2,326 45,977 72,811 118,788 187 1,333 1,581 2, 914 104 1,466 3, 816 5,282 Western Division . . 203 5,471 8,682 14, 153 44 328 574 902 36 319 1,131 1,450 North Atlantic Division: Maine _ _ - . 140 1,670 2, 595 4,265 77 493 4S4 977 81 704 1,088 1,802 New Hampshire . . 50 769 1,132 1,901 25 151 169 320 39 467 699 1, 106 Vermont . . . .. 51 529 806 1,335 27 120 84 204 29 177 276 453 Massachusetts . . 229 6, 339 9,693 16,332 156 1,714 1,478 3,192 201 5,856 8, 121 13, 977 Rhode Island _ _ 14 667 852 1,519 11 181 146 327 11 280 585 865 Connecticut . 67 1,619 2, 093 3, 712 32 366 181 547 28 414 767 1,181 New irork . . 357 8,874 12, 060 20,934 179 1,607 916 2, 523 142 2.053 3,670 5, 723 New Jersey _ _ 65 1,559 2,613 4,172 24 295 243 53 8 16 223 503 726 Pennsylvania . . - - . 274 6,288 10,449 16, 737 69 652 458 1,110 20 348 537 945 South Atlantic Division: Delaware . . 13 353 546 899 1 2 0 Q fj 1 4 6 10 Maryland . - 44 1,205 1,380 2, 585 6 93 0 93 10 280 133 413 District of Columbia - - ... - 4 570 842 1,412 4 74 27 101 4 176 237 473 Virginia . . . . 65 1,122 1,887 3, 009 r' 4 14 0 14 23 118 384 502 West Virginia _ 24 190 413 603 1 1 2 3 North Carolina _ 17 342 454 796 4 16 32 48 South Carolina.- . 92 935 1 , 340 2, 275 19 38 16 54 25 34 304 338 Georgia . . . 108 1,554 2, 511 4,065 39 152 128 280 24 259 431 690 Florida . . . 22 194 337 531 1 3 2 5 2 10 22 32 South Central Division: Kentuckv .. . - . , . 66 1,103 2,011 3.114 10 1S2 15 197 8 59 56 115 Tennessee . 84 1.050 1,554 2, 604 20 37 30 67 5 21 69 90 Alabama . . 52 664 1,142 1.806 9 35 6 41 8 70 134 204 Mississippi . . 80 883 1,287 2, 170 o-i e. x 74 52 126 3 4 11 15 Louisiana . 19 464 1,016 1,480 l 4 8 12 11 308 849 1,357 Texas- . . ISO 2,505 4,365 6, 870 18 70 159 229 8 34 10S 142 Arkansas . . 52 7:20 936 1 . 650 5 15 17 32 7 20 46 66 Oklah oma . . . . 4 83 128 211 Indian Territory . . 4 42 5 47 -.-.I _ North Central Division: Ohio . . - _ 480 8,926 13, 173 22,099 49 381 406 787 15 279 549 828 Indiana . . . 825 6, 926 9,689 16, 615 9 39 69 108 i 30 148 178 Illinois . . . 286 7, 125 12,408 19,533 27 211 278 489 23 396 1,230 1,626 Michigan . . - 195 3, 856 5,967 9,823 34 223 271 494 25 243 648 891 Wisconsin . . 92 1,692 2, 631 4,323 13 87 79 166 5 orr 04 48 85 Minnesota . . . . . 110 2,774 4,373 7,147 12 33 45 78 10 161 478 639 Iowa . . 243 4,345 7,355 11,700 8 27 37 64 4 ' 25 83 108 Missouri . . ISO 3,806 6, 332 10,138 15 231 240 471 ? 150 443 593 North Dakota _ 24 276 454 730 9 fj 3 3 6 1 1 0 1 South Dakota . 25 311 539 850 O fV 7 9 16 1 1 13 18 3L Nebraska . . . 196 2.950 4, 873 7, 823 8 62 101 163 3 106 135 241 Kansas . . 170 2. 990 5,017 8,007 8 29 43 72 G 25 36 61 Western Division: Montana . 15 274 398 672 1 4 6 10 O 14 43 57 Wyoming . . . 5 73 113 186 Colorado" . . . . 40 1.410 2,243 3,653 13 130 185 325 58 314 04 2 New Mexico _ _ _ 5 45 62 107 I Arizona . . . 2 15 80 75 Utah . . . 2 136 204 340 l 20 24 44 Nevada . . i? i . 97 173 270 i 9 12 21 Idaho . . . . . ty 52 124 176 Washington . . 17 515 877 1,392 1 3 6 9 4 15 85 ICO Oregon . . . 10 251 356 607 California . 93 2, 603 4, 072 6,675 29 191 367 558 23 203 653 856 185(5 EDUCATION REPORT, 1898-99. Table 4. — Public high schools — Number of secondary students pursuing certain studies in 189S-99 . State or Territory. German. Alg ebra. Geometry. Schools re¬ porting. | Male. 1 Female. 4~> 0 H £ br rs p *0 1 ° CJ ^ CG Male. Female. o Eh Schools re¬ porting. Male. Female. Total. United States _ 1,613 25, G76 41,030 06, 706 5, 494 114,627 157,260 271.887 4, S89 54,186 78,861 133,047 North Atlantic Division 613 10, 752 16,827 27, 579 1 , 342 34-, 382 43, 452 77, 834! 1,256 17.220 22, 991 40, 211 South Atlantic Division 53 1. 041 3,768 2, 809 405 7. 131 10.865 17, 996 317 3. 332 5, 235 8,567 South Central Division. 66 826 978 1,804 598 10. 358 14, 702 25. 060 521 4.554 7, 076 11, 630 North Central Division. 787 11,805 19, 201 31 , 006 2,916 56, 013 78, 743 134, 756 2,585 25, 803 .38,221 63, 524 W estern Division . 94 1,252 2, 256 3, 508 233 r> y < o U, 9, 498 16,241 210 3, 777 5,338 9, 115 North Atlantic Division: Maine _ _ 8 19 92 111 157 2,079 2,581 4. 660 141 998 1,301 2,299 New Hampshire _ 10 43 63 106 52 771 841 1,615 46 434 525 959 Vermont _ 13 35 73 108 54 613 805 1.418 51 283 415 698 Massachusetts - 95 1,164 2, 585 3. 749 232 7,907 8.478 16, 385 223 4, 629 5,283 9,912 Rhode Island _ 13 (JoAs 270 496 18 838 854 1,692 15 492 555 1,047 Connecticut _ 48 444 942 1.386 69 1 , 504 1 , 920 3,424 66 800 1,044 1,844 New York _ . 290 5, 245 6, 624 11,869 369 10. 101 12, 492 22, 593 &59 4,877 6,814 11,691 New Jersey. . . 43 1,204 2, 094 3. 298 89 2, 652 3,982 6,614 80 833 1,539 2, 372 Pennsylvania . . 93 O 979 ✓v J Ot 6 4,084 6, 456 302 7,917 11,518 19, 433 275 3,874 5, 515 9,389 South Atlantic Division: Delaware. - - 3 19 25 44 13 402 605 1,007 13 153 258 411 Maryland . _ 12 520 604 1,124 48 1,132 1,882 3,014 47 1,049 1,591 2, 640 District of Columbia 4 198 569 767 A 528 864 1.392 4 295 ore firfb 671 Virginia . . . 18 999 420 642 67 1,158 1,587 2, 745 47 454 646 1,100 W est V irginia ... ... 6 25 71 96 26 413 753 1,166 24 145 338 463 North Carolina _ 1 2 1 3 17 306 374 680 11 148 230 378 South Carolina _ 4 28 29 57 99 1,128 1,711 2, 839 62 200 389 599 Georgia _ 4 19 34 53 109 1,806 2,651 4,457 89 763 1,180 1,943 Florida _ 1 8 15 23 22 258 438 696 20 125 237 362 South Central Division : Kentucky _ 18 457 321 778 69 1,538 1,968 3, 506 59 722 963 1,688 Tennessee . . 8 42 110 152 101 1.577 1,975 3, 552 96 586 882 1, 448 Alabama . 6 37 67 104 54 955 1,369 2,324 46 457 860 1.317 Mississippi . . 4 8 4 12 91 1.028 1,459 2, 487 61 244 384 628 Louisiana _ . . 472 956 1,428 18 245 534 779 Texas . . . . OO wO 259 433 692 201 3, 772 5,756 9, 528 195 1,956 2, 967 4,923 Arkansas . 6 17 33 50 53 888 1 . 102 1,990 41 301 455 758 Oklahoma. . . . 1 6 10 16 4 68 112 180 O O 30 48 78 Indian Territory 4 60 5 65 2 13 0 13 North Central Division: Ohio . . . . 119 2, 114 2, 937 5, 051 613 11.011 14. 156 25, 167 502 4. 657 6,480 11,137 Indiana . . 66 991 1.506 2. 497 362 6. 733 9, 483 16,216 305 2, 956 4,194 7, 150 Illinois _ _ _ 102 1,908 3, 851 5. 759 343 7, 561 10, 900 18, 461 313 3, 821 5,986 9,807 Michigan _ _ 132 1,683 2, 727 4, 410 286 6, 108 8,129 14, 237 262 2,297 3,404 5, 701 Wisconsin . . 117 1,696 2, 508 4, 204 183 3, 473 4. 518 7,991 180 1,766 2,385 4. 151 Minnesota _ 50 728 1,240 1,968 112 2, 478 3,638 6,116 109 1,632 2, 665 4,297 Iowa. _ _ 58 829 1.451 2, 280 330 6. 237 9,055 15,292 295 2, 648 4, 422 7, 070 Missouri. . . 33 825 1,399 2, 224 211 5, 244 7, 652 12,896 184 2.113 2, 9S3 5, 096 North Dakota _ 25 270 378 648 24 109 184 293 South Dakota _ 9 42 88 130 29 392 610 1.002 25 158 274 432 Nebraska _ 49 580 779 1,359 233 3, 414 5, 318 8. 732 224 1.698 2,848 4, 546 Kansas . . 52 409 715 1,124 189 3,092 4, 906 7,998 162 1,-448 2,396 3, 844 Western Division: Montana . . 4 79 151 230 15 309 423 732 14 343 220 363 Wyoming . 1 16 23 39 6 76 98 174 4 38 44 82 Colorado _ _ _ 26 456 747 1,203 41 1,251 1,708 2, 959 39 865 1,170 2, 035 New Mexico . . 6 53 81 134 5 17 30 47 Arizona _ _ _ i 1 7 8 2 27 74 101 9 12 23 35 Utah _ O iV 82 124 206 4 256 399 655 2 72 107 179 Nevada . 1 0 O O 3 7 151 . 250 401 7 82 138 220 Idaho _ 7 80 144 224 6 49 100 149 Washington _ 7 98 193 291 36 798 1.191 1,989 29 326 550 876 Oregon . . 4 92 202 294 15 519 747 1, 266 10 154 236 390 California . 48 428 806 1,234 94 3,223 4,383 7, 606 09 2,019 2, 720 4, 739 SECONDARY SCHOOLS 1857 Table 5. — Public high schools — Number of secondary students pursuing certain studies in 1S9S-09. State or Territory. Trigonometry. Astronomy. Physics. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Female. Total. Schools re¬ porting. Male. Female. Total. United States - 778 4, 968 4,792 9,760 1, 125 5, 896 9, 952 15, 848 4,514 41,050 55, 163 96,213 North Atlantic Division . 228 1,627 1,066 2,693 460 2. 189 3, 845 6,0341,108 12, 662 14, 936 27,598 South Atlantic Division..- . 95 017 633 1,250 53 311 678 9S9 253 2, 606 4, 085 6,691 South Central Division . 167 866 1,138 2, 004 82 454 727 1,181 500 4, 167 5,463 9,630 North Central Division - 216 1.408 1,509 2, 917 506 2, 775 4, 395 7,170 2.466 19, 461 27,572 47,033 Western Division . . 72 450 446 896 24 167 307 474 187 2, 154 3,107 5,261 North Atlantic Division: Maine . . . 8 25 22 47 76 351 458 809 120 782 907 1,689 New Hampshire - - 4 26 2 28 19 94 117 2ili 44 440 384 824 Vermont . . . 2 5 0 5 27 87 151 238 38 184 195 379 Massachusetts . . . 40 300 53 353 121 630 1,283 1,913 204 3,367 3,699 7,066 Rhode Island . . 4 38 15 53 11 37 105 142 13 322 378 700 Connecticut . . 14 94 13 107 29 126 189 315 58 526 654 1,180 New Y ork. . . 95 507 535 1,042 110 416 640 1,086 293 3,407 3, 642 7,049 New Jersey. . . 14 96 100 196 24 141 380 521 80 837 1.338 2, 175 Pennsylvania . . 47 536 326 862 43 277 koo 799 260 2, 797 3,739 6, 536 South Atlantic Division: Delaware _ _ 1 27 0 27 12 135 231 368 Marylan d . . . 20 218 187 405 10 72 163 234 44 883 1,251 2,134 District, of Columbia. ... 4 92 26 118 4 246 400 646 Virginia 2u 95 88 183 45 420 583 1,003 West Virginia . . . 4 20 30 50 4 24 36 60 20 104 206 310 North Carolina . 1 2 1 3 2 12 33 45 6 104 162 266 South Carolina . 10 46 74 120 9 24 116 140 48 265 449 714 Georgia . . . . 26 36 176 262 22 132 270 402 56 348 644 992 Florida . . . 9 31 51 82 6 47 61 108 18 101 159 260 South Central Division: Kentucky . . — 31 188 177 865 25 117 193 330 50 645 575 1.220 Tennessee. - - 17 50 57 107 13 78 110 188 85 517 694 1,211 Alabama . . . . 20 166 222 388 8 34 48 82 41 388 470 858 Mississippi . 16 as 37 70 8 47 71 118 82 565 763 1.3.28 Louisiana . . . . 4 12 20 32 5 25 59 84 19 199 417 616 Texas . . . - 65 312 470 782 18 125 206 331 185 1,530 2, 143 3,673 Arkansas . 14 105 155 260 4 26 39 65 33 282 361 643 Oklahoma . . . . 3 26 85 Indian Territory . . 1 2 1 3 2 15 i 16 North Central Division: Ohio . . . . 75 472 502 974 147 761 1,139 1.900 485 3, 700 4, 926 8, 626 Indiana . 20 122 154 276 22 209 316 525 254 2,174 2, 951 5, 125 Illinois . . 27 222 147 369 89 480 906 1,386 311 2, 739 4, 027 6, 766 Michigan . . . . 10 87 43 130 52 251 349 600 266 1.931 2, 754 4, 685 Wisconsin . . . 9 49 46 95 4 31 21 52 172 1.299 1,654 2, 953 Minnesota . 4 43 40 83 21 180 260 440 79 799 1,191 1,990 Iowa - - - - - 17 95 76 171 86 463 790 1,253 307 2,457 3, 534 5, 991 Missouri . . . 24 195 309 504 26 144 383 327 165 1,489 2, 166 3, 655 Noi*th Dakota . 3 6 9 15 2 5 10 15 20 64 101 165 Soiith Dakota. . . . . 3 12 27 39 5 28 47 75 26 172 240 412 Nebraska . . . 17 77 103 180 15 61 124 188 204 1,319 2, 042 3,361 Kansas . . 7 28 53 81 37 159 250 409 177 1,318 1,986 3,304 Western Division: Montana . . 4 27 45 72 2 14 Of) oo 47 11 83 135 21S Wyoming . . . . . 1 0 3 n o 3 27 38 65 Colorado! . . . 14 129 116 245 8 68 146 214 34 473 736 1,214 N e w Mexico . „ . . ] 0 5 5 3 14 12 26 Arizona . . . ] 5 8 13 2 14 23 37 Utah . . 2 27 37 64 1 21 27 48 3 67 81 143 Nevada . . . . . . 1 2 6 8 7 99 176 275 Idaho _ _ _ _ 2 3 5 8 6 34 75 109 W ashington . . 3 13 16 29 1 1 10 11 24 200 ast 534 Oregon . . . 4 19 19 38 4 29 32 61 9 120 196 316 California . . . . 43 230 202 432 4 29 43 72 85 1,018 1 , 3C1 2,319 ED 99— YOL II 117 1858 EDUCATION REPORT, 1898-99. Table 6. — Public high schools — Number of secondary students pursuing certain studies in 1S98-99. Chemistry. Physical geography. Geology. State or Territory. Schools re¬ porting. Male. Female. i Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,889 17, 681 22, 294 39, 975 4, 370 48, 523 67, 168 115, 691 1,161 7,981 11,267 19, 248 North Atlantic Division . 648 6, 401 7,384 13, 785 1,037 12, 146 16,377 28, 523 510 3,635 4, 959 8, 594 South Atlantic Division . 83 896 1,039 1,935 303 2,910 4, 321 7, 231 32 227 432 659 South Central Division . 142 1,190 1,835 3, 025 439 5, 298 7,133 12, 431 118 845 1,059 1,904 North Central Division . 874 7,732 10, 107 17, 839 2, 448 26, 143 36, 331 62, 474 448 2,851 4, 142 6,993 Western Division . 442 1,462 1,929 3,391 143 2, 026 3, 006 5, 032 53 423 675 1,098 North Atlantic Division: Maine . 76 409 550 959 103 725 840 1, 565 67 326 433 759 New Hampshire . 29 174 196 370 33 212 254 466 20 94 138 232 Vermont . 24 120 122 242 44 369 462 831 17 69 114 183 Massachusetts . 173 1,855 2,391 4, 246 133 1,303 1,547 2, 850 113 685 1,087 1,772 Rhode Island . 12 210 224 434 9 171 175 346 7 24 73 97 Connecticut . 38 333 406 739 46 657 848 1 , 505 27 175 266 441 New York . 172 1,871 1,520 3, 391 327 4,249 5, 635 9, 884 183 1, 119 1,580 2, 699 New Jersey . 47 413 792 1, 205 63 970 1,484 2, 454 21 282 370 652 Pennsylvania . . . 77 1, 016 1,183 2, 199 279 3,490 5, 132 8, 622 55 861 898 1,759 South Atlantic Division: Delaware . 5 69 49 118 11 180 284 464 Maryland . 10 231 22 253 36 290 433 723 I 20 25 45 District of Columbia . 4 139 127 266 Virginia . 16 172 250 499 47 581 779 1,360 1 10 8 18 West Virginia . 7 34 62 96 24 287 466 753 2 8 24 32 North Carolina . 3 24 50 74 12 120 147 267 3 38 59 97 South Carolina . 4 7 92 99 79 573 918 1,491 7 30 44 74 Georgia . 26 164 292 456 76 711 1,007 1,718 11 81 211 292 Florida . 8 56 95 151 18 168 287 455 7 40 61 101 South Central Division: Kentucky . 22 288 367 655 54 632 752 1,384 16 98 334 232 Tennessee . 19 129 130 259 56 549 822 1,371 46 279 304 583 Alabama . 17 183 253 436 32 418 482 900 11 126 127 253 Mississippi . 11 46 67 113 57 670 851 1,521 7 32 51 83 Louisiana . 10 104 295 399 17 302 471 773 1 5 8 13 Texas . 49 354 611 965 178 2,195 3, 115 5, 310 30 246 363 609 Arkansas . 9 64 91 155 39 462 551 1,013 5 50 60 110 Oklahoma . 3 7 20 27 4 44 -87 131 1 7 11 18 Indian Territory . 2 15 1 16 2 26 2 28 1 2 1 3 North Central Division: Ohio . . . . - 122 1,224 1,713 2,937 540 5,137 6, 683 11,820 82 509 713 1,222 Indiana . 91 972 1,278 2, 250 285 2, 721 3,501 6,222 42 304 418 722 Illinois . 144 1,364 1,682 3, 046 295 4,063 6,339 10, 402 51 355 678 1,033 Michigan . 166 1,187 1,419 2, 606 245 2, .540 3,280 5, 820 57 272 380 652 Wisconsin . 30 304 306 610 175 2,464 3,420 5, 884 13 122 142 264 Minnesota . 75 597 767 1,364 30 387 517 904 9 83 95 178 Iowa . 59 449 631 1,080 289 3,028 4,281 7,309 75 480 713 1,193 Missouri . 62 633 923 1, 556 172 1, 859 2, 470 4,329 42 336 434 770 North Dakota . 5 17 27 44 16 104 134 238 2 8 13 21 South Dakota . 6 18 45 63 26 195 324 519 8 44 70 114 Nebraska . 71 587 868 1, 455 207 1,792 2,572 4,364 21 133 165 298 Kansas . 43 380 448 828 168 1, 853 2,810 4,663 48 205 321 526 Western Division: Montana . 9 81 85 166 12 107 175 282 5 36 47 83 W vr>m i n P' 2 13 9 22 6 47 75 122 Colorado . 31 330 481 811 24 370 521 891 28 251 436 687 New Mexico . O 7 9 16 5 36 41 77 1 5 30 15 ArOnna, 1 5 9 14 2 11 54 62 Utah . 2 18 19 37 3 100 157 257 1 30 35 65 N eva d o 7 57 108 165 6 42 73 115 Idaho . 2 7 15 22 7 71 141 212 1 3 2 3 Washington . 7 81 96 177 34 429 691 1,120 6 41 46 87 Oregon . 5 71 165 236 13 240 332 572 3 19 33 52 California . 74 792 933 1,725 31 573 749 1,322 8 40 66 106 SECONDARY SCHOOLS 1859 Table 7. — Public high schools — Number of secondary students jmrsuiny certain studies in 1898-99 . State or Territory. Physiology. Psychology -Rhetoric. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. 6 "S Female. Total. Schools re¬ porting. Male. Female. i Total. United States . 4,107 58, 002 80, 487 139, 089 820 4,147 7, 221 11,368 4, 718 72, 174 106, 645 178,819 North Atlantic Division .... 993 17, 663 24, 470 42,133 102 485 1,289 1,774 1,150 23, 264 31, 059 54, 323 South Atlantic Division _ 290 3, 315 4,955 8, 270 42 159 471 630 324 3, 225 6,166 9, 391 South Central Division _ 488 6, 913 8,885 15, 798 177 979 1,347 2,326 530 5, 604 8,830 14,434 North Central Division . 2,307 29, 370 40, 102 69, 472 477 2, 396 3, 797 6,193 2,512 35,462 53, 226 88, 688 Western Division . 89 1,341 2,075 3,416 22 128 317 445 202 4,619 7,364 11 , 983 North Atlantic Division: Maine . 101 761 933 1,694 15 91 126 217 124 1,056 1,386 2, 442 New Hampshire . 29 198 226 424 3 14 18 32 42 398 479 877 Vermont . . . 27 181 247 428 17 54 120 174 50 450 681 1,131 Massachusetts . 150 2, 202 3, 014 5, 216 8 54 103 157 206 7, 323 8, 272 15, 595 Rhode Island . 8 39 170 209 4 5 90 85 16 854 983 1,837 Connecticut . 37 702 964 1,666 1 5 8 13 64 1,442 1,807 3, 249 New York . 3-58 -8,632 10, 706 19, 338 14 42 287 329 314 0, 902 8, 092 14,994 New Jersey . 03 1,117 1,564 2,681 9 17 145 162 79 1,097 2,194 3, 291 Pennsylvania . 220 3,831 6, 616 10, 477 31 203 402 605 255 3, 742 7, 165 10, 907 South Atlantic Division: Delaware . . 11 235 335 570 1 5 9 14 13 141 281 422 Maryland . 40 570 1,037 1,607 5 12 146 158 36 417 1,331 1,748 District of Columbia .... 2 93 279 372 Virginia . 56 677 923 1,600 2 4 48 52 51 660 1,062 1,722 West Virginia . . 20 257 396 653 4 12 25 37 24 155 331 4S6 North Carolina . 13 216 262 478 1 2 1 3 13 128 214 342 South Carolina . . 64 532 800 1,332 4 9 58 67 70 486 802 1,283 Georgia . 05 600 842 1,442 12 64 61 125 93 931 1,461 2, 392 Florida . 21 228 360 588 13 51 123 174 22 214 405 619 South Central Division: Kentucky . 56 993 1,156 2,149 26 181 241 422 64 963 1,330 2,293 Tennessee . 82 989 1,096 2, 085 12 25 65 90 93 779 1,074 1,853 Alabama . . 44 702 981 1, 683 10 99 85 184 48 591 1,121 1 , 712 Mississippi . 77 867 1, 182 2, 049 7 32 50 82 71 537 795 1,332 Louisiana . 18 310 547 85/ 4 14 22 36 20 347 768 1,115 Texas . 163 2,461 3, 231 5, 692 106 551 778 1,329 182 1,843 3, 018 4,861 Arkansas . 45 569 688 1,257 10 69 92 161 47 467 607 1,074 Oklahoma . 2 8 14 22 4 73 116 189 Indian Territory . 3 90 4 26 1 4 1 5 North Central Division: Ohio . 533 6, 871 8, 527 15, 398 93 505 605 1,110 492 6, 106 8, 542 14, 648 Indiana . 204 2, 113 2,833 4, 946 64 362 556 918 315 5, 025 7,077 12,102 Illinois . 314 5, 341 7, 585 12, 926 25 120 255 375 309 5, 966 9, 107 15, 073 Michigan . 259 2,600 3,614 6, 214 40 158 291 449 261 3, 573 4, 998 8,571 Wisconsin . 173 1,905 2,483 4, 388 120 559 787 1,346 141 1,587 2,034 3, 621 Minnesota . . 54 629 1,031 1,660 3 13 31 44 94 1,873 3,011 4, 884 Iowa . 271 3,310 4, 584 7, 894 17 89 121 210 303 3, 513 5, 523 9, 066 Missouri . . 154 2, 414 3,476 5, 890 59 281 615 896 1S8 2, 967 5, 096 8,063 North Dakota . . . 17 152 186 338 2 11 25 36 22 152 207 359 South Dakota . 20 230 314 574 1 2 2 4 24 195 328 523 Nebraska . 169 2, 200 3,078 5, 278 9 52 83 135 190 2,356 3, 779 6,135 Kansas . 139 1,605 2, 361 3, 966 44 244 426 670 173 2, 119 3,524 5,643 Western Division: Montana . . 10 109 179 288 1 2 6 8 15 152 241 393 Wyoming . 3 31 42 73 5 55 84 139 - Colorado^ . 15 243 383 626 12 7G 207 2S3 39 741 1,124 1, 865 New Mexico . 5 39 56 95 o 12 25 37 Arizona . 1 12 22 2 7 38 45 Utah . 2 55 80 135 2 IS 33 51 3 84 111 195 Nevada . 4 73 127 200 ] 1 8 9 7 103 180 283 Idaho . 6 51 100 151 1 1 2 3 hr / 39 83 122 Washington . 18 205 371 576 4 20 41 61 26 315 543 888 Oregon . 11 217 277 494 1 10 20 30 13 281 466 747 California. . . 14 306 438 744 82 2, 800 4,469 7, 269 1860 EDUCATION REPORT, 1898-99 Table 8. — Public high schools — Number of secondary students pursuing certain studies in 1 SOS -9 9. English literature. History. Civics. State or Territory. Schools re¬ porting. Male. Female. 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State or Territory. Number of schools. Secondary in¬ structors. Secondary stu¬ dents. Colored secondary students (in¬ cluded in preceding column). Elementary pupils, including all be¬ low secondary grades. Male. Female. Total. Male. Female. Total. Male. Female. Total. o rr^ Female. Total. 1 United States . 1,957 3, 940 5, 470 9,410 51, 900 51,938 103, 838 1,075 1,881 2, 956 53, 765 64, 285 118, 050 North Atlantic Division. 664 1,724 2, 370 4,094 18, 528 20, 797 39, 325 72 110 182 15, 309 14,866 30,375 South Atlantic Division. 377 624 766 1,390 8,738 8, 945 17,683 601 1,300 1,901 11, 404 12, 943 24, 347 South Central Division.. 417 620 816 1,436 10, 601 10, 335 20, 936 333 411 744 14, 352 15, 162 29, 514 North Central Division.. 371 742 1, 133 1,875 10, 953 9,687 20, 640 57 60 117 7, 318 13, 289 20, 607 Western Division . 128 230 385 615 3, 118 2, 136 5, 254 12 0 12 5,382 8,025 13, 407 North Atlantic Division: Maine . 37 53 91 144 1, 193 1,388 2,581 179 181 360 New Hampshire . 31 104 66 170 1,560 '885 2, 445 5 3 8 1,309 491 1,800 Vermont . 21 35 56 91 670 676 3 , 346 423 481 904 Massachusetts . 101 261 404 665 3,018 2, 536 5, 554 16 4 20 991 752 3,743 Rhode Island . 12 29 45 74 234 280 514 1 0 1 548 741 1,289 Connecticut . 58 116 174 290 1,166 1,322 2, 488 3 4 7 458 795 1,253 New York . . 202 551 876 1,427 5, 040 5,842 10, 882 9 9j 5, 623 6,580 12, 203 New Jersey . 71 169 237 406 1,936 1,550 3, 486 2 6 2 1,632 1,818 3, 450 Pennsylvania . 131 406 421 827 5,980 4,049 10, 029 45 97 142 4,146 3,027 7,173 South Atlantic Division: Delaware . 2 8 7 15 119 101 220 84 65 149 Maryland . 37 88 119 20 T 874 1,101 1 , 975 850 803 1 , 653 District of Columbia. 19 35 83 118 230 '507 737 45 23 68 328 1,015 1, 343 Virginia . 80 146 145 291 1,675 1,635 3,310 116 175 291 1,567 1,587 3,154 West Virginia . 12 18 36 54 235 358 593 375 520 895 North Carolina . 119 187 156 343 3, 187 2, 462 5, 649 57 104 161 3,930 3,732 7, 662 South Carolina . 31 51 66 117 779 575 1,354 48 72 120 721 925 1,646 Georgia . 71 89 133 222 1,828 1,867 3,695 85 559 644 3,292 3, 763 7, 055 Florida . 6 2 21 23 18 132 150 250 367 617 257 533 790 South Central Division: Kentucky . 82 106 175 281 1,565 1,512 3, 077 22 12 34 2, 115 2,314 4,429 Tennessee . 102 162 172 334 2,816 2,689 5,505 9 25 34 3, 840 3,726 7, 566 Alabama . 56 73 85 158 1,312 1,052 2,364 35 36 71 1,601 1,695 3, 296 Mississippi . 46 59 85 144 1,120 1,101 2, 221 60 84 144 1,987 2, 120 4,167 Louisiana . 31 37 87 124 531 679 1 , 210 34 28 63 1,343 1,155 2, 498 Texas . 64 117 170 287 1 , 986 2,633 4,619 117 109 226 1,938 2, 629 4,567 Arkansas . . 24 51 24 75 777 675 1,452 56 117 173 850 767 1, 617 Oklahoma . O 3 6 9 21 34 55 0 0 0 41 48 89 Indian Territory .... 10 12 12 24 207 226 433 637 708 1,345 North Central Division: Ohio . 53 84 204 288 1,053 1 , 515 2, 568 1 1 2 521 1,513 2,034 Indiana . . 28 60 89 149 922 1,212 2,134 857 1,436 2,293 Illinois... . 65 123 208 331 1,467 3,964 3,431 1 0 1 1,160 2, 477 3', 637 Michigan.. . 23 qi Oi 95 126 369 823 1,192 16 29 45 972 1,965 2,937 Wisconsin . 25 82 86 168 886 533 1,419 419 630 949 Minnesota . 2T 74 77 151 792 718 1,510 946 862 1 , 808 Iowa . 35 54 89 143 908 990 1,898 1 0 1 818 1,334 2, 152 Missouri . 74 160 179 339 2, 484 2,185 4,669 38 so 68 704 1, 698 2, 402 North Dakota . 9 3 5i 8 20 48 68 25 83 108 South Dakota . 7 10 20 SO 101 146 247 . 225 360 585 Nebraska . . 15 23 44 67 262 415 677 0 0 0 425 562 987 Kansas . 15 38 37 75 423 404 827 346 469 815 Western Division: Montana . 2 1 8 Q 0 52 53 50 407 457 Wyoming . 2 4 4 8 35 48 83 25 9 34 Colorado" . 6 10 27 37 53 87 310 12 0 12 312 475 787 New Mexico . 4 4 8 12 31 KO 83 0 0 0 125 110 235 Arizona . 1 6 2 2 0 10 10 0 0 0 20 40 60 Utah . . 12 39 27 66 613 480 1,093 0 0 0 677 475 1,152 Nevada.. . Idaho . 6 14 9 23 90 80 170 317 265 582 Washington . 13 19 52 71 176 339 515 199 792 991 Oregon "... . . 19 38 49 87 393 535 928 634 900 1,534 California . 63 101 199 300 745 1,434 2, 179 3,023 4,552 7,575 1870 EDUCATION REPORT, 1893-99. 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 1S9S-99 . State or Territory. Secondary students preparing for college. Graduates in the class of 1899. College prepara¬ tory students in graduating class of 1899. Students in mili¬ tary tactics. Classical course. Scientific course. Male. Female. Q oj k-H Female. Total. O r— « Female. Total. O "3 V— < Female. Total. United States . 11, 123 5,490 16,613 7,246 i 2, 855 10, 101 ! 5, 960 5, §02 11,862 3, 576 1, 733 5, 309 8,459 North Atlantic Division _ 5,958 2, 210 8, 168 3, 628 7S0 4,418 CO O' OC ; 2, 863 5, 950 2,089 731 2, 820 3, 834 South Atlantic Division .... 1,901 1,048 2, 949 837 327 1, 164 690 660 1,350 398 201 599 1,433 South Central Division . 1,637 1,136 2,773 1,224 724 1, 94S 714 725 1,439 361 295 656 913 North Central Division . 1,322 894 2, 216 1,119 762 1,881 1,222 1,342 2, 564 577 385 962 1,749 Western Division . 305 202 507 438 252 690 247 312 559 151 121 272 530 North Atlantic Division: Maine . 279 195 474 103 35 138 189 240 429 85 66 151 114 New Hampshire . 472 55 527 202 36 238 175 113 288 111 15 126 52 Vermont . 95 20 115 55 37 92 89 89 178 37 26 63 90 Massachusetts . 1,153 446 1 , 599 451 162 613 510 458 968 398 190 588 99 Rhode Island . 67 20 87 10 4 14 45 39 84 28 9 37 113 Connecticut . 458 141 599 275 53 328 204 217 421 159 57 216 179 New York . . . 1,513 612 2, 125 1,127 248 1,375 750 815 1, 565 564 191 755 2,006 New Jersey . 671 223 894 557 114 671 345 233 578 260 79 339 402 Pennsylvania . 1,250 498 1 , 748 848 101 949 780 659 1 , 439 447 98 545 749 South Atlantic Division: Delaware . 9 3 12 14 9 23 18 17 35 8 3 11 0 Maryland . 169 64 233 33 9 42 106 97 203 63 29 92 89 District of Columbia .... 6o 83 149 44 58 102 36 65 101 13 11 24 Virginia . . 332 70 402 149 11 160 89 144 233 53 21 74 463 Yvrest Virginia . 39 24 63 20 2 22 31 39 70 11 2 13 77 North Carolina . 712 355 1,067 320 97 417 238 79 317 138 51 189 371 South Carolina . 94 40 134 49 57 106 77 78 155 43 21 64 217 Georgia . 470 404 874 208 84 292 92 131 223 66 63 129 216 Florida . . . . 10 5 15 3 10 13 3 0 3 South Central Division: Kentucky . 296 163 459 144 88 232 128 103 231 56 46 102 183 Tennessee . . 394 237 631 223 144 367 176 181 357 95 65 160 52 Alabama . 236 165 401 297 84 381 80 68 148 33 25 58 192 Mississippi . . . 199 127 326 97 65 162 98 109 207 66 45 101 88 Louisiana . 73 58 131 71 40 111 55 65 120 27 41 6S 34 Texas . 288 262 550 260 148 408 137 155 292 68 47 115 214 Arkansas . . 133 101 234 92 94 186 35 38 73 22 22 44 127 Oklahoma . 10 17 27 4 12 16 3 O 5 3 1 4 0 Indian Territory . 8 6 14 36 49 85 9 4 6 1 3 4 23 North Central Division: Ohio . 132 153 285 103 134 237 147 212 359 87 73 160 107 Indiana . 129 87 216 100 58 158 74 110 184 32 41 73 336 Illinois . 292 183 475 197 194 391 236 311 547 118 92 210 178 Michigan . 17 6 23 42 48 90 56 90 146 30 16 46 99 Wisconsin . 119 40 159 98 32 130 149 78 227 52 IS 70 103 Minnesota . 97 65 162 27 29 56 139 117 256 55 27 82 231 Towa . 143 80 223 112 95 207 132 127 259 53 39 92 38 Missouri . 220 179 399 312 103 415 204 204 408 107 48 155 422 North Dakota _ 13 8 21 3 0 South Dakota . 02 36 98 Igg qunotny lOl 00 o CC CC rH 04 Ht^COr-tH X‘ rH 05 lO 'D CO COr I-i C/i 05 04 r-H x" H-' TfUHOHCOCCCO CO X 01 OrHOX cc rb b of cc xb cb ©r C’f tox -nr- 1 — © rH 04 th 04 CM © go x © oi ©r cb © X © rH 04 GO T— TH 04 rH 04 5 £,§ CO s 04 iO CO" CO 04 XO TH rf H 1^ o?c c-* D •SuiiJod -oj sfooqog 353 04 t^OOOO O ^ ^ X H rH C.^QiCrrXCr r- rH X rH Tf rH 04 01ttO4th04© "OX© © »-0 H GO © ri . 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H H I-OOXOXO Cl lO o 00 CO co 05 Oi Oi CO rH rH O o A o _tc 2 o s 3 P. 3 oi • >42 P.O 'P P 3 a “ o >> Pi 3 ■Sr 3 3 P-g r- O oi 3 -*-> 03 O H o Eh rH CO O GO CO 05 CO CM rH rH CO CO H COLO H LO lO CO CO rH CM CM M CO CM O lO rH O lO M Ol rH rH 05 CO 04 COOO'NrHOOrHrHCMCM 1— rH O GO CO CM 0-1 CM rH 05 05 00 LO 05 05 LO 0-1 0 4 05 I- Ol CO O Ol Ol O M GO H CO CD M CO CO 05 CM CO CM Ol COCMOCOHiOCOCOO Of Of of rH* Of CO' C> GO 04 CO rH CO 05 CO GO 05 CO t''* rH rH rH rH I>* OODDlClXiOH CO* co' t-H of r-T 1> t-f CO GO O rH O'l CO GO 05 -H lO Ol CO CO 05 OCDNHX05CDD1N 1^ rH co rH rH CO CO CO Ol OOlOCOGOrHOCMOGOl rHOrHrHCOOt^LOcO Ol Ol 1-0 CO1 CO H CD rn 00 ri< CO CM lO lO rH lO Ol CO CO CO -9 CO ’-H CO LO Ol CO rH 05 lO CO CM CO H CO CO CM Ol O lO H Ol H of of r-T r-T LO' r-T LO lO CO 1^ CO CO GO rH GO O l - H rH Ol rH CO lO CO lO r-T CO' O-f 1> O LO CO 05 CO Ol Ol CMrHrHI^D- 05 rH lO 05 CO CDNOrr CO CM CO CO CO GO of 05 Ol LfO h* C5 H H1 05 CO rH CM IS* lO CO CO O 05 co co' r-T oo' lo' 05 Ol CO CM rH cocoioooscor^co^H rH -O r-i C/j CM CO CO CM GO O LO CO Ol rH co CM '40 CO rH CO 05 CO lO CO rH rH CO CM CO D 00 r 05 05 CO COXLOrr OiOH'COCD T—f CO* rH~ GO CO* C c3 in 'd CD a u g c .2 ,° .i ’> > So .2 P +2 +5 Q 3 << 55 ll .2.2 xn BE Oft o r3'3*^ S-i r> •H> H-> TH 3 3ft 0 4)- OO g ~33 _0) 3 g <8 > S o < tH o & a. 3 C w 2 .2 > a a) qj O . g ce g c e8.t bs s • ; g jys ej sg H r r H 'l r— > j (/' Ll (1) Cj P ^ O ^ r C ^ w p ^ ^ O ^ a> (D H 0S,r;,rt^L? O 0r,H O ^ ^ 3 3 o o m m 0) ► > a s 3 'Sot. _ o o 03 S a 03 3 .S .3 P O > % ^ P4c3 x Oj xn in P d o3 0) an o ■§.s Om Table 39. — Distribution of secondary students in public and private institutions of cdl classes reporting to the United States Bureau of Education for the scholastic year 1S98-99. ( See also Table 40. ) — Continued. 1894 EDUCATION REPORT, 1898-99. O 2 o o 3 § f— rH I « “ I C2 Cw rH §1 o i S-. C CD a r~ ojo ft- o A 'OS o S- -O ^ O O.S So g £ g £ ^ be bO 2 o 2 o Ph c5 VH O H o c3 a o £h o c3 2 oc p O rrH ^ a *-< -+J Cj «2 o ^ • rH Sh &o r— CJ ci o 4-* J Cl U M Ci M Q X CJ O H o co cm -r I - T1 O 1-- I OitOXiCi > T) lT — J CO» : X X Cl Uj : :• -h Ot ) uO CO i lO O 00 1^* 00 1— I 1 00 1.0 O O I C r-1 cr N : ».o co — < ic i — r co lo o at CO CO Tl Xrirlri COOI^OOO — O CO X tO O O Hf CO OiOTU r— I Cl t— I CC U T O O U o O O rji X T CH^ X ^ N rH rH CO COOUOOOiOOXUOO -t* co at Xi-h^q CM rH 1 — 1 CM rH XTOTOTCCUOTO U X C N Cl uO *0 to O O XXCOXHT^THUX c: o h -r h o o u o d o iO OTHHlOXCOiOOXiOiO tT iCf !>* !>“ t>-*' rH r-T OtT I-H r-T cef co- T U X Cl H H 09 rH rH H Cl T U O Cl H x H- x h 05 O lO M'* HI T9 »0‘ X Td^HHT^XTh H H X CUM U X H T X X T 00 T9 HhXOOOOXC- l- ClXiCiCQOClXiOOHCl tF T1 lO Ct l''- to rH rH X X Cl r— 1 T9 H rH rH THiT LO >0 t-H lOnNi »o co >0 -h r^- co I- to T9 DOT1 iO CM T9 X rn O N 1^ X H O Cl X X O X T X H D U O C O Cl O X T D O a O iO LO X H rfl> x Cl TO X T9 OOTOCr CO r- -H to 1.0 to to T 1 : THTI CO 1 — 1 th 1 N T X lO T 'H O X X T9 CO co to to at co to x lo o h o TXTlr-iTHrHTDXCtai r-T cT to oTaT hj^co oTi-h LOXTUHHXT9 n rH u x a o u ci x x o a a o co i — 1 at r — i ot rH t 1 at at » o 0'tr,COOtOiOtOtOOTf'rI1 to co TT CO lO a x x h o x m a ci x ci 10 CO at X O H 1^ C9 HI CM LO to X XXDCXOOHOXHO iC o' o' co 0 go Qo *£ r-T r-T oT cT CMrHCMr-irH rH rH rH OHXXOTONTOX Cl H Cl O T1 H N H H X H X U tO T1 X X X X H Ot H H to at T9 at T— I C l -f H LC O X O I- Tl iOHOHXXMXH co H lO >0 h h Cl O D X H X crT co'at' of cT o' h-T co' hci> Tl rl tH rH rH rH h ci co ci x x x h h a h X O T ct X H X h H H O TH O Tl Tl lc- CM CM O lO CO o.; & o C.S ci cc ^ o o cc a> o2 c3 &o , ;h c3 O o o MM ^ §SS|l«^pf CSB>5 bS2 S5 > o >2 C! H ^ 'C 01 c3 ^ - OJ C o -0-0 bo CcC "00 •3 tots ?oo 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 1898-99. SECONDARY SCHOOLS. 1895 o o • CD r-3 W o S 5jo “ I o H o c3 a .o co i- o o' kO ^ Ol CO t - DCJCr- oomooo Female. 77, 760 CC O ci os GO co O O D O 01 CO CO CO' OS CO CC CC L- CO C5 O iO ‘O i.O H Y o CO 1 " CO O CO CO CO OS CO OS -rji CO CS O yj O 00 of of r-T iO" t-T 0-T L- tjT of lO CO CO r- lifib-OO’f T-1 o co O o X Ol CM D O CO O O CO lO O o o r — M co . X co co — i CM CO O O Is* 'O ' LO CC 04 of th 'O r iC O 00 04 04 D- i — 1 1—i CS CC 1- *o COCCCl .OOO C X *o lO x CC o o t-H~HI>.010CS-H-*tH 0C500r-:l-0!'H riClOCI -rr iO O Ol CO O D 'O ^ CO CO Cl O O Ol O Ol Ol CO O Cl 'T o o •? o CS V-O LO E- O l CC- •!> CO CO lO CC H D o o co of io r-f-sjf CO D O O O CO CO CO O r-t CO t— l 00 O csr^p^^ nr 6 4 I - o co co iO OODOO CO Ol 1-1 CO OOOhOO 'O CO Ol I C/0 - J CS .os «o CO Os ■ o Cl LO O CCH^ r-t D CO X rfi o CO O lO CO lO CO CO 1C rH GO 1^ CO 1-0 O r-l n — O O N CO Cl CO Ol HO^OHOh CO O lO O Ol O CO ic 04 CO Ol H CO OS o ic 1- o ; 43 ; o £ O .£ C Jh CC P< OS T— H od O O -*1 COO •o ^ th c LO l> 1-1 lC H iO os lO 04 o C i ’-T' Os co ci ’T o ^ - 1 CO (01 o CC CO lOOOCO CO Is* h CM 00 04 Ol CO rH O O -C OS CO co - CO Tji ■*T' CO t CO i— 1 i — i Ol os oo — ^ n O ^ Cl CM O T-1 CO I-O HO r-i -r T-1 04 I Cl) P 4 o o in t,0 j ^ H 2 «3 GO apS ° g d dA 1 'o' a^S0 CC O X H H O CO rr CO ClOlOHH O “T* O O l OS 1-0 01-0 0 rH Ol i— I I O *— • r— ' i—i CO Ol T-i CM CC 'O' ' — 1 H Cl M O CO I - DO Ol O Ol lO CM CO i — i lO T-I E .p-< m tjp o cc 5 j: >H*r O s £ * c3 in <3 ? u <3 ^ p<£ CD rH 1) Total. 41,798 H 05 00 O O >0 Os lO Ol JD- CO 1- i- OS ccTco r> cToT CM « lO GO Hh GO LO OM -^ CO rH rM CM TH O O 0 .0 O O X O H CM os l- CO os CO LO) ^ os O -* O -CO -r^ CO -rH t-- CO Ol »0 04 04 05 -r kO 1 - O CO CM OS JL^- O 04 CO CS r- H Ol H !>■ r-1 N Cl CO OlO !>• ^ CO -r— I ^ CO lO O O OD O O O Os OS OOSOXiON Ol t-4 I- CO T— 1 -T O CO C 1 CO CO r-i T-I CO OS CM O Ol 1^ •o CS O Ol X ^ i.O D X r-1 t-1 'O 04 O O O OS o O Ol I- CM 04 1^- O Ol l- co os io o »o O LO os H Ol O Ol 'rri rO CO IO O' LO LC CO T—1 O ^ T— I OOOrSO^CO DOlHOOOHO os O Ol r-i Cl Cl X bo CO CO Cj OD -JH O co H o r-l 6 co CO C3 os g t~t o LO ft O d O *3 Cs H LO lOWOO-f O! CO CO o CO O OS co CM HOO^OX Ol o os oo ^ uo r-i co .go .co cm lO ■'T1 CO lO C O X O OiODOXOOOO CM l- CO *— i CTs -r1 lQ Os lO Ol O'- D CC O O CC O H r-T co" io t-H CO I»,0-“HOOCI DOOOMHO O lO CO Ol CM co ^ co" LO oT oT rH ^ t-H CO 00 rH CO -00 Ol CO O LO t-i iCj l'* "O O rH GO oo o o" CO GO uO O O O Ol 04 O os CO 00 1 ^ CO CO Ol T lO — ^ CO GO O LC cm CO CC LO o HNiOX 04 kiO Ol ■ o o co »o *o 1- CC CO h LO C OO ^ lO X n CM os Ol r-t OS CO kO rn XOODXI- kO O O r— > O 'O O r- i o lo d- o os -Y CO CO CO i- os CO CO rH CO 0 0X^0 00 0 OS O N n CO. O -rr1 CO GO HiOOO'MHOOiOS os -t< o lo io r- os go co r— * I " CO 1^- CO 00 1^ O l T— I n X M O Cl r- L - GO lO O CM O h O O r-i rH O l CO GO 1^ lC 00 CC r-t lO OS D- CD H u o o cj -4-> m o d S P O O ■S '« > > P ft O o flp A ^ << 5 .9 OC .'-O ill r-t rH CO pi s ft - QOg ft o +3 PI o3 < r rn 3oi a r ^ H a O oS o Ji o 0^-1 ^ k. r ^ C . •H ^ £ CO O H ^ C3 O O ^ rP Q O S I2! r" S Ph O CD d . uX-i a ° l^d -3 CC 3d h g 3 o P'S Yft d.“ 3ft d d Sop bo p r-^ H Cw C^ 2r;oo bpt2-£ > ° > ft — Cl ft o So'O c ft P oft d d • 3 |ft Ift OQ O ft CD o o cu CD co zj co O c c . Z-i o O -o £ G ° . o Oi Oi Co Oi Co >1 c G> G ^G 1-0 o CD CD CO rO 5*. co § o -f w 0 n Eh (i oj O o • oj £ " A £ £ oj G Oh tH i O COCJDOCOOJDXHODCJ X lO X 1H X X O ONHCO X lO CM CM CM 1' - - x X CO H Tf X X X rH -h cm 05 PC X X ■4-5 f^5 X DXDCiiOCIXUrt CCQ’f CM CM 05 TT lH I- o H H CM* TjH TH tH CM TJH CM tH — ' O a’2 c 3 o 2 o P • X CD O O Cl ^ D O D GO CO rrOOOXOOXr-iCOr-«i^ CO- c l rr' r-T rH CM* CO r-T r-T H 00 OJ Cl O) D O O IO O Cl D h iQ D O CO D Ol D CM 1-1 X ^ X O c3 O H pPl II . tH K^J O « c G £ o > O.m <1> Jh CC Pi c3 +-> O H DOOiO^ h* lO CO O' 05 rH CD CO rH rH CO lODOl 0 05-^00 D Cl lO CO rH 05 rH O Tf O X io CM CO CM O I- I- o >o CO CM CM O iO -D X CO M X 05 l>- CM rl £?+_> o qj p* ” CJ - to^ 2 fli o 3 --t-H P r^t3 In O M ^ £ So ^ Ph1^ p CD I^O^OiCOOOOOc O CM H CO o CM CO n CO 0000000000—1 -p P X U p CD ci h bx) Ph^ <1> o> 0)o! r?.£* -2 ftrt G3 «•• ■ *-t fL Gg '_> 2 S ‘0 e-ss ! O S O ~H 1-0 C) MffihHH'f OOnHinOl QOHOOOHIO^WCJCJOOO (NCMCODGO’OCJH'MCOO^ h o 05 O O O O O 1^ 0> -t< X M 05 r-H i- 1- CO IO N D CO CD ctf s X _ _ * 'o cC o o 05 H CD CfJ 05 0) bQ 'p rP a CD *n CD P Hi HH rn COHHOhDOOOOOCIHiO CO'f^HiOOPUO'OOCJ OMXMtHCMMOtHH^TX XOOOOOOOcDt— lie X O CO COO*f X TH M CM CJOOOH^DC'IC'KMCJH^ U D D iO ^ CD ^ h Cl Cl h C l 05 Tti LO O TJH O O tH CM CD iO COOOOOOOOHXC5 TT1 CC O XX CM CM Cl CM X CO X-HTHOlOOXOXt^t^I'- D CO CO 05 H r C- D D ^ U Cl iCHrfiH^iOOCO CM O X X X O CO O X o o ».o X o io X X 1—1 CJ5 h 0 1 TH O HlOOH C l M X tH tH rH i '-H CD CO CM CM iO CM ”fi X CO X O iO X CO >0 -rH hhOCIXHO^^^hO lOOlDXiOP-DH H m X00PC1 00000*0 -H iC’T'GOiOhX XXX CO TJH WlCTT XCIDCJCOlOOHOHiNX lOCMOCDXOOXCMOcO CM OOtTXXL^Otti th CM n* ) o D X lO 05 l- 05 ^JH rH X l'- tH 0) H t-r o 0) ■H CO c o u ft r os Ea •So 0 O CO 0 o bis 2.b Sfi a> 75 r. , C3 c c g oj o.; So-p^.i 0 S ,s^§ (S07Q H o 03 o3 c3 -u +j O O c.SgS 5 0,0 1 o £ _ ^ trH HH O H H k* rH cd c3 ®r g § ^ 0j g a a^ g Sj^-ssesss^ be „ ^ 1 C 0 b 2 O0 o o _ boG5 o S'4) os So oo -r . ■ o • CO •SJB3.C tii 3SJX103 jo qjJguoq; pH -T CO Cl ^ lC "C1 CO CO ~T( CO CO Hi CO Hi Hi Cl CM Hi Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •opxuuaj 30 pH CM O O CC CM rH • O • o o 1*0 ‘°U’K j S CO o • CM • rH CM 3 ®.s g bX 5^ •3JXXUI0J ® Cl OOC 90 to O O rH CM • Cl o o •ojxxk pH ^ O O O rH CM O O ^ rH • Hi CO CM Preparing for college. | Scien¬ tific courses. •ojuxuaj pH o ■ o • CO • tH o CO OO Cl o ■am W PH Cl • o « CM • O rH Cl X i — 1 CO H< Clas¬ sical course. •ox^mo j ft pH ^ • o • • •lO o CO tH CO Hi •9FM ii O i CM • 0 r-f • • 8 o Hi Cl Hi CO >* OCJOOOOiCMLOOO^OWOOQO OOOiO CO H1 rH X CO LO CO CO Cl CO Cl H r-* ^ H H J5 >0 O DO O O O O CO rH o o OO O to O O X lCO^LO X— i H* CO 00 H1 LOCI O H CO CO OO Secondary students. •ojuxuajj 30 O CO H H N O to (M O H lO CM LO O LO CO lO lOOCO Hi O CO Cl W CUC CO n CM CO CM Cl CO CO i — ( CM H CO rH ■9l»K X- O OOlOIhOOIhOiCOCOXOOOXO vOCOlOO O O l' CM CM (M H CO H CM H CO n n v 02 ri CM Cl H1 Second¬ ary in¬ struct¬ ors. •ojuxuajj O Hi OHOHHHHHHOOHHHOHO O O CM CO 1> COHCMCMHHHCMHCMHHHHCMHHi rH CM tH lO Depart¬ ment or inde¬ pend¬ ent. ■3 ET'a v~ bj oT cj1? M fi !— 1 f— i ft rH Pi O PP ft Q Q pH fl Q Q O (LJ w o « u 02 >r3 £ o ti o ^ c/2 N 3 - c3 - GO 72 bjQ a sts ce n rn 'd o 3 a>pqOu >.« £Pq m gtf pPQ^ rt f-1 rp w ©?.sgai * ^ be o cu ^nwrdflflH cpESfflO^ ■" ^ Sein¬ 'd O' o: a> PP < of o . >i 72 r— 02 o ^ • Ph cc j w > i^*4 cuW erf be C c3 . £o g O d o h§ to • o> • b :3 . -*— * • O _ . • . 72 . H O ! u ! CO .■? OH . O O d .5? O 0 • CO o &*>P qj >1 fcjnp bu o '; ■ P rjtQ' OtO !§ >p ; o * Xi | boPP ci g .be i ffl CP H EH W a CD O JH o trt rd c ° oo§* o o be <5 o3 . So ai oa pp § a o 2 « o £ 'oa.C'oS'cs ofd,oro« • HC r.n • • i— i Kn • • 72 H Kri , , ■ o.^> 6S CD . be rri S-S 3 c a> ° co > • • • • • • • -j * * ’S O Lj * • : : : o~ : - 21s a §d. 0) > ctf'H ^ co > >■ M 0) >5 fl^ii aiSgS^SdSi ao.Piscaaoo'oappooioS.aa <^pppqpq(£|QftQCi|HP^OC>0OK a W C r-« O Oh > g J2 So 3 § t-( OOb*00 ®OHM himokn I I I I s I I I i i i I : o • o o • o Cl • O rH * O • o • o • o ! °~ SECONDARY SCHOOLS. • • >0000000000010)000 * o »oooo • o • • . o o o o ooooooooooo • o *oooo • o • • • O o lO LO lOOmiOOOOOOlO • o • o o o o • o • • • r-1 O d rH Cl O OO • cf . 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OH pp^d 0^0 aoU ^ oi O H 0) o p C2 'ci o3 hoo : ° ■ X k=*- - ^ . 1*4 P 44 o o G a; FP w P . “ H^1 G O o .5 r).rt d O’Cg H«P SPlSp o 5C, AJr3 rtr- M 0) 0) 'oK tc ^ =3p X ft . f oMtrj H-^» GO ft ft C"C PH Cu O <1 1-3 Mr £h o 5C f-i O) CU U o P 73 : kh coOS«J .72 . . • P SPs: * o O i—* o * o OyO* O 5->p r/D P k%P Cl O O ri O , &0~ cj be d 50 CO o4;c 1 or, Ssior CKOOHP o o o 02 P O bl)Q M H P O OP -G be O P ^ o S "be OW o c CUD O P O r4 P See be o o u P P GP^ 0 o M ft KH Hh c3 O CD ! o • *H • r=H o g ft03 O c3 O CD ;d o >c 0§)OPPSS42tw ■=.=■=. § si 8i-S ■ O • O O gj C3 >> o c3 c3.g be Or o o CS ^ o S MSPOOOPPPPPP^qqS^ccPHPPS Cv 20 ^ ^ bn 5^ tj ^ ft 5 sc: r- °fl ^ S O *£h , — , , - - ^ a jd c3 p p > o ^ o d d" o o CD^ c5 S|S P o Poo o N s X- o o3 O O o P ^P O - a> a> o a> p ph P s o^j > o > o flp O 0 so OUej. Hri o to X o •9 [UK 15 rH o O OX Cl OrHXOd rH O X rH O lO Cl lO o Preparing for college. Scien¬ tific courses. •aimuoj ^ : :° o o o O O O • X •aiuK ” ! ! o o d X d rH d • d Clas¬ sical course. •ajmnaq M Cl x • rH • o 01 9 d lO O d d •a[UK ii iO O • r— 1 rH • o X o X d X o o r— . 0) w # - fH I : £ ; 0) Jiuniaj ® OOOOOOO OOOOOXOO OOOO oooo X Cl •0[13K ^ OOOOOOO ©oooodoooooo oooo a ci 'C £ o ^ o 2 CJ +J U2 w 'ojumej x OiOiO^fOOCO ^HOOOOOOXOXrPQO ^fOiCN ^ Cl H iO H CO Cl Cli — I CO Cl CO n Cl Cl Cl Cl Cl ’I1 Cl i— i Cl H OOClOOOiOlO iOHlOO^ONCUCOOW cooo^ CO Cl n O © r— i Cl Cl Cl Cl 1-1 Cl H H Cl ^ Cl i — i Cl CO H o ■Si o s u O >5 Sh o CO M OOHCOOHCl IrlOH CO rH O rH O O •d\vjSL ^ Cl Cl H Cl H lO H rH 1 i n ri H Cl Cl Cl Cl Cl Cl £ ft© B C f] Qj p ,pH O Q « g fP +J p -p p p +j +J +-> 4-^ 4-> ^ 4-> . -PJ pJ P-> -P -P -P -P ppppppp P p p p P^ pppppp O Ph p Ph <1)0)00000 00000P.000000 oooo BQOPfiQfi flQOPPSflflQflflfl QQfifi cS p o a •rH In Ph tO •Pi ’ O 03 P>(3 C ®s3 ■|^w p-i° o | |3£o • ri H ^ cJ k/ S Eg O. ► J-H , K- 03 O 53 Jh ^-h C/2 ^ r/2 D b> Ih O j. ► | g> « © 8 §•" (2 r8 ^ ^ ; ^ fi H- 0- rji o ri o 02 •— 3 <3 C3 HH ffiE • 02 “S PnH 03 . £ M m- g . o he . ?■ y E o o C3 cc -G * be* S 3 73 •’« i i ; § « : ; bjo’^^ ^ o o o o oSMrg S cyrC73'OrC! 5 g.Sf : : :^.&p : : © bee? B W se ; o o 3o oS «2'§ O'q.^P^ * oW,^ be o • o -^co 'g ^ ^02 - O C 73 O rPPO gP73 g.^g-3o.^ O o W kH a c3 CO ? p a o o o I si S cs s-, tj o !> rrt 03 03 rrt 73 3 ^ o o3 O ^ O O 4-P C H-P O O CB P Sg ^ 03 ,2 be: b3'SeSa3!-|a3035-i73 b3Si3,a,^Sp73bcoi t3csja3a3a3P3gCTj(1; owwbwbE^pp 03 o3 A=l N O 0 O J3 P >■ a be be^ o o8 cj CO^iOONCOOOHd i- t- l> X 00 oo CO TH X X KOOt^OO X X X X SECONDARY SCHOOLS. 1901 o o o o o o o o o o o o o o o Or-JOOOOOO ocooooooo co^tooolooo lO of lO CO tjT t—1 CO o o o o o o o o O LO O O O O O O O o o to o lO r- : 04 O CM O o o o o o o o o lO o o LO O O O O GO O iO 00 i> o o co O O Tji r-H rH CO O Ol O O O 05 Or— I COO'fC OiO O r-H O LO O CO O *rH )Ot}UC'LCOO CO CO H H CO 'O CO r-H lO H O (N H CO r* o r-J O oi o co io Ol T-1 r-H Tf< • • CO OJ ^ CO • • CO CO CO (M ^ h}h rH CO CO CO ^ ^ CO CO rH CO hHtHhHtHCO^H'^'^ Hf CO CO 05 • • • • t-H • OJ rH • • ■ O O • • CO • Ol • • O O • O O CO rH • 03 O 03 CO • O • 0 3 LO O • • • • • i • • 03 O CO • • • • rH • (N 0*1 • • • p~> o*i • • rH • rH • • O O • CO O rH 00 CO rH • • • rH • O • 03 03 rH • • O rH 05 • ’lOONCOcN rH • • • O O • • O • rH O O DO 03 'iCtOCO CO o lO 'HD-COiDi — ICO • 03 Ol rH • i — 1 • 03 CO • 'OOHOM O ' 1 • O O ' • rH • rH O O HH • TH -cH Ol 03 CO CO • O O Ol Ol H rH • O tH • • rH • !• ii 03 • rH iO • "ftH • O • • • i • • o • o • O rH D Ol O H o o O • O 'rH • lO O • • ^ t-H • rH • • • rH I> o • Ol UO • rH • • • • i • • i i • • rH ■ rH CO GO CO Ol LO O rH CO • CO lO • 00 rH • • rH rH rH CO 1C • lO • • • • » • • rO) 03 Od C l CM 9 8 CO • • • O 03 * CO -OOD03O • o t-H * T— ( • • • • . . . r-j 03 • • rH • o ■ tJC i « £>• • • • • • d CO CO 03 CO t— i • rH • • rH • • CO '00 03 • lO • O O CO O O • rH rH rH • : 1-1 ! O lo o o o o o OiCOOiCOOO O O O O Ol O O O O lO o O O oooooooo O M O o ^ Ol CO O lO hH 03 o OT> o o o o o OOOOOOH^rt^ O O O O O o o o o o o O O oooooooo O 05 O lO CO t— 1 iO — f CO iO O O ^ C l ^ CD O oocoouoooooo DOOiOO^i HHQOOOiO 00 05 H CC Ol lO O O MO CO I- Cl CO H lO 05 H r H 03 Ol Ol T-l 03 CO CO HH CO rl O CO H rf iQ Cl iO rH Ol rl 03 Ol CO H rH rH rH rH rH o T— t to CO 01 O I> lO CO CO hH lO GO I> O l rH rH O O O iOCOcOHiCO CO CO 05 rH CO N 0 O CO CO CO LO T-l CO T-) lO CO Ol H Ol r-H rH CO CO CO CO rH HH rH H CO 03 Ol HH rH rH 03 rH 03 rH rH rH rH rH rH CO O O O O O * rH COHHHHHOIH rH i — 1 rH (M (NHCIHCKN Ol rH O rH rH rH rH rH Ol HCOCOHH LO rH rH 03 rH 03 CO rH rH rH 03 rH rH 03 rH rH rH i — 1 rH -+-5 -*ft> -Jfti h-h . -t— ' +ft 4ft +D 4ft . 4ft 4ft • 4ft -*ft +3 4ft 4ft • • t • -H> d-< • 4ft .+3-P i 4ft 4-i . . . . ft CD ft Dep Dep Dep Dep Ind Dep Dep Ph Ph Ph PnrrH Ph P-rrH (D«dcdcdPUl-4 O • fti ft d ^3 — ^Td to o d > i«= i • r— < Cu • u 2ft . d • krH ftft^ (-1 • k.' 9 2 O ■aSfc^lS ^stSo-s ft d ft 'U s ' M ft S3 a> ,ro ®a« :o d d _, n to ^ ftft fiOffl • d ft c3 . rj ^WH. o ftft°W >> • q; . H-ft . O Oi H br £h ^ Sd^©K* 2 d CO CD to ‘d s ft H O ft oj ft ft d c3 tH ft o o ft cj * aiM6 ftft ft -E.5P W • o ' o :ft . o ■ xfi o o ft o to 00 to •ft* dO C3 P' rP C4)U*5ft P g .21 S E»d 8ft S oftft d ^ r— ( P ri3 rH o d ! '-'— 1 •2d 8 d dft ft o o P P rP ^ O.Sf 5MW • • i • • • • • *ft • r~< _ i : : : to : to : * ; ; • • • ,r~1 ; ; ; W jiS ; o >> o O _ft S3co > 2ft ^ o.^ Si»! !W o C3 hn dO Od ft Q .^P O ft ft ft o o o ft o GQ ft O too •ftft ft o _ m ft ■ d ft CS fH 5h d 2 • 'g.S gS.2 dft d n oj a o o o-3 o g ft ft rH C/3 O Ph O 0) ooouoooo P ^ 5 o S +3 Ud C« •rH C3 PH &=r O Cd ' i — i rH H H H ' rH •AJt?aqi[ 3qq ux satunpA jo mqxnnx M O Cd I— nOOn OOOOOiCOOOO r-OOOLOO 'H w O r-iOt— 1-HOOOCMOL— OlOOCO lO O iC O CO o CJ H Oh D CO O h H LO *0 CC CO H lO CO Ct H Cl CO of oT r-T •pup Axs^prai ux i3qxunjs[ o & . O' • o « • • • •sins A ux asirxoo jo qjSuaq; & pH CO H CO 'HHm’’H',HH2 Ac +-* tH O c3 •3TLX?K 15 C4 Cl H Cl O CO H H n H -OiOHHDO rH • rH CO CO H O CM LO lO u O e+H bD a5 pl fco • rd (D 1 w A r, a) o=n 2 •axmnsA 14 O O r-l • ■ Cl O O O • • O Cl o • o O • • rji • • r-H • • rH CO O O • • i — i • i-g ‘3r®H ec pH rH CC O rH • ■ CO no CO O 1 • O T— < O *COO • ■ Cl • • rH rH • ■ Cl o o o • • Tt< • Eg 0) ^ . <25 W «2 r3 ^ H •3[x;ca3^[ pH CO • Cl • • • i — 1 H CO ' • • iC CO 00 • o • • < • 1 H Ph 0^0 o •31'BJA ii CO • CO . . . r— | OO • • *rt CQ w •ai'BK O O CO rH rH CO O CO H -H 00 oo Cl H D O O CO L- HHHOdrXrHOdCMHCl O H 1.0 C H CO Cl H CO lO CM CO Cl 2 .£ -t-> 8 m © O rH Cl OClHuOHHOOHdOHOO rH *-H l — 1 rH Cl rH rH CJ H o QJ H O m d “ •91BK l?5 rH rH O ' Cl Cl H O CO Cl CO H W CM CO H Cl H Cl rH Cl 00 rH rH Depart¬ ment or inde¬ pend¬ ent. «tl Ind. . . Ind... Ind. . . Ind. . . Dept. . Ind. . . Dept.. Ind... Dept. . Dept.. Ind. . . Ind... Ind. . . Ind. .. Ind... Ind. . . Ind. . . Ind... Dept.. Ind... Dept. . Dept.. Ind... a . d oSy 4) M : Sj-" ‘ m •< ce M G3 p r 0) X c2 V 0> o ^ |«odf45QS^3|«^ = 5a- Q O H O < H ^ '”5 ^ ^ H ^ £ & gj > _|2 =1 O «3 rj a) c-' • d A o a>f CJ . . ^ Ph O © Od hlO A ft o o P o cc P fcc C o' ’8 5 O ; p baf bop t>D Spwpw -d t-H .2? 6 a ^ "o t; c "13 o o O o H •2 ^ H CJ £ o O cn L) x XQ OP OP 6 iP . . OP'C P ' 6 P ' 6 O b!) O be O ; &D ; ; O bJO o3 b 0 O bo O ojlloEXj'o !K ! !oWo SqS oW o ^ri®r‘®0H00®'-®8^d®d®00 P o P o P P o'd'ddd of f -g of! of'C'd . .fcfl'g .(SC f (SCf bp 6 : :Scj5o pwpS -gg O h-> c3 -*-> S-M J-J X Jh *2.2 £ r-» r-H M2 H P W A) o d P OJD 0Q P o3 0J d2 d ‘ o d o> O : “ K1 P -d P +-* 1 S_J CO JJ H ^ "'©O rtP ©.; /-) KrH!H H _, • ,_„P^d.rdS‘£!dcea;a;oq HWpppPOOffiWPPPd a> , . a o gq . o y • o d c3 £ d .: 8H©£ >P 8 CO 02 d .5 o o c op P 1-5 H id P <1 aiOH ClOO’fiOONCOOiOr-INCO^iO CM CO CO cocococococococc^^-^-^^u O D X 05 O H Tt< rf Tf ^ o 1C SECONDARY SCHOOLS. 1903 OOOO -oooooooo OOOO 'OOOOOIOOO OOOO 'OOOO iO CO C D 00 o' co~ • qo cr o' vnT cn C-! r— 1 • r~i O 1 — l ■’tt' 0 O O O O O CM O lcT cT cf i-T cf PJ1 T-H Cl rH 0 lO C-3 0 • tMOOOOOOO O O J X O • iC 0 0 0 O 00 10 0 CO af O 70 CO CM COHO CiCCiO iGOU^ H 0 • O O • O 0 'OOOOOO 0 -OO iHO 'OOOOOO to • 10 X> • t>» !>■ • O CM CO Cl 00 LO • 0 0 >0 0 0 0 0 • lO O 1- r-i C7> O '•!>• LO. CSM> 50 CO O CO • 0 •' OOOOOO 0 0 0 0 00 0 Cl L- 1C OH H • • • rH cf • r-T ^ : rH • • • • ■ • O • • O O • • O . . . • If III! «• • ■ LO • • O • • • ' ‘ O • .... 00 • HTW HiH CO ^fc< ^ ^ CO CO CO CO TM Tti ryl CO Tf< Hjl HjW Tt< OiO ■ H NHlOH rH rH COCOOOCMOlOOi — ILOCOCM i>- • rH rH lO* rH rH r — ( NOCOCO • • CO 0 rH • • O O * rH O CO CO • COH ' OOrH^iO'r+COi> • CO rH • HjH rf CM CM • • CO rH rH • • 10 0 ' CO rH rH CO • O CO L.O OlHMOOLOHO Cl LQ t- < rH HF rH rH Ot^HCCOOHOO 00:c01^ O • r-i CM CO 1> CM CM CO rH rH • Cl O CO CO lO CO lO CM CO CO CM \0 0 Cl O CO CM lO lO rH rH tH CO H H O l lO Cl CO ^ ^ iO O O H 00 r—\ X'OlOtO OOM>COiOO(0(MO I>CMCO O • 1 — 11 — 1 CO rH rH; • LC CO CO CO CO O CO rH Cl CO c^ rH H 00 Cl CO C C 'ocOlOCO • ic H O CO CO • r- 1 r~i • rH OO t to X_>o ~h ® • cm 0 co x> 0 r>* 0 0 *ooo • • CM LO CM rH CO • • rH •* • • O • lC CO • • O • CO 0 e lO CO SC to ; ■ 0 01 CO to O. » O CO lO O lO O ' rH • CM O Ht< * O CO • OO^OHOiCOO #:r+CM O • • Cl Cl Cl ^ . CM • • rH • • 00 • 00 cm • • CM: ’ DO 0 CO LO CO DO • rH • •OCsJOO • • • O 1 H O CO • 1 — 1 • • ■ Ol ' OO • Hh CM rH • ■ CO • lO • lQ CO 'HHHO ■ O t>* O CM ■ • ■ : : : :° : 1 H H Ol O • • • O • CO O O OO ■ O 1—1 rH • • • rH ■ O O CO • Cl O O H • 1 • l-H • CO • • • O CO 0 0 • • • : : : :° : OOOOOOOOOOOOO OOOO 0000000000000000000000 O O OOOOOO OOOOOOOOOOOOO OOOO 0000000000000000000000 O O OOOOOO O 0 ^HO.COH'2HQ lC' C.l ^ lO (M - r CO Cl O Cl 0 ■hH t — 1 "Hv Cl CO Ih* 1 — i H O Cl CO N CC1 r — i "f CC O O Cl r-i CWnO 1 — 1 t-H DO Cl H Cl H H CO CO CM CO CM CM CslHOHtOrHCMCMH Cl Cl Hf" CO •^COCOLOHiHH^OH^OOH^Cl^H^CO Cl CM rH CO Cl CM Cl DO rH rH Cl Cl Cl rH Cl Ind. . . Dept. . Dept. . Dept. . Dept. . Ind... Dept... Ind... Dept. . Dept. . Dept.. Dept. . Ind . . . HH . 1 O -PHH-PHH'H . 4-> ippm C* pL, d< P*.p4 -Pi Pi Pi P* Ph Pi Ph £h Pith p , p, p, 0 oj'o) o'o'o ©ooqJ'Ooooqxuhcdh®^© fiqftpqpftpfiqfififtfi.QQSpSQftfl Dept. . Ind . . . .-H , -H -H -H rg P-r^ 5 PU P, P~i P* CD li P V t! 0) 2f Kj 1 HH r1 (D^iOh p4 £ &4 ft H 3 ^ -u ■ *3 cj g ? > t*p o s? So u .d d o ci c/i £ 0 pn h~ co o d -h - pi TySi -P^> nm S> > bo c o o or; om cS !•< jte: a , , 02 m . M ms ido !Sd J OJ . - G i'J m, >^h ;mm> \ J1 . • CZs _ ! r-J r— < 1— I 0 0 O O O O 0 O. O O H( — r~> rH O 0 O O O m m Uj OQ m o o o c o PCCCP rC O-C O tn o so o 3«w « d m fl ® p Sop "So DPD3 mop to O bo m sym ri . rH . oP c o "3 -Sp & rnmm OP C be • oS “s o P os; OO-' m § iil0 §|f° D m CO P § 2 o 2p bo CD C/J CCp' P S0' bom ! 000' M P rz ' 00 CD o 5|J- , H-t o ^ O r— < O 13 ioP . HH 0 ; • O O • 0 ■ 0 ' ^ 0 • • O 1— | ’ rP :p >.* • r-t p 1 "3 ! 0 : 0 0 ! . 0 CQ . m • COP 0 ' *rH CO • . CO bo . . OP Op'd 2 ,bp O_bo O '"W’SS O o a! P c-p . m o f . ffiooooood®fjffis pppp oP oP o _bop ^boo >SpE; c3 is (— I KjH 9 ^ o s l^p M O § P O bo O Ko m ce bo Go. ; ce p o bo o So c“o •a -a o ' > 'P Cj ! 33 cJ'S ; P <& O MO®® P jm c5 cj 00 m m CO C > c ^ P CD ..do f-1 +-“ a3 O (Dm mmm ' cJO m P pS 8m s ^00 o o> <0 mmrn o M o a 00 3^ ^ .a op cS c5 CZ2 02 O C ■ M P fH 05 C ^ w o P mm a a c5 oS ce od :p ;Oa cd. cn a oi Mr2 oo.o8'a=3H^50SSmm mmmi-^mm cacjoeoscacdap ce a a a m 03 .° cs o • d o3 3 . GO aaaaaaaaaaapa Sdcici5cjbdbc!boO cececocecececececccooccece O GQ O P ;p>-p3 ; P m o ; -m oP a P oi ci <0 ceco coaP^K" CHO^iOONCOOOHiMCO^ iO iC uO lO iO iO O iO S O S w rO 10 co 00 O CO 22 to CiOH^CCHiOONCOOJOHfMCCHiOCNX^O o t'- t^c^*i>oooooooococooococoooc^ —I - - I — . __ _ _ _ _ _ _ _ _M _ _ _ _ | __ _ __, __ _ _ __, _ _ _ _ COHICONOO O O V. Gi 05 05 * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 1904 EDUCATION REPORT, 1898-99. •snjBJBdde dtjtjtoios pun ‘gin; a -uunj ‘s\8uippnq ‘spunoaS jo 9np?A ! o o o o o © © © o o O O L- o O (xTlO cTirT rH 04 iO 04 © • ©©©© ooooo • •©© O • O ic o © ©oooo • • © © O 'OCCOO OiCOOO • • © © CO lOlO © © © © r- 1 CO CO (NCC^ . O o • O rH * l> T— I •AJBjqrj aqj m samnjOA jo igqtanx pH OOlC OlO rH © 04 04 O O OOOO^HOOO© 0004 OCO OCO f ICO OOOOOOOOOO CC © rH COO 1> OlTpiO lC h lO C0i0©0 T—l rH rH rH 04 •pup ijBjpiui in laqtanx O .o • ift ■ ■ • o '• • 'coo ft ::: : : •siBa.C tit esmoo jo qjSaaq PH ^ CO T1 CO CO 04 ^ tP tP '^O^'O'OT'OCO'T'^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ojumaj X PH CDH COH • © • 04 © • rH • O © • LC © • • 04 • • • rH rH •3IBJ\[ 17 CO CO 04 04 rH • O 1 04 CO UO nO ‘ © • CO © • 04 CO • • rH • • • rH Gradu¬ ates in 1899. •ojuraoj o F*< CsO-^ OC'CO NO • 00 T}< H O •CiC'liCOiCOO n r-t • Ol ■ C^I O CO • • rH ■3UK pH ©OCO 04 04 rH © 'COtPlO © 'rHCOCO©COCOiO> r-t • i— i • t— i TP H ing for ege. Scien¬ tific courses. •aiBurn^ 2 ©•• *iC • rH • © ift © COC’O^OtO'^©COCO rH ■ • • • • CO CO rH 04 CO •9IBK w fh © • • • © '04 ■ © tP © © lO I> CO CO rH © 04 04 • • • • • TP 04 04 00 Prepar coll Clas¬ sical course. •9JBU19J *) PH CO • rH • © • • H Tp lO CO tfO 1 • CO • • • rP lO • ( II !—( I I 7— ( III ^ ( •9UK ^ O' 04 'rH • ■ r-i CC '-H o • • O ' ' • © 04 oj i • Oa> >.2 c 2 >> > bjo “So ^ a a - to > £Wod3 ft ft £3 03 £ > £0 Oft ft ^ o « Si ft ft O :d t/: cj ft " o O Si Q« ,-H l-i ft 2^ cd o c *eH F3 r PQ; o £ -u> rj cd g >- *h co I© S3 Sm.'E|fc; sssSb >, : ft § ft J 3 3 3 3 s’ -,w S W ft o ft ft ^ ft 0> g o3 f: o a rji a; cs 03 tS © ° "3 41 m ft o C! O bo • ft ft r_, o oo o ft _„■ o - o CQ o o ft.ftft *>3> Si o +1 oj Si c3 ft © Si ft o o *i 41 ca ca ,5'3 oooo 430000 a> o3 41 CO 60 3 • < i O a> fi •rH r* K fl <3 H 63 o ■“3 CO 41 « 41 rj co o3 ,0 o3 “ c3 o s o o § o ft Sft! o ^5 a coftco ft! 6 ft! 'O 03 ft ft ft ft 6C o 60 3 co 3 o o o o ftft o o O O O O tQ to 6c bo 33 44 £ cd sh £j a> K*J 5 og^^s 60 C +502 g OcgS c o^tfS o _ w cd ‘ o o'S ^ ^ ^ *h • a) o © O rH 04 CO © o o o o H C4 Ol 04 04 H iO ’O U CC © o o o o o o 04 04 04 04 04 04 OHOlCO^iOCOI^OO rH rH rH rH rH rH rH rH rH 04040404040404 01 04 SECONDARY SCHOOLS. 1905 o o o o o o OOOOOOOOO • O O O > O 'O • ■ ooooooooo • o o o . o • o • ■ O O O O O lO O O O • O O O 'O 'O • • . . o o • • • o o • • • o o • 11(30 'OOOOOOOO • 'O • o •I'-O 'OOOOOOOO • • o • o • O ' O O O O to o o o • •© •© CO CO rH lO I> io cT 1C o' o' co cT cTcT • ccTi> cT • ic • o • • CJ CO CO lO rH ^ CO so • CO ^ • rH • CJ • • t-h | ; ; ; . .CO N • • • CJ • • Cl ■ D O H CO lO Cl O Cl • • lO *00 CJ • CO CJ CO rH • • 900 | o o lO CD000000I>0 • to O O O O O O 'O t^otoooooaso 't'oooooo -o MiocootoHt'ed • wcomiOdH' • i-i oc o o o ! CJ o o o ■ lO CJ rH CO • ■ • OCOOOOOOOO *0000007) • OCOOLOOOOOO iiOOOiCiCI' • lOCOOOCJCJtHCJ^H . 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P — 32 ^ 0 rf) r, CO 4_3 bep gee g a a sp a g a .• _q ag|aSffis “WpH8Sg2pq aa^alg^^ H p aa o o ; o &c9i’pa o'-d a) a - > (3 !> S ^ (3 c3 0 S g ®h o d >>p d 'P p o bo O a' o a ''d a ° _bO(M „ a 6 8 8 ppp o o O o r- 1 o O O G ^ O O O pp oP'd’d'd'da-pPP'd'd'd aa >s CO P bo d d ■ S o TT U2 > o dS^t>o <3 a a . o. . o .pp o o t-i 0 * n~t op •'d cm o * d -d^ddd • p dd’d : § bop.S . .9 d dp • a co co P d d bo o bo papa o >. bo 5c0h o^a >ao 8 ^g>uw> P o 9 & ’89 r— t O 0 r— i ' '1—1 UJ w I-T r . -r , fi taO bo (H Cl A b h ga9p^s1opg-g dPooddOO C d a ^ d c aa o3 • 0 Jh 0 0 d 0 ft W d o o p o CO bo p a i+J-Pr tc oo r »-m w j-h »-h i-H CO pM y w w sy u/ cj *p—i i — i »-i Oi-l(MCO^t|iCtOJC^OOCR C'l!MlM(M CO O C5 •apsuia^ •91 bk h CO • O Ol O : I O CO • O O CO-fOOOr-^Ci • O O o • o o ' o o o • o •ajmna^ OWOO^OOOkCCOOC^MOCOHO -T rH Cl OCOOOlrlOO tn o •H b£ a3 P fcuo .rx O) p<8 CD w •a^ema^ 03 ■81BK M ^ O Ox •ajiunaj (M •ai^K H fH © o ® £ ft d ft Pd d -2 to g H ft ■ajimiaj (NOOOOOOOOOOOOOOO •ai^K 55 LOOOOOOOOOOOOOOOO o o c. o o o o 00 Jh (72 <3 H ■ ^rH O P Qj -*-» OQ M •a^tna^ so ■aftK ONCOOOOCD^COCOOCOuOt^OsOCJ Cl lO 1-1 H M H 'C Cl H Cl f O T— ^ r-1 rH T— i O CO Cl d > o o CO iCHHHClMd iCQOOClDOn> O i>* D- Cl LO 00 l> Ci rlCOrir KMHOOHTt' r— I H iC lO CO r-l r— 1 r-1 Cl CO C H iC iC CO r— I Ol r-i i—1 rH CO P rA "d X PP Q k H o r ■ * h o o> H 00 « qmna^ •aiTJH © NOOHC1HH K5 H Is- H t— I r- 1 O Cl Cl r-i O rH d CO rH tH !>• Tf* H r— ( H t— i O rH H M at d ft ® « ft o °* -H H H -H> H Ph Ph Ph Ph Pirrt >-h mh Ph Pm Ph Ph Ph Ph P- Ph (UDtDooH^QiaiaitucDoiaiauD sftftftQftftftftftftftftftftft p-P+J-p-p i -H Ph Ph Ph Ph Ph'Tj 'Pi 0; 0) O) O O) r O flQQPPnfl ; _ i j ! ! 1 | _ | * ‘ * * • Tvi w— < ift^ : '*m • • H( o : 1111 • >>-2 J • o ^ P cs ! ft d * pH * ®1si tH • • O 4-> ■ •p k>5 P 1 5 ft • ki « 0 0 *rj C3 P fv? 3 ft ^ ^ C^Ro ^ S ft ft p to rj ' ki H gft ^ += ft £ & ^ ft o tH cs fH ft OS hH >-< . >- t-M - Ad K ?*> cS * _3 ?“l > 2 M r—'- ' ' 2 bn c3 ^h "5 ' ■ W HH * s -.T k > -+^5 fl ~ H ft o V‘ % d o H I — I — 'all £ co 0^0 D'Cft ft Pd ft 'S 5 ^ ^ toft §: dw £ o co c« pq p g ft ft.SftH.«>Pd ■ 'igSd 2 g X 2 cs x r1 ft >2 ft ft1 p 3 o OPh o ftH 'H ftn Sftft cS ft o o 1 o 2 co fih o ft ft to o o ft o o ft ftfl °or4ffloc^ ft-S^ftftft ;2 0 2 to ' ' <-1 o 03 ,r'* ftftft CO ft 'o '>>2 Si o o Q • o G^ftt^-g^, cs •, toco q co ft . ga:-! - W hE, h* 2ft !ftWftS|| ! to© .tog gft w-s ■ • ■ • ij zi ft 2 ft P* ft CO gco * • • • 2ft § ^ ft ft ft ft ft "2 5cft -2 S, U ft r£ o to ‘ * * 1 AG fl O! fi C) bc-oS ■ ■ — 1 • 1 O r- cy cS a; > •- f-i ft ftOPdOOftCS rH 2 2 Sc Cw CO o£ ft ft rp f— i oft o ft ft 23 CD ft ft ° ftd! G G 2, ...§1g O J 2 ft ® glllejo'lmlilfi ft.dftoft^bc^^^^ TD y2 c35 > (2 a) Q) Q) O ogft| 'J)®0 CD o-ft ! 0 ^ ; 2i^ :oft CO^O!CN®aJOH!NMHIlOcONX CO ® to 50 CO CO tc 1-- M' M> t' N I'- l- IMCMC'JCNCMSNICNCNC'HCMCMC^CMC^CNCI C5 O p-H CO rH LO t- 00 OC1 OC 00 CO CO C-l es o . o O • O O • • O O • • 'OOOOOOO • • o 1 • • O • O o • o O ' • o o • * • o o o o o o o • • o ' • • O * 00 OOOOOOO OOOOOOO O 1C O o o o o O O O O o o o o o o o o o o o o o o r— 1 O • O 00 • -iCO • • 'OOOOOOlOO • • o • • • o • o • lO • • 'CO H COO H (M C CU^ H H n HCO COn C O O O n iO C CM CO CM r— i rH r— l rH CO CM CM ^ H PI I-H r- i — 1 rH CO i — 1 r— 1 CM ^ CM O O O rH n CO H CO C CO CO co. C! CO Cl iO C1C1 O O Ci O CO CO O H N H O iO h CO H N H H O CO CO CM- HT COnHdrUO'HCOnri G> CM i — ii — 1 hH CT5 CO COCM r-i r-i h CM to l>* D- O CO r-i r — t rH i — | ^ O O H CO CO CM- CO CM CO 00 CM t— i Cl oro O H H Cl H H Cl O Cl C H O Cl CO D H H C5 O H Cl (N H H O O O CM O O CO O H CM r-i H lO o HdMHHHHHCMOH.HiOHHHWlO^OOHOHHHH rH rH r-i rH rH rH O rH rH rH- rH CM LO Dept. . 4-> H H -P H H .+J+J+J+J4JPPPPPPPPP , H -P H pu p- Q-< Q- P- pi^ p4 pH H pH pH Ph pH pH pH pH p P #^H pH p p P P aiaiciiap«a« ■H> -PJ O 4-> -O 4P» p p P P p,

> f* o • h S-. GO csfi tuj CO . O o • fl To !s Sale'S § 0) o o o,b flfi U; A o -4-i a o ;t3 • ' £-1 ' :£2 . r <3 vui 0J • ^ bO i_ n ScKrcs ££p'a p ° H.-c &o.-^^o,a-r. ” 0 ^ G> O 4J CJD><; P O o -H 01 5 oH <£ 1-5 a 4 A ^ 3 -<’ .4 a 5 c •>a ^ fiO!3t>— . - M, * ° - &- ^ 1-5 p_j <3j • Tt 'u i 1 4n hh a Q>p& ©+* r • ^ 2 W a — ^ is&i ..ss-nsfeswo iW .TS - ■" 4: -S o CGl>OfeOWM!3'iS o -a5 . • co a y _— ci ,_, ^•ta gCQ cof4 cfi a o ; ^ r/) . *>* g 13 ^ 2 , ^ c3 g 1 r^i §3 £ a t> ? 9 bc’s fi c3 K- C itd i or I 0> . !ooo ’S : ^ ;pq 6-s oa„ ^ a . rl O > ap^ 44^ f-l SH a > . £-« 2ok-^ O O o ^ CO r-4 . mS2 *- M 'w ci P ^ P . 9 ft a-** >> •h « O o a o p flfifl CO NCCOOHtNCO^iO'Or^OO oo cocoxooaioaiooioo CM CM CM CM CM CM CM CM CM CM CM CM CM OOHMCO^iOCONOOOOHtNCO OOOOOOOOOOOr-(r^r--T— CM CO CO CO CO CO CO CO CO CO CO CO CO CO CO ^iCOt^COOO T— 1 t— I T— 1 r— I r— ‘ 1 r-' CM CO CO CO CO CO CO CO H C'l CO lO O Cl Cl Cl 01 01 CM CO CO 00 CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 1908 EDUCATION REPORT, 1898-99. •sruruBddu oijTiuaps pu^ ‘aaru -raanj ‘sSuipnncl'‘sPntioaS jo an[t?A 0 . • 0 0 000 0 • • 0 0 000 0 • -COO 000 0 • •toco' • • CO CO CM • • r*H r—i 3,000 1.500 35, 000 2.500 000000 000000 03 O O O O O to o' r> rr' iq oT rH •A'j'cjqif ai^j ui saranpA jo jaqmnx 21 OOiOOiO 000 10 O 0 0 0 1C1OC 1> O O Ol O CM H 1—1 o' t—T t-H O 1, 200 0 O O O ^ iO O O CO rH rr rH 250 1 •pup nI laqmn^ © Cl ONCliCO ... O CM 0 00 0 ... rr ... 51 : : : : •sj^al ui asjnoa jo qjSuap w* M ^r cc ^ cm rTC003rrr^COO3rrcO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ajuoiDp X O CO 1C Cl U- CM • • ! 0 1 10 I •ainj\[ O CO O CO O CM • • • rH CO Gradu¬ ates in 1899. •eirnnaj & rT 0 O CO to r- rH 0 tO O O O CO O Ol rr co O rH rH 0 rH •arBK M NH-fUCJ CIOIOOO CO TT 04 CM CO rH rH r-H CO Preparing for college. Scien¬ tific courses. •aintuap 14 O CO 1 H O t-H • * T— 1 • 1> • • - : tO rH ■araitt 13 03 • tH r-H 1— H * * CO • iO • • • 1 10 | Clas¬ sical course. •aimnap oi O O • rT tH cm • cm 0 • • O CM CM 11 O O • O >0 CM • CO O • rH r-H rH rH rH Ele¬ men¬ tary stu¬ dents. •ajncuaj O! OOOOO Ot^OOO T-HOOtOOOOOT-lO 1 0 04 co ^ •9l«K Si OOOOO OOCOCOO 03 00 010000 010 1^ rr CO rr O Secondary students. •ajmnap 30 H 0 CO X' H COCC^i-HOO DO^COOhXO^iC rr 0 rr U- CO rr CM 03 rr n CM CO rr t-H CM CO CO 0 CO rr CM rr •a[BT\[ tH* 0 CO 1C O H CM O CO GO CM lOHrfuOtOrfOOXO -r^OOl''- 01 rr iO LO Cl H CO 03 Omn Second¬ ary in¬ struct¬ ors. •ajnutap; 0 rTOOOOl rH rr H 03 H OC1COOOOHHHH rl 03 H H H •8[BJ\I i<5 O rT r— 1 CO rfH 03 r-H t-H O r-H rH rf1 O H rf 03 HHH CM -4— > • -4H> P-rQ ^ O O C-( Qm Ch Ot O Q-< Cu ^ o ;c a>a;a)a)OG>a;oa> RaQaflGQQQfl d ft <-< ft M d § o ft ft! -ft be O .asp c3 fi ^ ^ 2 g r— 1 0 ^PhK o C-> 4-> — . 72 ■ — « Q2 £d M.-S t. gj •ft ” ai a . . ft >>>. ft! h Mn a) ^ s c ft .t? rr. — • CB h5 >i03 r. d"? ft ©ft o ^/§ 5ft o^j ft 2 rX « «2 ft ft § O co ^J O, o o a ft Sftft-ft ft rr> fcuO bcS CO K ft-t W Ed n ^ §ft ft ft o O cog 5w ft 2 , o ft -ft 2 o CO CO d 'o ft ft ft ft .Sf£ o CO Ph d b d ft o > a bO)-H o O gd»ft L>Oh ft ft §||1ft o> ft d ft be *-i ft ft co ft OOfiCM o o ft o CO Oj ft ft sjjJ.'S •<-l 4-> Mm So (DI-HQ 2 ft ft ft O ft d t«co > ftft > te bo ft o3 a COc-j W O Ph 'S s aa ft ft c2 -*-> m s p ft o o OH H « O HH Ph Eh CO ft O +H> be d •a o o o o , d "ft > " > o co O 0) d 0) co > ft d ft O be ■ ■ ft ft d ft fti 0--d ft ft o'® 2 03 tH d ft a) pqpqftlil^ dftftP!S“ftd23 „ rH0)>O“3ft>SS3 odftrHerftft-— 12° ftC30 NOOCiOH INM * • • O • o • IO • CO 3,500 ooooooo -ooooo • • o o o o o a o o o o o o o •© OOOOOiOO ■ © O O © O • .©©©©©©© lO©©©©© *© OOOiOlOOUO ’©t^©©0 • •©iOiO©lO©OI.^©-'TlO^OiD ■© m o © eo qo (df -cT ©'e-f©' . -P -.©!M • rH (M rH • • Ol rH • rH • • • • • i i • O ' to o o o O ' CM O CO o CM • CO CM PT T— l . o O • • • CO • • • CM • I> 350 • o o o » . • • O O o • 1 • • ooco • • • • • • 1 1 III! Ill • o • o • o o • o »o o • o • • • • o • • o • o • O • O • iO lO • tO 1 iiii iiiO'O • O 'CO • CO i — 1 • CM* iiii •• • rH • • Tji rH . • • • i — 1 ■ • • i i i • • • • • • * • • • •••• •• ■ ^ Tt CO ^ Tl< Tt« CO CO • CO rH CO CO rH hH ^ CO lC • • •I i i • tH *0 • Tf CO Tt4 rH ryt ro Cl • CO rH • CO CO CO rH Cl CO rH • •I ii • •• i • • • • • iO o T— 1 • rH O^ 1 • ^ • CM • • H o CO • • , . CM • • • ••• • •• i • • • • i • . • • O 'COCOO • *00 . rH • rH OO O • ••• • ii iiii* i • ••• • *i • • • • • • • • • • CO CM rH * i—i o • • CM • CM • ■ O o CM • • • ••• • ii • i • • • i • • • 'O 1 CM CM O • *0 • • i • iO ‘COOOO • ii* • ii iiiii i • ••• • ii iiiii • O • CM • O O CO ■ co o o • pH O CM O CO to CM CO O • TH CO • • ii rH CO O CO O CO hI CO O ' O Cl • rH O • >HOH O O O rH rH • TJ4 • t ■ • • •• • th • o cm • • r-H • CM O o ’ CM iO CM O O O O CO o ■ CO • • ii rH Cl O th O tH Tf Cl O *OI> 'HO * • O O Tf O O O • i •• i • •• t • • t • • • t • • • • (1 • 1 • • • 1 I 0 • i « 1 • * III • I 1 III • •••••• iii • , • • O • • O *Cl ■ • O CO CO CO • • • O CM 'OiO • • •••III III I 1 • •••III III I • • • O * ■ CM • • • I • « • o * • • • • • • • o * * * Oil III • . t-h . . o • O ■ • O to tH cm ■ • • CM CO • o o • 1 1 I I 1 I 1 III 1 • ■ •••III III « $ ■ • o t}. in co 'CM • I 20 • • rH O • * * • • CM • • • • • O • ft-i o • 00 Cl ■ i — 1 O Ip* CO ■ CO CM CM • • O lO CO • • O CM t-O rP lO CM *C0 • CM • IO : :°° : : : • • T—i • lO 00 *tHtH • 'to O co tH ■ O Cl rH • • LO O H 0*000*00 r~i CO O 0 10000500 lO O CM O OOOHOOOOOHOOOOOiOrtiHOCOOOOOOOOOMCl iO rH rH O tO CM rH CM CM CM tH T'TUOO OiCOOCOO CM o O O O O CO O o lOO CO o OOOHOC1D TT< CM rH OOOOOOOOCOOOOC'lOOOHCOOOOHOtO co iO CM CM CO CO Tf CO tH CO tH tO CO >C h- tO lO CM CM i — ii — i CO 83 OOOOiOHO t— i i — i CM n CO rH L- Cl OOHHiOOCOHO Cl OOOD'MOO'OiOiCMiOOOD iO C1 r-i 00 CO OOrHrPrH CO l — 1 O H1 lO Cl H1 rH 00 Cl CO CO CO rH CM r-, Cl TH C l OiO-t-H'f iO CM nrirl CM CO lO tC 'H O CO CO lO HHCMC1 CM OOOCOiOClOOiOiOOONOHHOdCO^lOOCOCCMOHlM^tOO O rH Cl H H C Cl CO rH CO TT TH rH CM rH rH Cl CM i— i T—t O CM O O CM rH O O O i — 1 i — 1 O rH O CO l>» HCMHOOCMOCMCMCMCMOOHOOCMCMHOCMHHOOHC rH H H CO CM H Cl rH H rH CM H O CM H rH OOClHHOHHHHi — lOrHrHCMrHOrHCOrHrHrHrHOrHrHrHCMrHi — 1 4JP4JP-PP -H> ft ft pu ft* ft ft ft +3+J4J-P-P-(J+i-U-P-p-tJ i -*P> 4-> +P l ft ftftftftftftftftftC^ ft,ft ft ft ftr-* cd o;o)a;ooo • -H> 4-3 • 4P -H> -H> -H> -H> * # Prrt ft ftrn ft ft ft ft ftrri ft pppppppppppp m : is I— I o c3K' on M • ft o a 23 C3 g co £ O p do |p Sd p : Bp as B.S qp . o pg. sw: ad cj J |-5 <1 JH • cd • ft^ *“3 dT .§8 ft -4— 1 .gS o> bD -gS : -3H Ap- sH | a c «, - g|5*i § a !'•§§* ? ^.SsISSJSkS^ . ipP^PWPvP > 1.P P o V ft Sh bJO fH CD , PP O O flr-! ft Z) (/} ft ft p g JOH-OpP Pd P o h^W«*Eh o o o 02 H ^•3 P o aS ! bo = 3 : p • 3 • o :

,2 So p p 03 bo o ■— *** HH HWm Jo 8 fl'gd _ A _ O bo— h i£a m g: ^ dps U1 r~ | bo 3 p p 03 P o o.; *_ ,rc W O !-> CO o o o o OO-g p p “ OOP* CO 02 bo— I 14s I *-tH ►jH ^ O ^c- Qpp 03 CO O "co lo a ° Pp P be OP g ;r-l WOhW O a) p o o ^•P a o co o : -x- co* g2? 2 o o ^ O bfO o ^>oB oo cP CAi O O O O O w ft caftiftrofft,ftrftrft ft _bc ^bo^tuo s3d33 o o •1 ^ cc p c c3 i— i !W a s-c- -S ^Q: g » 0,2^"’ - | , — , CO 7^, ft CQ ft 2 b o S ^ >>J o § a-2 C co OP 05 O’ OP'S call | a a S)-s.sspaa § §a ^-sp 5 ^a aa -m ;ftftftftftP cop „ ^ 30(3 ooaowh o3’^ ;p ! « . 0 • a g ;«S ! ^‘3 So ^ d as pp NOOdOHM CO TJ^ rf Tf iO i(2 O lO CO CO CO CO CO CO CO rt< lO O CO 05 O lO iO iO iO iO iO o CO CO CO CO CO CO CO 1—1 CJCO'^iO?CNCOO5OHO1CO’^iOCONCOC5OtP(NOO^iO0NOOC5OH o co *x> ^o n n r- n n oo co oo co oo co cccooocooo CO COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO CO CO CO CO CO CO <• * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United Stales for the scholastic year 1S9S-99 — Continued. 1910 EDUCATION REPORT, 1898-99 •sinru-eddu apiuiaias put? ‘am; -uutij ‘sSaxpnnq ‘spunoj3 jo enpiA 5> o o o CO OOOOOOOOOOOO 'OOOOOOOOO OOOOOOOOiOOOOO -OOiCOOOOOO CO'OOiOCCOCHOOCH 'OOODOOOOlOiO 1C H d Cl O lO Ol • LO ciiOHiOHHW rH rH rH • •Am-iqi; oqi ui satnrqoA jo jaqumjsi fH 400 t. o o o • • o • O O 'T* • ' O • CM lO • » CO • o o • • o • o • o i CM • • 0> • • • iiii LOOd t>% -4 lO •pup Ajuiipni ui aaquinx © 1 : si | : : : : : : : : : : : :::::: ! o ! • CM • •Sana a tip asanoa jo qiSuaq; s> ri CO CO CO CO COC0^4COCOCOCMCM CO • * ^4 rH CO ^4 CO ^ CM- Students, College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899, •ajtmiaj 18 T—t O CO CO lO O CM • O O • O CO • O CO • O LO 1 t'” •ap*H O ^ CM O rH lO • O O • o CO • o o • O -4 Gradu¬ ates m 1899. •a[iiuiaj f)i C4 0 0-4 -4000 O ' CO • O CO O O O •sput 15 1^ oo-# rH rH O CM o O O O CO • o o H04 Preparing for college. Scien¬ tific courses. 1 •aimuaj; ] ^ CO O CO o o o o • o o o o • • TJ1 t • rr O •aiUH 13 rH Cl lO O O O • o O CM rH • • CM • • o co Clas¬ sical course. •aiuuiaj o CO CO o 5 6 10 _ OlOOO O l> O o • CM Cl • CO • rH DO 11 o -4 O CM rH CO CM rH CO CM O CO O *-H O -4 • ■*4 • O • uO T}< Ele¬ men¬ tary stu¬ dents. •ajuniaj M OMNOOOCOOOOiOOOhO Cl O CO -f O i-O O ^ M Cl H ^ I— i Cl TT r-1 CO 4 C l CM ^ CO CM CM r— t •atuH © OOCOOOOClOOCO O' O t— I o oot^oocioooo ^ Cl CM CM CM T-nO^ i- 1 HlC CO CO CM r— 1 Secondary students. ■aiuuxaj X OCHOCKMC^COOOOiO^O rf COOlOOO^lO CM nOl4n CM ^ CO CM 00 r— 1 CM ^ iO CM CM •ai'BJA i- CM- (M O iC CO CM O O O O CO CO » 0 iC CO t>- CM O CO »-h GO CO 00 Cl rt CO CM rH (Cl lO t— t CM O CM ^ ID CM rH Second¬ ary in¬ struct¬ ors. •aimnaji © H O H CM HOOOCMOCMHOCM OOIOHOIOCOOHH •aiuK k!5 rH rH HrlCMHHHHrHH O rH O HdHHHrlrlHrHH Depart¬ ment or inde¬ pend¬ ent. -ft- -f-J . ft- * 4ft -t— * 4-i » » . -+ft> » +-> • , -*-> . +-D 4-> 4-> a-» , 1 P h 4h^ Cu Pa 44 ^ P rc5 Q* P« P* Q-. Cl*r- c;oc2S0Scfici'ca'^ ft ft t— t ►— l r-i p— i p— \ ►— i l— t h— i i— < h— i i ft HH f““> P4 HH ft ft rH ft t— i i— ( (— i M to bO;_ O too Sd P >ft oft O ccO," ^4 fPp4ad O) a> C oq % ft . cc w 31* ft 11 N ^ A ~ O ^ N ^ aft^&g^cri -2 ft® CD ^ ” C3! 1 ^ m rn • ^ b Tl • .. » ~ ^ ft ^ §-a'Ssgs5«®§-:2§,lS§aa — o 4 4 4 S - 4S: — c-> : £rjrj^‘44« ^00^:44 :S co«4^^o4^do aj 4 4t od g >, Hg* >■. ® o -td ft 'O ci CO * 0 02 0 ooao >>ft ft^-ft a o o-— o o o XI CD 02 -X- XJ X ft-ft ft ft ft ft ft _ ft ft £90 i> be si bo bo P be a> — o — < xi ® n ft 3 << K H £Q 4 oo • o . .ft ft >>ft a ^ o a cd p Occ P«2 ft ft ft ft ft SS.SPg.5P HS4H4 bo o o _rj CD m ft bpo 44 ^ o 2 CC/j TP n r-J . cc c3 ,gu . o • o ;xi CD .02 ft bo 4 :4 o ft -gg S£ 4 ° si H~> 02 CS « O m K-V QD 1/J bo p 4 ft CD ft ^ fH P > O -*9 34 SE a O' c g d _ P o ft o S — ■ P O b*, ft h-> o C B - . - sft >>ft P U Si ? -■rH'-'oio3oSo3cS O w ^ _ s-. f° O - O °O0d 2^0 ca s- > »D ft CD o OD bdbaus-- - "v. 40000044444444 bo Sn P w ft P_ co o — i P S3 > X4 CD o P d P 2 D ft O' o c4 4 (3 82 h) b ,P ® CC ft ft -X ft ft 1-5 — jftfti— IrJft— id 4ft ft bop P -§*s oQ2 N o O (NW^i^^NXc^OHMCO^iO Ch»X05OHC4C0^i0 O^CDC^dOiOlClOOOOOOO OOOOr-ir-ftT-Hi-Hi-ftr-H COCOCOCOCOCOCOCOTprr'r^TjiTfTji t4'4^4^''=*-4',4''4,'4’<4 SECONDARY SCHOOLS 1911 o o o o o o o o o o o o o o o o CM O O O O o o cd oo" H M ecT LOCI rH OOOOOOOOO CCOOOOOOlQO iOCOOOOlOOHO ltd t—T cc cd r-T t-T Cl • o o o o o • o o o o ■ H o o O • cd r-T rH • H 800 200 800 1,000 18, 000 | 2, 000 oooooooooooooooooo OOOOOiOOOOOOOOOOOOO OOOiOtOr-lOlOlOOOOOOCOOOO Cl" H rr rn O LO rH H O O H nCH CM CO CO H o *000^0 o -lO 1C »0 H O ftji • CM rH C^C • o o • o • o • O >OiO • • JO (M • • H H • • o o o • II o LQ 1 • . 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CO O O to to !- • O Cl O • • O O O • O H tO • • Cl O to ' COnD • 1 too • O • O i • • O • tO ' • • CO *Cl • ' • ' • rH • • • CO i — i CO CO CO • CO • CO CO • CO CO CO CO CM • H H CO • CO • H CO • 00 CO CM • Cl • CO H H CO CO H CO H • • :o H H • Cl • rH ■ 03 CO • Cl CM • O ■ CO o ■ • • • o o • • o o '• • O to ' O • • • • it • Cl 'HO • • lO H • i ii • I .1 o • O • ' • • CO • H CM • H o • o •HO • • • • o o • • HO • • O CO • O • • •CM • H O • • Cl O O • O • • • O CM • H CO CO ■ Cl Cl *o o • H O O • . • o co ■ • LOO • • CO • • O JO o O O H • H O O Cl • O l"* O • i • i O * O H • • H CO • O O Cl ; rH • H OHO • H O O • • • O H 1 • CM O • • rH • • O to o O OH • • iii •Cl OHO -OCIOO • O H • • • i iii • • iii • H • ■ o 1 « • t 1 1 * H • • o • O Cl • CO • • o • 1 • • 00 • • o o • O O • HO • tO O • O O • Cl o o • • o • • • • H • 1 O* t • * t i « • Cl : • CO Cl • H • ■ o • • • • O'* O CM • O H • CO tO • CM O • CO H • H CM O • • H ! *. i ■ 05 (M CM iii* rH i « • • Cl • O o H H • ■ • H O OD • ■ O CM H CO • lO o H CM • • H H H O O O O • • H H H • Cl 1ft- • • O H i « • • iii* 1ft- ■ • • * i • • • (M O CO • O AO O OOOiOi-OlOCIOCIOXOOOlCO CO CO CO CO O ro ^ H CO CC CO LO OOHOlN CO CO' CO CO o OOONOCJOCOOOOOOCOOOMC1 CO LO CO CO rH CO CO CO 1 — i CO CO OOOOCOCC'O lOOOHt'-OOOr-HOCOOOOOOCCOCOHOO 'fOOOOOOCOOOOOiOOOOHGO coco H CO LC ri ^ H CO CO CO O CM CO HT H H lO H CO O T— t CO H ^ H CO CO O O LO CO O IO Cl CO CO O O CO 00 O CO O O O OO LO O H 1.0 O X CO O O N Ci H x CO O N O lO O iO UO LC N CO O CO iC o CO 1 — I CO CO r — I Cl CM CO CO CM O Cl CO ri HriCI CO rH Cl T-l lO Cl iC X CO H H TriOl co CO OOr^O^iCX OOWXHCOCOOOlOODOOlODOiOO’fOD^ OOlOCMOHOHOOlOjOOCOOOOH LO CO CO CO H H Cl CO CO T-1MT? rH CO rH O H Cl CO H H d H O i — I CO Cl Cl H r — I Cl H H C5HOOHOH HOfNOdOOHOdHOHHOCO T - \ '• — > \ - ^ V — ^ T— 1 '• — ^ iOOCOCOi — 1OOOO1 — I'M 1 H H H r— i t— ( OHHHHOH H I i i CM Hi — I t— , H Cl t — I H H H Cl H Cl Cli — ( t — IClOi — I ^ +J -*J -fJ -4-5 -4-5 ^_54_3-j_54-54-iH4>-4-5-4-4>+J-4-5-4-5-<-4)-4->4-^-t-iHH5 • . < . o £>< £2 0< Q« PD & ft H Cl A A £dCDQhPhPsPi -^ft» 4_> -4_> rrt ^PDPiCIiPhCDPDPhPiPD O-iH Ph P-i Oil P< ^00000 0O0O00H000OO ppppppppppppsfipppp C3 a * an> fe£ t, o d3 ft S- Ss (3 O rS2 ft ft d S-, S ci c3 i>. r8 03 _ 03 ft O O H O „ Sg£d m P ci , Qa o O ci tfWW ^dddddSd d ^ 1 d ft PR ^d dd Cw £ S’8 oh eH d d dd d a tc 3 0 'S2.HqJ> l|o|a5 P O 03 5P Q-i ai c3 H .0 do^d a d p 2 P P r— I 7? 3-S HO W<5 dd 0) __ _ ^dd ft : 2 d • ? 4^- 72 ^44 or d) o s ft 3d 03 H r'A ^ 1h cd jp o o p mwdft w _ Ph JE! d d d ^4 g W d d d P ft &j0 Sh fcX)03 3 > fiO dd d>< P H “o ^Pl an 44 u o ft £ - c3 o o O CO rP 6j0^ ft o' o' 6 ft o o o rjft-Cft flooo dananan ft ft rd ft a &> be he tic dftiftft 2do P e 0 H CC C ^ r oa cC -u O 05 ft 03 ci 0P0* 03 m a m 6 o o -Hft ^ftft ft ■2 .^p o .SP K^M c3 a p "Sft S3 •r-i v/2 I ^ tH PC id oj oj .ft O Cft ci > boft o >» a 03 P* 03 >s ft 2 ft a a p C3 Oft p — a; Pft 2 ft ft 03 1 03 +J CCCC ft X- be 03 bJD 28 . fH O |,H ft'br- o-^o 2K 2 03 ^23 03 P O O P ft 5 03 ^2*000^*0 Sftftftft’Sftft ■ ■ o to bo h be O r?ft ft l-H ! CD d P -H> o o a s.sd a g 03 ft O O o , n , n . H o o -4-5 03 ag' m an P-ft CC CO ft b c ^ ft ^ oc 03 ft P . ft O' R; ft ft ft ft P CD 03 — < HH » dft a dft S a: ft O 2 P P O ftl-H oft X-.ft r-( H ft o P o o o gee P S 2 ft ft ft P ft ft be P be o P ft ft ft OfleoKftH O ^ bDee^ dsp.S2° 73 C a-a C3 p c3^P . , 73 ^ 73 'Z3 c3 c3 Cv c3 O r!p dp *-< o • o o O rft lO • O O ooooooooooooooo ooooooooooooooo OOOClCOOOOOOOiOOO O xToiOCOiOTjToiOodo'cOOiOtN’ Cl CO CM HH rH CM CM H *AJL\iqi[ oqj in souin [OA jo joqranx pH o o CO o o o o r— i ^r1 CM O o COOOOiCOOOiOOOOiCiOid C'OOOiONOOO'MiCOiCClOW C4 lO N M H lO CO CO O r- inH W rH q[Tjp ifj'Bjipni hi joqum^ o & ’Sj'BO.f ui osinoo jo qiSuo^ ^ CO ^ CM CM CO COCO^COCO^-CO^^COt— ICOCO^CO College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ai'Binoj X rH -HLO • CO CO O • 1.0 O O CO CO CO • o r-H • • • 0> rH rH • M Cl • O O • rH Cl rf • CO O O O »-H H< -CM • O C! O • Gradu¬ ates in 1899. •ainuiaj; pH 05 CO CM iO ’ cm Ol Tf lO P ^ -n -20 GO o ft rH rft -ft T— 1 • rH Cl Cl O ■ap?I\[ 1 15 i i/IOHO • i— 1 t- ^OOHCOOHPHN • O CO H Cl Sft 1 •aparaoj pH o • • o o • o • • • rH • • CO CH> * 'H i • • • :° : : : be P C bo ft p cn ^ o ■3PH ee fH CO • • o o • o • • *CM • • rH tH 1 lO • ■ • • • ii* 09 w'P w cC ^ ^ •aiuuiaj fH Csl ■ 'MMOO • • Cl r— , • • CM O • CO CO CO • O . • r-H • • • fH ""H • • • • * Jh Ph ft ft a O So O p •9PM I11 O • • O CM tC tO • • CM CM • CM rH ^ • rH • • • • • • c • • OiO • • 6 ft h A ft •aiuuia^ O pH o o © o o o o OOOOOOOOOOOOOOO s *9PM S5 o o o o o o o ooooooooooooooo CM Secondary students. •ai'Btuaj X to O Cl N TfUO CM JH Cl r-i Cl CO lO OOCCOMOiDcDOOCMCOHCWO CO CO C) CO Cl Cl ft CC1 T H rH rH rH Cl rft •9PM CO CO LO C CO LO H CO r-i mC prfOOCOPHCOCOH(MOCCMH ClriCD CM CD r-H CM CM H CM rH rH Cl ft ’ id ft ^ 02 •9[uraa^; rH O O O O rH i — i HOCIHOCIOOCMOOOHOH p q id ft in ^ “ •9PM 10 CM rH rH rH rH CM Cl Cl Cl Cl H CM CO H Cl H H H H H H H CO o> . % p,P id G £ ssl-° ft • -H> -4-5 rrj Q* £l> Q* Q* p* C-i z; a; a; cd a> P-iQh1^-. ft cB ft ft bo P & O^'o O a cB £ O o ft o ® o o o c o o ft ft ft ft ft ft ft be K o o ft p C/3 i _ ft © .*pa M P ^^r^rcirorOrc!rorOrorOrCrc;rc'd H bO a 3 c ft ft « Idjg o3ft P © -u _o3 02 O w H id o 0) P ^-r +s S- m S?ft cc O P ft p p ft "i p ft ft eft (d % w Moo H WftS p ° ® .£f *s a 2 id ft o 3 §§d'lldgoi||dg|a .S-§'S«|o§agg5ftS^g ft£^^ftddft fl id dft SH M'co ra co in co i> qo os OHdMTtuooc'OoooH'Nco^; o cd co co cd cd co i^r^i^oocooocooo Tf 'M1' rff rf Ttt XT' SECONDARY SCHOOLS 1913 © © o o o o © o © o © o © © o © © o ©ooo© • © o © o • © o o © © o o © • o © o o • o o o © uO © © © 1 © Cl CO © • © © © © • © © © © • © © o © • © © CO © O © OOOOO • O O O O o©oo© -©oo© ©©©©rH • no © © © © O © • © © O © • © © © © • © © © © ci »o lo ci co o 1— 1 Cl 1—1 NT- Cl lO tO i — 1 © • CO i — 1 © »lOOH ©HH • PT ‘ © rH • * lo • io> © ci T— i • Cl CO ©" Cl to i o © ci co • © o o o Cl Cl rH rH CO • H CO H CO © © • © d d 'PH ' T—i © CO © © © © © o lO LO C © O © ^ r-t ci co © co ©©OOiOOOOOC • O O 1-0 O Cl O O D O © O lO O 'OOP ClI>rHCl lO t— IHCUO • rH GO rH CO © © © © © LO © © iO> r- 1 Cl CO Cl OOlOOOOOCOiOOH • © O O © O lO 1-0 o ©O^OiOOiOCUOd • © »o Cl O O Cl © o Cl Pf1 HO CO LO © © rH Cl lO • t— 1 © CO P1 lO CO© © © © cf rH rH • • r- * co' © • • • 1 • rt* lO CO Tf rf< ^ p^pfp^p^p^pfcocopfpfpfcoph©' CO co co pf p^1 pf p^ nOCOpHpHpH'^HpHCOPHpHp4, CO pH pH C O pH pH CO • co ■ • © r- • • • r~l rH 1 t • Cl © rH • lO Cl ■ • Cl Cl CO © • 1C CO © rH © CO © rH i — 1 p^ no •© • © © © d • pH • • Cl • © d *00 • • CO • • Hf1 I-* Pf rH rH • Cl © • • © Cl Cl H • © CO © lO Cl © rH Cl CO Cl 'CO • H H H N * ci • i rH • © © • pH ■ © O CU> © Cl CO Cl Cl © • r-H lO N © C Cl CO C5 lO • rH rH rH rH ©HC1H Cl rH Cl oc no ci © pj^ co © ci no Cl © © pf Cl pH H © © Cl rH T— 1 Cl rH H t— ! 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CO Cl CO O -f CO Cl CO P TJ1 rH r-i CO rH Cl Cl Preparing for college. Scien¬ tific courses. •8JBUI9J 14 O 01 O O • • • lO Cl • O 00 ■ • lO lO Cl iii p» 01 ' • 1 •opupi CO f4 to rH ci • • • O O CO ' H eO ' ■ Ih CO Cl • « • rH iO t— 1 • • • Clas¬ sical course. •apButoj ^ Or-^'-^^coo •cococo'orr,*Tj< pts, 1 O CO '*T CC ' TJ1 H • • ^ 1 O O UO 00 CO O ' Cl O CO • rH LO ■ 0 « O Cl h -7* • CO Cl • • rH 1 • • Ele¬ men¬ tary stu¬ dents. •apuruaj © fH 0 0 0 0 0 0 O O O OOOOOOO ■3FK ^ I O O O O O O O O O OOOOOOO 1 Secondary students. •aiBuraj CO -T1 bT> CS CO 00 05 CO CJuOOO»®M ■jr. - 1 ' -c< 05 0 CO O 1' — — C0 C ! CO CO O! r-i Oi-HOTCOO-ll^-T'^005 ■91BK ■bl 50 10 —1 30 r-l 0 t- 30 UifMOO^LO 00 CO O 05 O TH -r1 -r blblr-iblbJCHr-l -7< 1-1 b) CO 1-1 bl bi Second¬ ary in¬ struct¬ ors. •9JBUI3J • ^ O O I> X) O O I> CO Cl r-! H H CO Cl O w Cl H C4 rH n •9IT3H ITS O GO 0 iC 1> 1-0 O 00 tC Cl CM IH TH th cm H W CD I r~< rH rH • H r-i ^ Cl -*-* 0,03 2^3 fa-ss,® Q o -f-3 H> 4-> Ph p. o, in o< *H p. a, Pi 03 p 0 O 02 p p p 0 « Pi q p Q q q q £- o M O O O < . m I P a p* p o 43 ci m >“5 m *3 O H £ 03 1-> M3 oJ P M3 q o £ a; >; M3 03 a 3 a o 55 2 g Sh a rt 04 3 o £ "2 O 3 H o 03 03 bo-- O S-1 S-. 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CM • • *0 O • • • rH • • iP • O O O CM fid -Ni^O • • • o o • • a • • rH • CM fid • rH • « • ■ O Cl fid • • • • o o • O rH ' • • CO • o • ■ O *0 • • 'CM ' • CT5 • O O O rH 00 • QlOO * * • O CM • rH • rH CM OOOOO OCOOCOOOOOOOOOOOOOOOO fid fid 'rd to OOOOOOOOOOOOOOOOO OOOOOO ooooooooooo OOOOO^OOOfl5*CNOHQHMNiCOOXOCO(MO C'J M CM lO H D H H H H O C CO H O n ^ M H O (M rH fid rH NOHH tH CO CM CM O H H CO iO rH *0 CO fid Cl lO H O iO H lO O Ol iO O O )0 X H CO O C I C i CC ^ O O H iO C M OUO H D O O CO O) C M 00 rH CO CD 00 OD O LO N O O-ICO CO CO H CO O X CO X M O H QO -H O H CO H CO 00 Ci H lO iOiOOOiOM^OCOOOlOOOOOOQO HH CO CO H N H CM CO H O Ol H O! O n H CM ^ H n fid CM © m CO CM Cl CM OO CO CO CO CKO CM H CO H N1 H CO Cl CO CM rH CO rH i— l Cl OHHHOCMOOOCOOIONHC'ICOOIOHOOCOH i O rH o O Cl Cl Cl 1 CM O CM i — I CM i — ir — i CM CO GO CO O Cl Cl rH H H rH H rH H CO tH GC rH rH rH CO rH rH CM rH CM CM rH CM rH Cl CM CM tH rHrHrHOrH H^HCOCMHHHHCMHCM Ih rH CM CM rH +34J+J4J+J+JpJ-p^-p-ppp+j+j+3 , p -Jj -P -*j -P • -4-5 -4-5 -4-5 -4— > < ■+— > -4-5 -H PPPPPPPPPPPPPPPP P^H P p p p p rr-< p P p prrt P P< P ftftftftftftftftft ft ft iftftftft ftfinh* I I— t i— i ft ft hHftftftftsnftftft -H -H -H> P Pn p*^ p p p p p p p p p p p p p 00)0^00000)00)000000 CD 0 ^ H G rO krf 'f- m 3 P- O G 43 o o fi ‘ o q $ JsS O ® ^ & S S ^ > o (S. 42 . _ 8 Q <3 c3 , ..3 t»w . PP 'o 44 S® > c3 ,5 Ph '—l aiK M'g S3 C/2PP JjN §pp 8 ® 6 h h 3 'd gdddd dddddKSta 43 e3 i PhPh' fid. fid! a) pfi fifi ^ 3 S-l fi co • as o bp^'S m -§ ^fi^ 0 P ft • co fi G G “ 5, .. r S 3 cj ffi ® ® ffl-r G O G be - G o ■Gfi G fi fico be > 8 CC 03 ddddfifififififififififififififififi H 0:3 C > bo G 0) fi(-5 CO.. oK c ^ CO 33 G ^ Q0& fig OOOOOO ® fi -O o3 G G 43 Sb.2fi OC 8 O p< ■ Co ■ 44 OOOOO c— < ?fi _ 0 0.H ' ^4 M S H pg'gdagadd&s 3 ?'S'S s S3 o o S3 H fi fi fi fi fi fq fi fi fi fi G M « OO > c3 c5 c5 ooo a 8 a G 33 4- 3 3 3 cjoa ooo tONQOaJO'HdCO^iOON'OOO^OHCMCO^iOONQO C O H (M CO ^ lO O N COCOHCMCOrJii.OONXCOHCMCO'^ H H H H LO iO O uOmO lO lO lC lO uO C C C O CD C O O 'O O l'* M> M> tr'D-XjCOCOCOCOOOCOCOXXQCCiCOl lO O lO iO *Q lO 1C lO lO uo iO O 1C 1C *0 lO IO lO IO IO O Ld iO iO lO lO liO lO lO O OO lO IO lO lO O 10 lO lO 10 lO iO IO lO iO o O lO * Statistics of 1897-9S. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1916 EDUCATION REPORT. 1898-99. [ •sn^Bj'BddB ouiquaxos puB ‘aan; -i cunj ‘sSuippnq ‘spimcuS jo aniBA o o o © 0 0*00 OlODO cT ci cT rH CO CN &r o -ooooooooo o o • o o o o O -0100000000 o o *oooo O • xj< O O O O u3 O O lO O lO 'OOdiiO \a • ifto"'o'ift©''o''o'ofcr o' oT . leTcT r-T • r— i rH tX Cb 01 rH rH LO Ih Cl * rH HTI •.C.iBjqi[ aqq in sauin[OA jo aaqran^j r»=t O 1C o o OOOOlO ’TJ1 ■^T* rH O O O no iO M M N O D- O O O O CO 0 0^000 O CD O O O H LO O O CO O O lQ O ^ M H CC O CO COOl COHW tH •pup AjBiqiui ut aaqranx; © | : : : : a i : : : : "sjbo.v ut asjnoa jo q;Suaq PM -r CO-CHTb aci a> be M >■ Si ft c c . . o & S ^ as m . — ^ ft u >-1 be ft CJ ^ ®oi cb i; oo 0‘S 1-1 •8['BtaOJ M pX •9[BK e* 1 FX •aycuiaj •9u;k © FH *3 Cl O • O Tt< 0*0 ■i O O -LOO^nC^^^ O Cl O • Cl c! b0 .1=1 tH C o Oft O ■ m •oiBmoj M px •apunaj C> ^ o o ■arepi HHC1] lO t>» "H O rH O O C'lOHOlO Ele¬ men¬ tary stu¬ dents. •aiBtaaj; OOOOOOCQOOOO^OOOO r— i Ol o o o o o o •aiBiv; © OOOOOOXOOOOlOOOOO o o o o o o o >> . t-> w oe ^ 3 H Q •a[Birtaj X WiCDlOOOOOCOHODOOOOOH Cl h LO Cl Cl CDOCOHtjicO^COiO Cl CO CD LD Cl CO T-1 T-l 1> lO CO CO C'2 o 3 » ?H o oi m to CC S3 •aiBJt H H Cl H H Cl H Cl H H rH Cl H Cl H H Cl HrlrH ri t— i rH 1 Depart¬ ment or inde¬ pend¬ ent. +j^+j+J4J4JH-P-P-P-P+J-P-P-P-P Cx Cm Px Pa Pa Pa Ox Ox Pa Ox 'Pm Pm Pm Pm P- Px OO^OIOO^OO^OCDOOCDOO MfiflfifififiMfifiMMRflfiq Ind... ■P-P-PH Px Px Pm P 0) U 0) o QAQQ Ind... Dept.. M o > ”o O ft SH Iffi 6^' pi id a; h> t-x O) OrO o o £ as dftf . * H V K*~ - U CD bjo s rO r * x 53 "3 a: O a . h ZJ1 >-50 ! 50 ’ flM • © ^ ; 2 ■ 3 S >-.ft •ft « >. H 3 • o ft g3 C7. o .2 >S gft! ^ S S d Sdu8?§ CD a 3j £ ?» o CO ft- be o c o o c -d fcrc - o o c o -ft ft 'C -ft o o o o ft -a ft ft: ft! be 3 ft & o w H o 3 ft ft o o ° o* o o c >2 £ ft ft ft ft ft£-° h m o o ft o CO ft be So .S^ft ft <3 02 CO §ft P be O'" c ft ft Si o ° CO b- so a d 8 82 : 3.. . b^.'c 5"— a> ft2 ft ft cx:ft - - Often s > > >ft to H ft c o S' a> » CD > c3 a £ftft o cjCPflflfq c o 922B Oj P rq ft CO ^ -S >. be boft! C3 ^ *r-l »rH • rH waaaaa lOcDNOOOOHN-M^iOcOt'OOOJO oaoioiaooooooooooH iniOiOioiO'otoccuDcococofflcooa T— I 1— I 1 - 1 1 - 1 1 - 1 ’ - 1 CO CO CO CO CO CO SECONDARY SCHOOLS 1917 • o o ■ o o • Cl o ■ rH o o • H Cl OOIHIOOOOO O iO 00 O O H lO H H CO CO H1 Cl Cl • OOCOIOOOOOOOOOLO-HCO t-O 'OOOWOlOiQOiOiOiOOOHO 'CD ' H t' C'l H CC ft CO C'l iH t> H 03 rt H Cl • oooo H O O O Cl Cl H H 200 rH • rH • r-T • 1 : : : : ; HH'^COCOCOH CO H H OC L- O CO CO Cl rH rH rH rH LO • O Cl LO O Cl CO • H lO Cl d iO Cl 1^ i — iOOOCOd 0 Cl rH V L f CO CO lO H CO Cl Cl Cl H Cl CO O O O IO O 'O CO O Cl lO H to • T-i CO CO 15 CO Hi ’ CO • CO III • 1 • • * o o * o • lit . 1 • * o ■ • Cl 1 CO O LO • O LO 1 • • O O rH • • rH • O O • O • • CO rH • • • iii • • ■ ■■• iii i • 0*0* CO 20 Cl H* • iO • rH • Cl • • ’ O O ■ rH • ’its" i • ci i> lo ■ t>» O ■ • * rH CO rH • 1 O * O i — i * CO • i j— j iii iii ii rH • rH • LO ° : ; 00 • • iO * rH * HOO • O • ii ii ii ii 1 i h^ • • rH CO H H • Cl • i • • i i i •• i • ■ CO ■ • • • CO CO H • o ■ • o o • o • i ci • i • i i ii * • 1 till 1 II 1 I rH • O • o • ; iO • • o • • rH ! ° • » rH O O • Cl • it ii ii ii 01 Cl CO CO • rH • • 1 » I « 1 II 1 I • lO • i • • i — | CO ^ — 1 • O 1 * O O • Cl • I • i • • 1 11 1 1 1 till I II I 1 Cl ‘Cl • OOOOOOOOOOOOOOOOOO 000^0000000000000000000000 oooo o H rH T— 1 H OOOOOOOOOOOlOOOOCOO H1 OOOCOOOOOOOOOOOOOOOOOC COWcDOinOOOOCOhaJ^OCiClClH OOOC5O^NinTfO5lO^LO00OHONCD0OiCOOCO CO lO CO CO O COYHCJHNNC^GHHHCIHCOCOCO HOOO CO CO lO H CO 00 H<. Cl Cl CO CO iO LO Cl Cl ^ H CO H H CO Cl COHriO CO OOOO^OOOClHOOXOOOHhO O^ObOOCONODOO^NCOOXCOCOOOOOOClCOO iCOi'-Cl o Cl Ol 1-1 CO C l O GO 1 — . O Cl CO Cl CICOCIO Cl O Cl Cl H< CO Cl CO CO H H Cl H Cl ^ H CO CO ‘O CO Cl CO Cl Cl rH H Cl COClOHO^ODH'fH'tOOOHClCO HC1^0HHClClCld0H0C10HHHHHi 4-^ -H -H> -H -H* -H Ch Oh P-< Oh Oh 'Oh Oh Oh rH Oh Oh Oh Oh Oh P-rH ooooooooooooMDooa)?; PhOhOhPhOhPh04PhPhOhPhOhPhOhOhOhOhOhO.(PsOhOhOhOhPhOh P< Oh Oh Oh Pi 00a)000oaio!D(D0'D0O0(Do;0a}0 o 0 o a) 0 flflPftqpflflflflflflflflfiflflfifififipafiQP pqpp q 3 gfio £>a | goo lidHd^W g §'53 G5 G^ co d 5 1 HE G £ 3 2 offl o3 £ ►>§ ce2H. §>2 a £ O 8 G §h 3 0 g>d co G be> S§$ ^ id A G o ^ Ph W hC,S G 0 C3 Q HH go Wd^Wd^H 0 bJO c3 ^W-S^. M H r ! G CQ g 2 f-i • j3 kJ W Wto^ S G - Ch |£'g>a ig o gcc . O CL> • oo"m 0) . -r-i OffiS CQ 0 0 o >>2 iSiiii-. WWWd .13 8 codS^pH •gSg Sg||a' -3 g W 13 CD hHi-jOi^ce . : • m egeSg % * I o g jH o Oh . s_| ■ ? tuo 0 M G M • G . wg^ww G G G a o >- G G a ,G O ^ H CO © ■< H H ,G be W 8. s* ■S-S 02 « -G be O Eh w o o ob; 002 OOOOOOOOOOOOOOOdwS^OOOOCOOOOOOOOO GiGJGJGJGiGiGiGGSGJG'GGGG o G-grG'G'G'Gnd'G'G'G'G'G'G'O'G'G'C! G OOOO OOOO g!Gjg:gS G • 1 dC 2 * ca ^|.S 8*^11 § gl-S-S 8 §3 l §||| d ^ X r! °qH ntih(H^h(»anj>)NGGCl dcjci»$®»S.HEoos oici®®® o o X3 o 02 • G3 r.^ d o 2 VO=l G3 O mm o 6 . CO bo WW o g“ 08 a& G !-l O OG 0 - — 00 a o G3 GS Sh o «®Or- ICH«)GOi-HCMCO-H< iO®l>G®OHiMM-!)(iOCONOOOlOHC'lM'>j(iOCONOOaO H(N«H< 10 >-H>-i'M!MiM(M(M'M(NCC|CNC<1COCOCOCOCO COCOCOCOCO'#'1<'#\) co CO CD CO ® CO CO CO CO ® CD CO CO CO coeocoeocococococococococococococococococococotococo cooccoco <£> * Statistics of 1897-98. Table No. 42. — Statistics of 'public high schools in the United States for the scholastic year 189S-99 — Continued. 1918 EDUCATION REPORT, 1898-99. •si'U'ej'RddB ogpuaps pun ‘aunt -inanj ‘sSuipxmq. ‘spunoiS jo anpsA fft OOOOOO * • • O O . o o o o • o o o • • o o o o o o o o • • ■ o o • o o o o • o o o • • o o ooocooo • ’ *oo «oooo «ooo • • o CO ccoio'coio'io' • • • o 'o' • 00" i> . • • *(NH C4 1 Cl rH Cl • 'CO : •Ax8jqr[ aqi tit saumiOA jo jaqran>j rH OOOCOOOlCiOOMOCOCOOOOOOOXOO 0 LO 0 0 0 O -r C' l (N lO LC cc LO O 0 lO lO 0 O O O CC O 0 O N'C'lHrilCHHHlMlOHC^OClHHOO lO CC d iO Cl rH rH •pup A-nuqiui ut jaqumyr o Cl • • • • * • . . . • O • • O • • • • • . • • • • CO • • • • • •siuaA ui asinoa jo qtSuaq e fH Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •apcuiaq 30 pH >0 H H CO'CO O (N CO OlOO O^HDOHd • tJ< rH 6 17 CO H 0 O Cl U Ci 0 1 0 CO CO O ^ H Cl H H Cl 'CO rH Gradu¬ ates in 1899. •apcuro j o pH 0 0 0 ^ CO N 0 0 H Cl 0 lC 0 0 ^ H 0 CC Cl lO lO rH CO r-l 1 — < r— 1 rH n ■apR 15 iOCIiCOOCOOClOODNOCOOHHCCWCIHCIOW rH 1-1 rH Preparing for college. Scien¬ tific courses. •apstuaj H FH 0 O • ^ X O Cl O lC O • ■ • Cl • • T or. 01 0 •3[T?K ^ CO 0 • u- to ^ d 00 co 0 • • * rH • • 0 a a a a HO • • O O a a a a a a Cl Clas¬ sical course. •apuiaj e> H 10 0 • CO 0 0 • ■ • 0 • 0 O • • • rH CO • 1 • O '3EK 11 O ’ iO 0 Cl • * • 0 • CO • rH . 1 . 1 O • • • Cl O • • • rH Ele¬ men¬ tary stu¬ dents. •spraaj ! ® 00000000000000000 00 0000 0 lO rH •apK rs 1 00000000000000 0-00000000 CO CO 1 Secondary students. •a pinna j 30 t-OHLOt'lO^HOOGCOOH-NiOMMOOCu'l^t'O lf5 MHaHt-iOCOlOCCOrit-^H (N lO iOtH ’J* n H O r-l rH rH 1—1 •apK iC 0 0 lO 0 Cl N LO iC !M lO Cl CC HC1 N 1^ to 01 -H lO to HHC1 O CM O CM H O0 C4 CC C4 H Cl^XrHNnHO -P-H-P-H-PH-P-P-P-PH-P-PH-P-i-)-PHH-P-P . O ^ • CO co O O Cl O O to O O iO O O O O PO lOOOUOODOOCUOOiOOH COOlHriH CM CM CM rH O ^ rH rH O O to o o O O CM to O CO CM CM 1h rH O O O O O O o O O O to to CO CO O H rH rH lOOiOOOOOOOOOOOO-HO 'OO MSMOOHiOTO O LO ■ O lO rin t— 1 CO CO OJ CO SO C-JrH ' OW c l | r-T ! ! ‘ o • o : : : : :::::: :::::: . . • • i i l • • Tf CO CO h^^h^CMCOh^COhHOOCO^CM'^CI CO ^ ^ H rt< CO CO CO CO CO CO Tf< CO r7< CO th -i< ■ co co co co 'NOTfiOlO CO HO • • • CM O O Cl O CO O OHr — It — 1 00 O < i CO 1 ■ rH • • • • O * CO • ■ . HCIOhCOHCOCIH ■ tH rH rH Cl rH edekj . . 'MHnrfOWO H H H CO HO GO ‘ ’ r — 1 1 • O • -Tfi I ' OKMOOMOl --f O (M lO UO CO CO H LO to CO to ^ CM CO CHHHOOO CM • CM rH COOHiOL Cl lH CM CC CO • CO to *> rji 'OCOOcOiOOCICOtHhHCOCO ' ri rH rH lO Cl H rH o CO rH CO CO CO CO H*1 H • to H H CO O O O t— i • rH cii<^oo H Cl O H O • rH • rH -H CO 1 CO CO uO Cl o CO H H (M cro ' rH rH • OHO • hH t-H • rH • •CO o ’ o 'o^o OCOOOO • ' r^ rH 0 12 .... o CO • • • • . *00 • • • rH O • ' Ol • • O O CM ' ' . . ■ O O • GO Cl • rH ' rH • CO ‘OCOrHOClOtOO ■ • Cl 01 I tH i • « • CM • • • • 01 CM O • 'CO ■ • rH Cl CM • • • • • 1> CO • O Cl • • rH rH Cl rH O • 'OtOOOCOOOO • • Cl • tO tO • .... O Cl ..I. CM i i i . i i • • Mi10:! • tO • 'CO • ■ hF Cl • rH ' ' • • ■OH • CO CO • rH rH * CM CM Cl • -Oh^OOh^OO O » • rH • CO • tO hH .... rH .... : : :° : : . . . . . . o • • CO * * Cl o . rH • • • « o o o o o o oooooooooi>oooop OHdOO CM Cl o o o o o o OOOCOOtOOOOOOOOOOO to Cl o o o o o o OOOOOOOOOCOOOOO rH tO ONHOO tH tO o o o o o o OOOrHOOOOOOOOOOOO to Cl CO O O co Cl o o CO CO CO co Cl C l N O N lO O O O CO H C O O i> COCOCMHthHOOCOhHCCCMH r-i rH tH CO to Ht^ rH co H CO CO CM Oi co co to rH O CO CO Ol CM H CO Cl CO OHCOOHCOOIOMOOHCOCCONC H Cl OC Cl H tH h CO H Cl H i — ( 0 1 Ol O l tO OlN^COCOD Cl Cl CM Cl O rH CO N 1^ OO lO O o O O Ol CO Ol CO LO rH Cl Cl Ol N CO H rH CO r-i CO CO co o co CO rH CM CO Cl tO C to LC CO O I> rH ol Ol CM CO rH Ol COlOCI^OlOCHOOHHCOOOHOO CO Cl -r H n i^ H O Cl H r H Ol r~\ HT< rH O Cl O rH rH rH I— C1HOHC1COOOHOCOO HdHHCO OOOOHH ^HOONOlOMlOHOOHOlNH H CM rW CM CO rH rH tO rH tH CM CM rH rH rH rH CO rH CM rH H CM H H Cl CO r-i CO CM Cl O HHHHClHLOHkfHHNHNNN po po -H> -+-> +J4J+Jp4Jp-p+J+j+j+J+J.p4J p^aftp, 0 0 d) O O O 00OOO000000000 ft ft Q ftp ft fififiwflflPflPfifififtfi 4-^ -H> 4-> -H -H-B -+-> -H> -JP> -H> +0 -H> p., CL £L p< P-PhPhP^PpPh 0 0 0 0 0 o 0 0 o 0 0 -Hi ~H> 4-> -H> 4-P> 4-3 • -J0> P-> 4-> -40B 40 4-0 4-5 ( -4-0 Pu Ph Ph Ph Pnrrj P-< Ph Ph Ph Ph Ph f)(r. { Ph 000000^0000 0 0 0*0 PPir-iPiPPiftftftpftftpPl-HP jw .SS o rtP 2 S ® 2 SOW* |gq o®b’W So c &§ 3^ ,• c d3 >. r- P» J> O H MrH S’Sr O c3; 0 "3 0 4-> GQ l*g •ass JV) 'p *H H" r-H d 0 ^ * 'Ok" a>o ^ ^-* rH ' k, d_ l-_ ^ |zi^^p4l> .I^Wo-g dai"o> 3 M O CJ . a P’E3 ts ; c ob o d^ O =3 5S cs3 LA H- h— , C 0 0^( «W HH fee,- > ^ r » 0 r 5^ l -• CD C3 §gS; 3 d §. g*.!* 8B.£C> 30^ <1 k-< hj 0 d 2 ce 0 35 g 4-B > 3 3 d ^ rH ^ O 3 02 02 d1 w m x WH HH r^n H- 0 O . C3 - ^ 'P ?-H rn r) toJj^pO BP C O ® O r-— r* 0> O !-l bc> >> 2 S 2-r- H-H P O OQ CO 0 Ig p5 > g o O -4-a L ooooooooooooo X >V0^ cj Cy 0 0 ppppp o ^ ^ SCJO Ph Ph P CJD H >L 3 3, rH -H> i — o p 0 d5 'd -H» o o C/2 . C/2 3 0 r-< 3 o 0 3 d P c3 C/2 0 0 0 0 0 0 72 0 a 0 C/2 .H H p o ,p H M_ PJ H 0 H p -P> P Co 0 0 c3 •H o ‘P d Ph s ^H Ph Ph P Ph Ph Ph 3 Ph c?d „A3S 3 c5-y m O d e> p d •p r boo’d C l-^rrj >- p » /v> •P o Ph^P^Ph O H CVlfC -t< LO CTi cri cn CO C^> co *o to O CO CO CDNOOPOHCQCO^lOCDNCOP dCOCCiCiOOOOOOOOOO i — , r- 'OOw'OD I> 1> £> 1^ I> i- l> t- C H C l CO ^ t-H rH t— H L- L- I> lO CO !>• CO 05 o HClCO^iOCNCOOOHClCOr^LOC HHHHHCl CN 'Al 0s! 0s! Cl Cl (Cl Cl Cl CO CO CO CO CO CO CO I- I" I- 1> l> I> c- L- t- I- t> X> JL- I- D- 1^ I" i.^ L— * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1920 EDUCATION REPORT, 1898-99. •siu'bj'bcMb oyi^uatos pur? ‘airn (T> -iiumj ‘sSuxpnnq ‘spunoaS io an^BA. M •.CaBiqii; oq^ ui saturqoA jo joquinjsj •[[ijp Aiu^tpur ui aaquinjs[ O « •SJuaA ui asjnoo jo q^Suaq fH O • o • . © o o o o • to • o © o o • ^ o • o o o • o • • O OOO o • • o o o o • CO o • o o o . IO • • O O LO o o ■ CO • o o o o • 04 O • o o cT • T— < • . cT o\oT cc oT • lO • oohio' ■ o' o' • o f CO 31 • lO • • C4 CS ^ CO H • • 04 rH • rH • r-H O CiCD O O to lO I- lO T* OOOOOOOGOOlOOC^OOjOO^O OOCOOOLCOOCHOO^OrHiCOOOO CO H C4 1C H O lO lO H«HF^CO^*CO^COClCOCOCOCOHt<^CO College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ajmuaji 18 Cl O hH rH to r-H HJH O O rH rH CO O rH 1— . O •air?K 17 Cl 'O lO Cl CO Cl O O rH rH 1 — 1 H CO C l H Gradu¬ ates in 1899. •airmiaj; pH O rH 00 O HOHOOO^OCOHOH rH rH CO CO r-H O hJ8 00 Cl 'rt( Ht* CO rH ‘9 UK 15 0C CO !>■ O O Cl CO H O CO O O Cl Cl Cl rH rH O O 1H CO HT^ 00 Cl Preparing for college. Scien¬ tific courses. •oinulaji PH Cl r—i O •OHO ■3M 13 Cl o ft • CO Cl rH , _ o3 oo _a e/i c3 S Sh •aimuaj PH Cl rH to Cl rH CO • A: o r- O Vj o a •9UK pH pH Cl CO d O rH • c o £ tri h ; c3 -t ; *r2 'f~> e/i *2 s o " g-lM* S >», P Sh a> H ^ CO ^ w •aimuaj •3UM •aX'Btao^ •9UH OOO O O O O O O O O O O O O O lO O O O O 1-1 l" I" lO tD 00 O O miOOl'OOiClONOWiOHr-IOON^OO! ’fOH niOCOOCO^miO C^CC HOKMHt'Tf 00 Ol •8X'BTXt9LJ © Cl O iA> Oi — It — I C? Cl i — lOi — I i — I Cl O O O O i ■91'BM i<5 r-H tH Tf< lO -u a> i gS c s' &ST - « O c pH -H> -H* -H> -|ft> .4P-P-P-P-P-PHP-P-P-P £h P,PhPh PuPhPhPhPhPhPh P-t^ PPPPPPPPPP 0) c3 PQ PQ a> ft kh ft cT % o ci CO ^.s ft ft Me *•« ft a) gft ft . I- coMS $ p p o a> A A CD 2 pp^ MO g c3 w ftft o (H 2 S r5 kU . c3 CO ft Tj ft -.ft WH>1 ft ft > t rift kH •"I “ E£ C3 ss :£ ci 3 e ^5 “ • f> u e ■-. OJ&dS^ •a'P^ S.S*!® bM pJmm'p M^gpP^Wp4 ft o o P4 ft C ^ ft A r-H !-l CO d oh '*H ftft ft OOO OOO pppppp o CO a 3 o° 'S c3 p oi $ o ft o ft oA +j r-H rH 'Z % P o1^ -rHftft^ftCjOPiSOsPl0? ftftmftolftft^dfta - ■ ,3;pfiP>>>dC5^2S3 S 5 B ^ °h oi ci d oi d o o ft ft ft ft ft ft ftftftCqcCCfiCCt/2C/}CGCCCCCCCOCCa2t/2cea2 1^ 00 0:0 CO CO CO 'rf 1> I- 1- HC'lCO^iOCDNOOOOHCiCO^iO^NCOOJ rf ^ U1 T rf ^ lO iO iO i-O iQ iO iO iOiC lO i^. L'* L^» 1^* l"- I> 1>* 1> p» 1^ !>■ 1^. P* i>- l'- I^* SECONDARY SCHOOLS 1921 8,500 ooooooooo >oo *o ooooooooo • o o • o O O O O O O O Cl C! 'OO • o soHo’iodGojirt • o o • co i— i lom io to '^r-i|CO oooooooooooooooo •© oooooooooooooooo • o OOOO 1-0 00 1-0 00000000 ■ o ccicoo^iCHO o' cc id o id io o • id Cl rH if* Cl Cl rH CO Cl Cl rH Cl ■ Cl ©©oooooooooo • o OOOOOiOOOOOOO • o O lO o o o o o o o o o o • o id oi o id lo ©oo id co lO od • o' r—1 Cl Cl HT CC r-i n 'Cl OCOOOOiOCOOSOOOO 0-1000 ot^-oo lOCOOOOl'-l^r— lOOOOl— ilOOO -^OOiO-H rHC'IK'M’-'rt TfCOMnO'C LO rt H d rH rH i — 1 © o o rr cc o 00 oooooooooooocoooooooooooooo O (©OOI^OOOOOOOr— .OOOiOOOOiOOCliC© Cl rHCOOHHl^Tj'CC^HrHiCiOMr- iOOOCChCICICI rH rH . . o . ©«■•©•• ©••* COCOCOTf'^COr^^'T^CO^CO'^COCO^ CO CO Cl Cl Cl Ol CO rH CO CO r* CC rH Cl Cl Cl 'H1 'H 'H Cl •'H o^o 'odoooo • © Cl rH • OrHCO ’ t-H © © • • © H Cl H CCOir OH • jo o © © © d • ci Or- 1 tH '0001000 • t-H Cl © ; © © © • CO © © • • Cl rH Cl Cl d Cl Cl © CO • d © © CO t—1 t—1 • rH ClL-H^rHOClOCOOHriOOOCl O TJH ci Cl © © -^ cc o rH © lO rH O rH 0C O • Cl © Cl CO Cl • t-H Cl ©COClLO©COOiOHOiOHiCtO rH rH H Cl W O C D O C CO 'd Cl O h CC 'd Cl O' © r-H © © ^ © -t* co © © d cc r> • CO d Cl rH O ©COCOO-HT'D - HlO©-^ Cl Cl © © o i • • o lO O Od o • III • • Cl • rH • © • © • d • O © • rH • • © rH © © Cl © © *00 t-H • • ci -? © © . rH • Cl • • i“H f • • • • T—t • • H H O to © • • • • d r-1 • 1 • • « i ^ . Tjl • r-H • © • rH • 1C © © • Cl • • © Cl rH © © rH CO ’ rH rH • • © E* H CO • t-H • • i-H • • • • Cl © © ^ © Cl 1 • • • r-H ; w i • • d © rH • • © © © • CO . . . . Cl © • t-H lO • © •OHH© • © • • rH • • • • © © © © © Cl • Cl • • • t-H rH © • • © © • w , . , .t-H © • d © • CO • © t-H © t-H • © • • OOOOOOOOOOOiOOOO^O ooooooor>oooocoooooooooo^^oooooooooooo r— ( 0-1 t> CO CC CC d LO CM t-H 0000^00000 0 0000 010 OOOOOOO-HOOOlt-OOOOOOOOOOr^OOOOOO^HOOOO T— i Ol O rH CO CC CO OH 1— « l>O^COO(NHONHONCOTf .ppppppppppppppppppppppp ,pppp-upfjp ©rr-H pH pH ft p< PP Oh Oh 'Oh ft ft ft Oh Oh Oh Pi 0< 0- Oh Oi Oh Oh Oh OhT^ Oh Oh Oh Oh Oh Oh Oh Oh (D^(D0G)Oc)C;G)ooo0ODQja)(D(D^a)ajQO(UrH0^a)a)iD0!Daj flflQPPflqflQQQflflPQQpfiflflflflfinflfiflflQflpQQQ a> . S :S( ?h 'tft c/5 *— • a> a) p v a> a bo o — i p » 03 cq M H 5 > ■ « d « oj > 0 g Son 55^ ^.5pS8*§dSg SPKOoS^2. ; CM'1 H h pq - o CD r} rS^- "C tsi . m s a) G5 ®-s >3 &3S a> S ’CGrC^ ^ C o _ • Spip^; Ifcw 6 •rH . HH (T_) g 2 s a CD r- «3 r_ g>td PP _, O S W See a o c o 'O ^3 "O be c o do Sod a§ a ‘G o -G "*> ^ C/5 ' r~i >-S > ? oo? C" o HihH ® O o ,GrOrC bo c c c d d G2 d o o o c o o G'O’CGGG'u bo d o o r* O m r* dD di sB *-< ^ C3 O O n.d'd'd O bo Hd o o -G o ec bo o do dee * o o 6 o o c c o o G bD dd o c o rG'drC c c o 'C'C'd IG G > o Si tc ^ bo 5 c3 be bo G G CPG Sh -p> o S o G i H— > p H uimmviaiviuimwtxiw Pi Pi ^ Cv H P Q) ftftft Ph^S 0) > 8 « bo ^ txc” 0 Pi rH O Bs s^ G >. cere bejg QJ p Sg:' rt o3 H H ! G O tc o G s^s 0 b H gj3 o HHH G ce 11 d G GGG ci 05 GT; 0 0 oj 0.0 Oh rft >> O 4) -»-» -3-3 bo 32 G ^ ■G,o3 a o d G O g CO O tH C3 CO Hf< 1-0 O 'O OlO O tC O 'CKD O l' M'- I' I' t' l' L - i' l' L' L' L~ O' 0^ 1- O' 0^ L' ED 99 — TOE II- tOt'00®OH(MCO^lOfflt'ClO(3)OHiMM-?lCtDh-COOOHC'lCOH'LOOt^OOCl M>M>Booooa;oooooo«co«roooscie!ffl03o:oo5oooooooooo L'* O'- l> t» 1— I ~ O'- O- I.' 1 - i' !>. 1^ l' I' l' I' l' I' re OC » CC ®X CC * X XI -121 * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 1922 EDUCATION REPORT, 1898-99. •sni'BJisdd'B opt} traps pun Pant -ttunj ‘sSutptraq ‘spunoiS jo onpiA. ?i o o o OOO o o o >rT cr -r CL 1-1 T— 1 o o o o o O O CL O O Cl o o o o t-4 O iO lO cf ririM ooooooooooooo ooooooooooooo ooooooooooooo ocToooccTootd'tc 0~ cT O o" HO CO T— i 1-1 CO O CO •AJiuqij oqj ut saranxQA jo jaqmtiij ; ^ o o o o o o O 00 Cl COQ-fO ”^'0 00 O d O rH O O O iO O O O O O O O O lO co oocio^oaoo^o -c t- OOCOrl^lri CU> O d •[[ijp ^rttjTjrai ui joqmnx j ~ •sj'bb^ ui esjnoo jo qjSueq; C-i'31ftftCOCOIOftft'ftCO©PCOCO'3'-'3<''i''CCCO College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1889. •oi'emaj , ^ CO r-4 0 ft j CO O Tf d rH CO • j ■arept 17 3 O CO H Cl Tj4 • O O rH Cl • • Gradu¬ ates in 1899, •0{t;TU9J to 1 00 0 ft H-8j .. ^ VI CC HJ r- G ■a['BUI3J 30 00— 10 X8P»X*ON-fX'J'OiP»OXMt-aiOi CO CO CO NCI03NrtW1lHTiinf)Hrtt'rO C4 CO c ft c ~ © -e CO ^ 5 C« oT § £ g 3 CO * ® •ai^K ; i- I O O H Nu: O O N O lO O O X CC I>NlO h I H Cl d ri CO O rH 04 d CO n o CO 04 n •OTBUiaj & O O O 04 < lOONMHOOHOCCrlCOOO m*Y*K | ^ | H Cl Cl CO rH rH Cl O H CO CO Cl. r-H Cl CO Cl Cl rH rH C_ Cj r-' r-« r2 0 2'^0 Q o q h 44> D, ft P. © ® i -^4404J44.+0-l^+4>-j^4_.4_;44>44>-l-'-Ui-J-4-M+J-4444> ftftftftftftftftftftftftftftftftftftft ©©©a©©©©©©©©©©©©©©© u cq 0> a A M 03 £ 22 o ft/ H PH '2 2 ^ o 3 tJ cc ft -3 S H ft y ao © O >. ! PI 2 .3 ft >>' 0> •■ > c3 cc ■■ o a b> P C tj Q ft ■ « -03 ‘ O o J-i >3 31 O 3J.— C3 -J C3 © s a U C ft 05 q.bH. © |q§pqHV;ud“^:yj^O_|^ 3 OX) -o«o c © o CL rf) O ca^aQ ft 5ft &d 3 bo ft © ft HH HH O G CL ft ft fcJO w o © o © o o o ft ft ft ft ft ft ft r ) o o o o a o © : ft ft ft ft ft ft ft o p. ft © 5 0 §£ ©° 6 4^ to o bo a) o Cft ftig O Oft P^o e3 O J , rg -jjL 3* ft « •gftft £ft|5ftft ocsg,ft^^ o >_ yj o ^ CL ^oS.3 o' © 60 ft s^'ft * ©5 g g ! o c3 c3 o rf Sh .Gh .S 2 > a3 O T—f Cl r-H rH r— ' 00 co co M89ClOt'®®OH(MM4tii0OM»fflOH HHrtHrtrtrtC'ICKMC'IC'ICUN'M' TM CM CO CO ooaooQccccaoooaeaOcioaGaocjocoaoaoooaOoO SECONDARY SCHOOLS 1923 o o o o o o o o o o o o OOOOOOOO • O 'OOOO 'OOOOOOO • >0000000000000000 • OOOOOnOOO • o • O OOO 'OOOOOOO • .OOOOOOOO oooo oooo • OOOOOCMOO • O • IO O O O 'OOOOlCiOO • *000'i0 OOOOOOOO OOOO • CM CO t-H co' CM T~t OidiCiCO O»o" • D1 • rH 00 CD rH • 00 CO id ^ H id rH ■ • COO COCO O lOC1! lOCO" CO D CO 6 iO rH lO • r- ihiO HH 'H ' • r— t • • r-i ri 04 O r-i • 50 250 550 500 OOOOOOOOiOOOOOOOOiOOOOOOOiOOOOC'lOOiOOOOOOOOOOOiCOO OOOOCHOOOlOC^lOOOO-s'OO'^OOOO'Ooa'M OC'biCOCIOOOiSOniCC-IOOl'iCO WMn (00(0 i—1 c-l ift! I— rl M rt t) n n rl Cl CC CC t— l CC CC Cl H H Cl CC ^ n Cl t-1 C) CIO CM 04 CO ft1ft1'C1CCftl'(tlft!ft1CC^CCCCCCCC(MTt1CCTf,CC(MftiCCCCft1ftlft HOH© oe? ' ' O ' 'O • • O 'C^l '* i • i • • . o ' • • O 'CM . O CM i — I O rH O *0 • O *0100 • • O CO • 1 I «•»••! Ill I till! 1 1 1 1# • 1 1 1 • 1 I I t III 1 | 1 1 ■ • 1 1 1 •• I • e • O rH o • rH 04 '00 ' ' • • • '04 • • 'CO • uO • • • • 'i — ! 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OOOO 'C '-ft ''ft 'ft o c ; o c ! 'ft 'ft ' 05 ft . , — o ^ oA o aA SPo 'o a a ft ft s ft >»p3 cbcbrfcicScbcbrtft OOOOOOOOO o O -2— > H-> GG f- S-H c/3 <3 02 0 0 oo O) 02 AS oo bn^ rSS ^ ft Co OO > o c ;rft A o . ° E.O >, b-.A c3 ft .— 536 ft ft x o ft 3 AAA ooo 0 I O' iO IO LO lC lO uO C O O O tO O 0 C <0 CO M - D M'. COGOOOaOCOGOOOCOCOOOOOOOOOGOOOOOOOCOCOX)OOGOGOOOOOOOOOCCCOOOOOOOOOOOOOOOCOOOOOGOOOOOCCCO Columbia . | Township High School...! Oscar Chance Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1924 EDUCATION REPORT, ] 898-99. •stntuBddw oijrpiaps prre ‘am; -imtij ‘sSmpqnq ‘spunoiS jo aiq^A •Ajtuqp aq} nt sararqoA jo aaqranx •OOOOOOOO o o o . o • oooooooo o o o • O •OOOOiOOOO o o o • O • oedeeddo cio cf oT of • l>-~ • CO M CO O H CO t— H • • ^ rH ' o o o o o o o o o o o o o o o o o o ■ o • o • o O 00 t> O I> iO *04 Ol CO H • 0100000000^0 O H O O O O ^0 0)0 iOC5C^C4rHl^WGOC10 OOOOOlOOlOOlOOOcOO 1-0 OOIO 00X0 010000 CIHIN H O CO CO r—i CO »-“i r— l •[Ifjp ^J^xiinx ui J3qinnxvj •feU'ea^ ui osinoo jo OOCO-H'^-nH'ttl-flC'lTrl-rtl'HhHfCOCO

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' Dept SECONDARY SCHOOLS 1927 • oooooooo • ooooocboo •OOOOlOOOO o o o o o o o o o o o o O O O O O O O O O O o o o o o O -OOO o *ooo to 'TPOG • o • • o o o o • • o • • o o o o • • o • • o o o o • O .OOOOOOOOOO -o O -OOOOOOOOOO -o LO "COOOOOOOOOO "O . c4 ic »c o'rH to ic o • HCOH CN -'T CO O tO tO tO rH 04 rH O 04 O o' O OO TH l.'- Hj^ 'lOO »o • rH rn 04 • 00 • • O o tO 00 • • • • to 04 • th • co id co oi oi x o o • o • L- rH Ol ooooooooo OOOOtCiOCCOO G lO CO N N iC G CO 04 O O O Ci tO tO tO t — i TT' 04 PO o O H o o o o O tO 00 to n I> to » • » • to < rH o O to o ■ o *ooo • O • CO to 0 1> O 'to *ooo • th • l> O tC H ^ • 1 CO C4 » CO o • O O O O O lO O O CO O O i— 1 O .OOOOOCOOOlO L.O CO 'M-b'OrtP !N O pi C-l to Ol tH 1 » I • I 1 • rH*' • • o • • • • • • ; : : : . o o • • . 1 1 I I 1 I I • 1 • • • 1 • • . . . • hH HT^ Tf tO hH CO Hj< CO CO CO ^ Hjt rHCOT^H^Tt<^COTt'CO CO CO rH CO ^ CO CO 04 CO "Hh HT1 04 CO Tf< CO O 03 • O 04 lO ■ r-i • • O *04 ■ ocoo • • 04 • 04 • Ol • * tH • iii 04 04 • 04 ' O . .Ol • p .COOOPOO ■ 04 04 O O • 04 CO Tt< • r— ( • • TJ< • rH • rH o O • • rH • rH • CO • • ' 'Oh '04 • O • * rH < CO 'OOOOrHO • lilt 1 l> 00 T— ( 00 • H l> CO o 04 • 04 OlOiOH 00 CO Ol 04 00 rH tO CO Ci 1> 04 ' O 04 O N tO C4 CO • • TH • 1 to 'OCOOCiCOt— OOCOtH • Ci • 01 • • 1 10 04 -iMOCOO r-f • I> to CO o H CO O OH> H rH 04 CO Hf* CO 1 O O O >C CO Ol H ' • rn • • 1 rH 'OGOtOOlHOHOH *04 • 1 I 1 O CO to O O 00 O 1 o O ' 04 • rH • • • • i*ii lO iii* o • * o o • I I 1 1 • I o • o ■ • ■ • or< o c-i • oi o • CO 04 to r- H O Tji *04 T— < • T“H rH • rH • 18 • • « • tO • • • • O • • 04 tH • ■•• f— ( ■ • O • O • ■ • *04000 'COO • Mf • 04 f—i Tt* lO • O rH • i-H • i i » O 1 • • tH • • • tO 04 • ■ ' rH • 111 • I 1 I 0 • III 1 e 1 • O 04 ' • O • i * • lO • * • ■•• ii 00 rH O tO III* o ' * * O ' 04 iii* iii i to • O CO 04 CO CO • I-H CO • • • |> . . . o • • *04 iiii C4 • i i i • • ■ i • • • • to rH • • rH • ■•I iii i o to O O • i • • o * • * O 1 H Hh iiii i * i • OOOOOOOOOO 04 O O to o co o o o o 04 O TH o OO rHOOOOOOOO rH CO ooooooooooooooo rH rH OOOOOtOOOO 04 O O rH o M1 O CO o o o 04 O Hh' O O O TH Ci OOOOOOOO 04 OOOOOOOOOOOOOOO CO rH CDCOCOCOiOOOOt^OO CD 04 to T-1 CO r~D PO rH 04 to CO t> o rH O 04 CO H H O O rH i — 1 CO rH l> rH COCOQH4>ODCOH'Hl>tOOO iH CO CO CO rH i — 1 Ci Ol 0 4 04 tH OOtOOOiOOH'HrfCOHOO 04 CD O 04 O rH m rH CO 04 04 04 OOMCOGOOOhO CO r-uo 04 CO to O rH rH rH 04 CO O 04 tO rH 04 tO 00 O CO tO tG 04 r-1 i.^ 04 tO tO tO TH 04 Ol 04 tO t>» O O rH 00 OOO TH tH rH rH 04 04 rH 0400tCrHt^O04L^t0rH00tOrHO rH O WHO 04 r-i CO 04 tH 040HHHO 04 rf 04 O 04 O rH CO O rH O 04 OOOOIiHOOtHO^tHOOO HrHOtOOrHOOOOOOOO Ol - CD r^*- -t-j 7? fcJD.ii °o g _Q^S S ^ O j-jj S tn p p O M <3 a 0JCH co O a- ci 3^ o g a g: s « >« a «-s §t h. £L P rP .P P P • a S 2 pO i£d o p M cj ® ® ci • . &? • a^>« p pp ® s ,p >•• ° 9 a a l> m E .p a H boti ^ . d -p hs §hk gf a .2P rj O ^ o o o o o o o Tj 'C r 2 -a GO 02 4— * -H -PrP P bo bp g P P P o 5®ooS2*oo o o O GO cc o oj c/p b.0 05 M P O o M M a P p -p p §>£ Spp Ca Ca Cw PPP p a '3 g> 4— ' r-< p p •2 So ci cS PPi os a 9co.; bo bo P Pi p p bo go p2 M o v ao p a 02 CO til P a bO-bi c3 c3 ^P^ _ P to O a a a P £ P > P P ? CSP! q3 d cd >.3 Jh p !®o :p3 bo o o a M - P P «M bC o o o o o o PPPP'C bo co T3 p o flD a O bO , *_ ooo rC rO 'O' o o a ~ cS cS « ci )5 S a — f 'T' "P rP oi os a o h pp: a -p -P -P r=H f=H M^iOPNXOSOH i ' l'- t ' 1^ CO 00 Ol CO in 00 CO 00 OO C> 35 Ol (ONXCiO- 00 OO 00 CO cn Cm w ^ '0 * H N CO iO O 00 O O H Cl CO Tf< c^ciojcicj^ocnciooooo QJJQOJOiGiJiOiQiCOOCO iCGNXOOHOJM’f lOOI" O O O CD O t— ! r— 1 r— 1 H H r— I i-H ooooooooooooo 1018 I Milroy . ' . do . I John L. Sliauck . I Dcpt.J 1 1 0 1 2i * Statistics of 1897-98. Table No. 42. — Statistics of 'public high schools in the United States for the scholastic year 1898-99 — Continued. 1928 EDUCATION REPORT, 1898-99. •sxubjbxIcIb ogiiuaxos pur? ‘airq -itijuj ‘sStnppnq ‘spunoaS jo0n[tq\ aqj nx saTrnqoA jo jaqxun^; ^ o o o o o • ooo • o o o o o o o • • ooo o o o o o • ooo • o o o o o o o • • ooo O O O O iO • ooo • MOOOlOO o • • ooo O O N of of • ft »o co" • of co" o" O T-i of uO • • >o o io rtiOrl • M rH • r— ’ CM • • CM 7—1 OOOOOOiCOOiC O O uO O O lO o o • O ’ lO lOO'MOOO'MOOi-H CO o u o o t o no • LC0 • 04 co o t— i co i — i COHOiOCO t— i 04 O i— l 04 • rH • ^t* •pup AJ'Bpiitn ux loqtfiux; O 'sn?OA ux osmoo jo qiSuoq 55 Tr^^ocooicoco'^-r* CO CO ^ 04 CO CO ^ ^ ^ rf< ^ Ui OD , tljl o ■ ftc O u ^ O ft G % aC ■ a: r r— • /-* rH ft — ^ 5 a g 2 ■£ p ^ S ©p bet: ‘3IUXH9J 50 if P 03 ®ox O «S •auxaraj; lOOI'l1 '3JHM p=t CO CO rH rH rH C1HH *CO O CJ Oi O CO bD v P. OSj 73® e3 ” ft § o ^ P y co <13 (H 3-1 'S-J3 5 GO 2 OS <■» i — ( C3 p O-g O o ■0[Bxn0j pH O O rH rH O CO X) o H •aUH CO pH rH rH OJ t-H rH CO 04 o rH ■0[mn0ji rH 04 lC rH t-H O CO o rH O Ol o o o 04 ‘°lBK h O -8 O T— 1 04 O •H •aiqxnaj ooooooc^ooo s ® P ■ara 55 oooooot-ooo . S3 cs cd 3 m “ •aXBtaaj | so -ft A A g‘S 2 * o o 0) S to CO 05 02 ■0PXUI9J CO •0P?K I ‘0 OM CIHOOOCIOO t— I O O O i — I O HO^O' H H CO CO H HHCOHHH CO Ot CO CO 04 t— I S ppp.p ft © .5 g p Sas*" c3 ft *G CC ft ft ft ft ft ft ft ft ft ft QCDCDOOOOOOO) QfiPfiPQfilnPQ , -H> -H> -H . -H ft ft ft1^ ft* h CD O O h 0) SpqQmQ -H» -H -H* -H> -H -H> ft ft ft ft ft ft CD GD CD QD GD OD ppCiQpp Sg CD .5 p:> fe; bc5 f u P © ®aS' W © ^ 1 • c3 8 U1 P 82 j* <3 ft; ft P-t c ^ !z;-g • © 3 > t! "u ^ ^ P i • P — i • O oS ^ • O a 05 i f 6- ■d d r WOP 03G • O > 02 1-5 ^ o o o o 'P "P Tq rP ooo P o !_■.§ uO“ O® o o o o u^ppppp 3 bo o*s Ph w rP _b0 ffi P. o o *5*000 w'c go a So ■p ^ <13 03 P o P^ PP o ■f o, o w CO o Pu P 03 P.2 c5 GD O -4-> OQ J3 ft O CD I ◄ & ◄ S 5zi c5 P ^ Is » CD bD CD CD O O u * CD CD CD &g f p a p p p p p o c o o o o Q 0) *-■ 03 03 -P IP; P- C (X> p & ■ _ O W CO 03 0— r— l 1/3 P 03 03 03 .£’ P P ^ f-< 1-1 !h p b O O O t-1 P P o o o o o o p o p t-< . ^ >> cj © P 03 e'-* r^i ^ > c ■ © H 03 p - -. P 03 p^«s^r O p p P £ C5 O H N CO ^ lO CO N 00 tH (N CUN Cl N N N N Cl oooooooooo 05 O H N CO ^ CM CO CO CO CO CO o o o o o o no CO 00 Oi o CO CO CO CO CO TT* o o o o o o SECONDARY SCHOOLS. 1929 O © ■ O CR O © O o o ,ooooo ioo 'toooois 000 '666 000 '666 000 OO 'OOOOOOO • • o o • ICO • o o o o o o o • . o o • t-ho • o o o p:o o o • *oo • o • o o o • o • o o o • o • O o lO • o o o o • o o o oooo * o o o lOOOlO • o o o i> cd • ci ad rr o~ 1 1 • T— i T— 1 ci • >o CO • CC Gs • • • T 1 ' ' ' cf o *oo vd co cd th ic id • • id • rH rH • rH lO rH t— 1 ;-H • 1 • co • o i> cf • • PC ci id o" id • o o" o Cl rH CO • lO Cl iC o o • o o o o Cl O O 'lOOOO rH rH tO 1 '^T1 rH CO • • O O O O O lO lC lO • * < O LO O O O Cl Cl co • ' 'Cl 'H N C) H CO • ooooooooooooooo COO'OOOOCOOOlOlOOOHiO t-H CO lO CO O TH H LO H LO CO Cl H o o o • o ' O 0C O • 1C 1 O O • Cl • ooocioooo OOIOHOOOOC5 1> CO 00 O Cl hH id • rH rH :::::::: • • o o • • o • o • LO . • Cl . CO CO Tf ^ Hjl • hH ^ ^-d-FCO-H-H^ClCOCl Htl OCICO^OOCOCOOOOOOCOCO O CO O CO O H • • CO rH rH ' O rH • • • •OOOr-IOOOO OO *00000 • rH • • * o o rH • * O lO • t • 1 • i 1 t • *lOH • • O • . r—j cq ,—j . rr, rv) •OOOCldOOCl HH • Cl Cl O O rH • Cl • • • rH Cl • • • rH • • o PC • • • • rH rH • • Cl HHHCOHiO’fClH • CO CO O hH Cl O iC o Cl OHQOCOOOOOHPO *OrHOO hcidocoo rH • Cl O co Cl O CO Cl Cl H H C Od »C Cl CO Cl • r^OOOCOOOCO o O r—i O O 1> O O Cl Cl Cl • rH Cl rH tO rH O CO rH rH 1 Cl H H H CO O H O ■ iO (N • ' O 1 • * O 1 r—i O • 1 O • i i • • i • • • i • i • 0 ci * CO ••••!••• lit • i 1 • • 1 i 1 1 O ■ -OD • CO • O • Cl • • O CO ■ Cl pO • • Cl • • . o • Cl rH • -CO i i i Q Hi i rH •••••«•• ill I «•!••••• ill 1 iliilllV O • • rH iO * tO • CO • rH • • rH Cl • • CO lO • iO • • ■ O • i — 1 O • * rH vO lO • O O O O Cl ••••••• i • • • i i • • rH • l> • O • Cl I i I I i • i O • • 1> lO 'IS- • . . O • O rH • • rH O CO ■ COOi — iOO • • 1 • • • • d * rH • CO • i rH • • 10 i i i 1 i i i oooocootoooooooooooci lO Cl rH rjl OOOOOOOOCOOOOOOO PC O O O O O o OOOOOOOO rH CO OOOOOOO^H CC O O OO O O O PC co CO CO ^ ooooooooooooooo o o o o o o o IhOOOOOOO Cl 1> ^ co O ^ Cl 05 Cl uo Cl Cl T— . T— Cl-dflTHCOCOrHTHCCCOPOaO C H n C H r Cl H D 05 C l O C C5 H H H D H CC CO CO CC Cl CO CC Cl rH rH 'O d CO CO rH rH Cl tO rH lO o 00 rH Cl 00 C5H to iC to to LO GO O Cl CLOO rH Cl Cl Cl OO-fOHiOXC^O^cCHOJHD^HCl D im^ 00 1C H Oi Ci ^ M X O O CO O 05 00 O Cl hHI^QOOOlOhHIHOO r-! rH CO Tfi rH 05 m 0; Cl H Cl Cl r-i Cl CO rr CO Cl OC CO r-l C! CUO H CO n H r-i Cl ^ tO Cl OHClHHOHHOHnOClClOOOOO OOr-'Or-iOOOOrHOCOOOO O H Cl C Cl O HOOC1HOOHO HHClClHHHriH^ClHClHHOlHHCl Cl H CO Cl Cl Cl H rH Cl Cl Cl lO CO H H d Cl CO rH CO Cl HCOCO^ODHCI 40 v -P -P -P -P Q4 Ph Cl, Cu p- Or 00)0-0000; Pu Qh CU Ph P, ( O O O O O O O -H> -4J , P^ 4J4ipPPPPPP-UPPpPP a;a)a;ca)a)a)a)a;co flfiflfifiPflflflflfififlflfl £L< Qh Oh P-Tl ^ -H» -t-> Ph Cp Ph Ph Ph Pi 0a)a)0Ha)0o ppppSppp . a> ! G . bO , WdS wo; £ Oj T» ^6 O a i«R o p T< r2 § S csOR^P R fltik'HR r * r'"t ^W O GO .o R ro . f-< C C 'CP * o o c o P P "C P • >>>>> ►-* r* r~ r" r- r~ o o w R o pj a aa cS P o_ C 'C §r t «-Q b Rr 33 i — i CD 0) q §,«!* &l!l§gdS O oSorK-3 ^ gw ^ ^ ^ W ^58 o a w d !W bn o c o o o -R °r X cc r w w 3 CD & ^ >2 ■" R gd.R WW ciP C O WW >. CD ; £ a !5g > +j l Si u : O O ; W W o R O R > £ p o _, O +- R t-R! o O 33 T- WOO iffi1 : o . * o \--rR . O o 12*0000 ■ r ‘ -R 1 R rR 1 0 1 o ‘-JJ.t0 ffl CCrr! ^>a r M OQ H as OirP p p p GOO gT3 § o *§,■53 v/3 ^3 C o o c o o o a> Girg pi c Jl 8 cc OQ CD WO KW , Ph j_, • s,s • bc-u .■ M s-< & u a> o -u O R >.R3 W » x R R'OR ® O hc!> . ° RW Rr--WS ■aw iO 3) .R £h ^4 "3 ^ W < H, ^ B 5 B .2 ^ qoS?PhPSR . R W a> 2-^-2w ° CWd 2 OQ bn : o o :,drd §oo o 4C-_ o o d o r—H OL GT b- Tl 3 P- . PHGOco^^cScjcScSO cr. q P Ph o o ■II ” rn o o R3 V CO p bo s CD % 5 W'd CP 6 w Ch W P. Ph Ph P P o' GO » •R W fRppp^^p^WfW 0) d) Rp SOT ^ a pp bop « cR ft HWCOHlOOt-COOlOHMCOHlOCOt-COCC -H rr1 rf -H -H -0 -f -H LO IO to lO lO iO GO Lft iO iO ooooooooooooooooooo HHHHHHHHrHHr-iHrii — !ni — HHH OHNCO^LOODCOCOnfMCO^ oddo o co to to to i- i- i - i- ooooooooooooooo OCNCCOO i - i- i ^ i - co o o © © o o H r1 H i-1 rf H T— < Cl CO 1C CO I— CO occocococococcoo oooooooo * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-09 — Continued. 1930 EDUCATION REPORT, 1898-99. •sro'tmidd'B ogpriaps ptre ‘aanj ■iiunj ‘sSuipiinq ‘spunoiS jo a » o oco o o o Cl rH o o o o o o • o o o • O o o • • o o o o o o • o o o • o o o • • o o o o o o •OMO • o o o • ■ GOO rr~ o' o' ■ rTc • tjS* ^ co' • CC Cl • rH • • • *AJiuqi[ 9u; hi sdixmiOA jo jaquinx fH o o o o 1- o o u- t— 1 Cl rH O O 1> COM iO O Cl 0000000000 OOOMOlOiCOO^ tH UC r- 1 rH rH Cl rH rH H •m.ip Aa'BmiTn txx aaquxux i S •sjcoa ui asjnoD jo qgSuoq iCOCO^COCOCOCOCOTjt c3 r> C H c3 O dents in the class that * gradu¬ ated in 1899. •atimraj £ lC O O o o O O Cl • •9PK 17 70 Cl Cl o O O X • Gradu¬ ates in 1899. •91UUI3J ^ ■^CCXtH OCOCO (NH rH rH Cl o O O 3 O OC 05 •3UR 15 WOHlO Cl ^8 LC O t-H rH rH Cl Cl CO o o o ox rH Scien¬ tific courses. •91BUI9J mM o o o O o o o 1 ^0 ®r®H | 2 t-H rH Cl rH o rH iO . r— < ^ m ^3 g _ ^ [H o o •apuua.q O O Cl X rH tH Cl lO ‘3t«K 2 rH CO • Cl Cl o rH O Cl o ui fcjO 0) p bJD •H O H — io &« i A ,05 •ajBinoj © o o o o o o o o o 000000050005 rjT X o o 9ra £5 0 0 0-^8 ooo X w o o H CC' ct +-> A i U c CD a h w m p “ •3p?K COHMM Cl Cl r- 1 rH Cl HMOMHHHMHH rH d Depart¬ ment or inde¬ pend¬ ent. H Dept. . Dept. . Dept. . Ind... Dept. . Dept. . Dept. . Tnd. . . Dept. . -H -H -H -H 4-- H> , , -H 4-» pu P* C- ^ &H r-» P«p4 Qj o o;cd O cb a'O j p -1 — < • nr: ce O QQ WO§ CD .5 > -H ^4 ,ti c3 :Ph° ci ( £-P 5 p g5* «« w-o a a II Jo 3 rk f=5 ^ .P O) >^P O O ,^Ab g. r-K ‘ • OC ^ *-5 ^ £ P K S : Ad 50 p* .60 GQ ffii iKcc^O cS 02 ri ® ph +e §8 o° hQ o a £ s* o UI be U c-i * c - •a-? 5 0 02 5 -P r a ~A ‘-n P Hr* »-i HM he o“ o o c o a A3 pj -o pd ps be > o c o ' P P P a o w be S a o H . n'o o> o -H H ji o H ^ o APP oe o a ci A3Ad Ad o o o o o o "3 Ph+J beO P c> 3 a o o PhP? P o QJ +3 4-> >CCr r— t f-qt P ° dp^'SO P 0) ^ c-P': Q- be be 3S. O GO ?>. K m K pqpqpqWaQOQciQaQcoco o> as C A4 mm 05 OHO CO -2 iC 00 0 o . o o o • o o o • O O LD ID O Cl CO lO H • T-h r-H r-H * • O P CO CO lD lO Cl O • r-H rH i-H r-H • c »o Or ■ q ci ^ ! ^ • od . o '■OH^HO'deC o • rH ^ LO o" o cf rH rH • ID — 4 o' • Cl P i — 1 • c o • Cl OOCOOOOOOOOOOOOOOOOOOOOOOOOi-OOrH OOOCOOCOOOl-OCOOOOO r-JOOOOOpOOOL^OCl - - - iO w H LC H IM N C'l ^ ' ”‘l CO CO d i — I TO ' — ' ^ J V— ' ^ — / ' — ' — ‘ v — / V — ' - . rHOOOOOpOOOl^OCl H-^OCOOH HCOlO P CO O Cl o o o O r-H o O O Cl rH r-H CO' Cl OlOO lO l'- lO P P O lO O LO o o o O 1^ lO CO O lO r-H CO O Cl ri C-l n Cl pppcopcopcoppcodcop- ‘dcopppcopppdcocopcopcodpppp coci- rH rH • ■ O d • d d rH • i . rH • • O lO H Cl O O • rH • • CO • o i -H * rJK • • o ip i o • • 1 — 1 rH CO • • o d • O lO O • • • d • • O CO CO ^ d Cl • Cl • ! ^ • o • d *C0 ■ • o i O i O i • rH Tt< d dHOOCOLDLDdLOClOHD- H • Cl CO r — IDHOO lO O • 00 Hr H • rH 2 0 2 0 - O rH o roorcimoinocc Cl CO O OHOtMClODdCOCOOCl^ • Cl lO CO CW O CO O • d • X MOCOOOOOiO (Mr-omoiroccoor-ico O • • O d • CO • o o • • O CO . . ! o i> d • • • LO • o • CO Cl Cl • • o • rH ■ o ■ • • • 1 — l rH • • O 01 • rH • O rH • ■ co in • • • GO lO ^ • • co ■ CO • o • C-l O d • • d : i • d • CO • • • • Cl -H d Cl O CO • O GO rH d • i rjt i • CO ODO O • t> • ■ o « 1 ftf • • rH • Cl 01 d O rH O O • CO O O rH • d • ■ lO • • Cl • r-4 O O d 1 • rH • o • • o • p • co ! ‘ ° • p • GO • • • OOOCOCOCOOOOO^O OOOOOOOOOOPOOOOiOOOOOOOOPO oooooooooccoco d 'C 1-0 T? rH CO 0 1 - lO lO CO LO C lO CO H O LO O 1> N o O iO CO O lO iC. 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Scien¬ tific courses. 1 ^ •apnraaj M o rH • o : • T— i : :° •ainK 13 1 0 r-H • O i • CO • • CO Clas¬ sical course. •a[nuiaj (?) 1 O M 1 ^ : O O rH o '9FK 11 o Ol ■ rfi 00 Cl rH rH 03 ' A ^ i ^ r; a> 2 © P ^ g © ® £ •apiana^ © PH o o o ci S'S gs m ® •01^013^ | X O c-l CO O H-OHOO^CtOMMOOH i— I 1-1 H i — I CS ,£ | CD A 4-< w CO P “ ■aiuraajj © O O O O O O 1 •0U?IM K5 I H H N IM :-l CO CO H H N H Cl +* Ph h- a: Ph 0 m i o A cfl > a £ I s § § * t? 03 0> 'A co 0) A p z~> rv* rr\ -2 pq o co A dg-4 a tpSoR §G^PQ^.| ■" o •p © o Ph »C a; a ° os ss O o +J cj 4-> CO •Ph o o o o P2 CO Pf Lj >-h n; kh O o C .Sup rP P S®CC FpJ'P'C P &0 O'" Bh 4© O ?-H oA A > -4-> H-S c n m > B h P O - -- -O c3 . co co V ts • _ llllllss- ! a) , • a . q_j - * •-* *H r4 ^ h agn^? Wffipco : 3 p • A ci * S;^ a § § * 'If-p § H 0 0 § CO 0rP ^ -H pipsag •£ S~ p p co WcoOO 1 i o Cj Op K 0 CBCC7 ppp:H w o > Is o o ci A '§ o gp1 w c/] h Zj •m Pi "" P P P H Oj W^coH SECONDARY SCHOOLS 1933 ooooooooo OOOOOOIOOO OOMOOO Oh • O • o ! 00 o o o o o o o O O 1^ o o o o O O rH O O O O ooooooooooooooo ooooooooooowooo OOHOOiOOtOOOOOOlOOO OIOOOOOOOOOOOO OMOO ooooooooo rHOOMOOOOOOOiOOO o o> o co od o M dH rH O rH lO rH • ”H-* • rH O O O O rH 05 CO rH H Cl H1 ft O lO ft TO ft CC CO l'- O TO lO r-i CO CM CIHC1 C1MHH CIH ci d d ri 6 d lo o ic o o 6 rH (M O H CO tO (M rO lOOiOCOOOOOOOO COrH<£> OOC^OOOOOOvOi-COCOC^Or-HOOr'-OiC'OOOOOO'-COOOCOOOR^OOrH OiOCOlOOMOO0'MOOCOCOOOOiOOOX'NMOOH',JHHO(MWOODOO^ CO O N ri (M H X lO CC H ^ HHNCOCO'^COH'Mr- I'M CO iC CO (N CO tO GO < CO rf rf rH CO rHrHrHrHrHrH Cl ^ lO C Ci Clt> OOCI^OOHIO-COUCLCHODOH^OCCLOCOCOOIOCHHIOC'IOW^OHOOO: i — I r— I rH Cl r-1 rH CO Cl CO OOHOCOHHOCIOO (M O CO C3C O n W H H Cl O »0 Cl Ci CC CO N rfi H ^ C ^ O CO CO O O O CU^ H H CO O O XiCOHOO COCiOHOO Cl Cl H O r— 1 rH Cl lO rH O Cl Cl OOOOO iG O O O O O CO oooooo-hoooooomooooooooooi^oooooooooooo rH rH rH o 'lOI^HCOHMOCOClOXiOiONCOOCOiOCOOHcOOOXOOD I H Cl CO CO Cl CC Cl H O O Ci ^ H O H Cl rf CO Cl Cl iO CO t— < 1^ Cl t— 1 i t— i t-h ci 6o O O CO »0 O CO L" iO CHHHi — IOCOCO LO O Cl O h H iC C. H O h rH CO Cl O O iO lO O M CO CO "T1 t— I Cl C CO H CO Cl H Cl Cl lO ^ rH CO Cl d CO G Cl Cl CO C i — i r O CO H H H H rH rH Cl Cl O CO Cl O H H CO H Cl H HClCOClOHOCOClHClHOHHOCOCOHHClHHCOOHHOnOCOHOrH^o H Cl i — iHClHHHHHH HHHHHHHClHHHHi — I H t — IHHrHHHHHH Cl H Cl Cl Cl OHrH CO Cl t — ! H Cl H . 4-> -t-P 4^ +p> 4-5 ft & ft a ftr^ ft ft ft ft ft <©©ooa>d©©©> d ci te: |ol oo © X o o t-l < w 3 ro S pq fe a a Ph ci SH - 0) CQ •id M . O S' fe o £\2 3^ § Wad bO fl ft d ^fe ci 5? • © ci cc J fe §w tftift CO 3 >.2 bc£ © © O O > d ppawfe ft bo s d © d ci SH o d d ci , o © CCOOOOOiiS^OOCOCGC - d d d d d d d i’P^'CO'C'CP'COo . gtgto W W w., O Q w ft ^5 <1 c o t>> © _*H 3"3r© >v o o o a a o ^ d , d ci o §3 d bo A ^ a © d d 3 boft . d ci O .. d o ;.^w o ci csd.igti'CH d d d u 23 ci g Q d u . o ci gftPQ xn a w . ©w d ^ m -- d §)’r fe^i pop O HH02 p °6c^ooS d o ft " ci 'O pj ft w w 52 cj fe 3 2 3 p-o W Q W 3 O H ® < •r_l >- ‘ . <-> ■ • ^-j ci i - . — • - 2 og SS^HQOW G — ' • £-1 . . . rH :0) oooocooo rGrCrGrGrOrCrGrGr HHHHHHHHHHHmwwppwww o -UO O 4H SH C G ^ ^ O G ci x ci ci ci P P sw Ph G 'G' P C > o G d - - '•■ O •'•rH «^H ^ o o c dddr o o o o a a § ’ . ’ r_.1 Jh C G G *H r-H PPPQPPPP i ©ft 'ft ci o o c o dddd a© ceW a S'p’bow d o o.ftft o O ^ SH C-c pp pq pq pp pq ft^bOt, ft 2 d o o „ *-1 d ci ci ci PQPPOOQ . u • m ; bo :S 1 do • o O bofe ,g cc -d d s§ ;w C2'WP>w -- g ^ H g . : ! p . • . o : 121 3 : :2 © Id 3c d ci v- Aodd ci d © © © OQOOO OlOHMCO^lOCONOOffl OHNM^iOttNOOffiOHNW^lOONcOOlOHCqcC^iOfflNaOOlOHINCCHlOffl i>cooocococooooooooooo oioiaooiaoioioffiooocoooooor iwwr-iwwwwi— ihncinmnnci W W W i— I rH w W W W rH i— I H H rl H H H H H H H H N W Cl C! « Cl Cl M N Ci N O N Cl Cl (MIN O « Cl Cl 1M N « (M Ol W rH i — li — li — IrHi — !i — li — It — It — ! Wi — IWi — It — It— i W t — IWrHi — it — It — IWi — !Wt — ! W t — It — It — i W T — It — It — It— It — IHH i — It — It — It — !i — It — It — It— i * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 1934 EDUCATION REPORT, 1898*99. •snq.uit?ddB orppmiDS pm? ‘ojip -uuuj ‘sSuippuq ‘spunoa.3 jo anpn\ & o • o o o »o »oooo • o o o ooooo «oo o • o o o • o • o o o o • o o o o o o o o • c o O • O O O • O •Ol’OO • O O O OLOtOOO • o o C r • cTc t-h t— 1 O O • vC o • hJ* ■djl • -rji • r— ( "H * 'H’ Cl CO r— 1 d rH * CO ^ •£rt?iqii oq4 ut soranpA joiaqnin^; M iGOOOOOOOOOO OOOOO O O T-4 lC o • o o :i O H o ri 1-0 lC C d CO — ^ O O lO O D O Cl O • iO o ^ ^ 1-C (N^Nr-1 d O t-» r-i ^ COCO d -OiO r-T • of •pup Ajb?i[tux ui isqumsj © e* • ^ • O . . . •••o*' • 7\ • . . ! ' ! . t-h • • •sjboA ui asunoo jo ipSuaq 51 fH co D P m College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •apnuaj 30 fH • CO Cl CO • 1 — t • • CO CO • • O O O h^ • O O -HOiOOO ■9h’K pH Icaoio ■ • CO rH • 1 H O Ol n * O • O d O O H ii ii . • rH q h *§ « s ^ co jq t-h 0 c3 •opunap © H CO CO o rH ‘O CO O CO O O H O D D ^ CO O H Cl H M 00 O i-< d rH CO rH 04 •91'BR pH CO O u x> DOLOrrrCCOOr.D OlH^dOdOOd rH Ol Preparing for college. Scien¬ tific courses. •spreuap p=H ■ ii iiiii i iii it * • ' d * ■ • ' • o • ii* oi co to • * iii iiiii i ii* |H C'l 8 • • ii iiiii ■ iii ii •9FK w M III till! I III II • • i rH iiiii CO 1 iii iCO d lO • 8 III IIIII 1 III H 04 • * • ii iiiii i iii ii . r—* CJ Xfi OQ -J -V Pop! r- *r—< Q w o o •opstuaj « H ' • d • • i • i r i r ■ • •■ is • • • O lC i i i i i i i ii lO 8 • o 8 o e • Ol iiiiiii ii is H 8 • e iiiiiii ii •• i •OIBK F=1 • 1 1 • • o i f I • t * IIIIIII II 88 • • 8 O rH • • • 1 • • • • • CO 8 8 LO ‘ rH • i rH iiiiiii it 8 « t-h • • 1 IIIIIII •■ 8 1 • Ele¬ men¬ tary stu¬ dents. •aiBuioj © M OOOOrHtOOOOOOiOcOOOO OOOOOOOO CO rH rH •0tBK © OOOOdr— lOOOOCOOdOOO OOOOOOOO CO d rH 1— i Secondary students. "S[muoj 10 or — “oooaci^^^aooTiioiOM holohnosoi rlt-O!0C HOi^UCOHOOHOHia i— I'l'VHOOfffl I— 1 T-t O) rH •91 VM ir® OCOOOitOHODCOOHiOHOH lOOOHOGOCCCO n C lO C HiC^h Cl d CO COHO CO Cl H H 00 d O i — 1 rH Second¬ ary in¬ struct¬ ors. 'aX'suiqj © O H CO H H d Cl (M i — ii — IdOOdOd OHHHHMN^O •9F8K iO t — 1 d rH rH i — 1 CO ^ — 1 rH rH rH d rH 7— i rH rH rH CO tH rH d O rH CO U ~ r ci P a© ® a c a ® a> H— ’ ' fiqqqqQqpQfiPQftfiflS o^ooooja)o flflflflfiooa M • i U 3 ! ci O :OH P EH s J * x r * n >> d O ci O ^ o s ahi5r«r?o^ a asng« -^.sn OrtCC^OHOcc^HfiSOoDHPl ^Oc^OQk'hH P o3 £ c CO fc/3 O O O O G rc> ^ r o o HH UOOC^OHNOO^iO^NOOOJOH^J OlC'l'NCOCOCOCOCOCOCC'COCOCO'TN-T W (N Ol (M C3 (N (N M (N (N (N (N N W Cl i — I i — I i — IrlrinrlnrlnHririHrlH CO Tf iC O 00 05 o (N C'UN (N C'l C4 (N rHHHrlririrlH SECONDARY SCHOOLS. 1935 o o o o o • O O O lO o • O O O LO o • •OOOOOOOO • oooooooo •OOOOOlOOO O O O o o o oooooooooo oooooooooo OL- OOOOOOOO •0*0 0000000 • •01-0000000 • ■OCOOOOtOiOOO • •OOOOOOOOOO •OOOOOOOOOO •000000*0000 id'o lOD CO • rH CO • • V Cl O O iC O i.O o • H ^ lO l-' CO CM C O lO tH HiOOOOO iO i'' ift rH iO i — 1 i — 1 i — 1 CM rH i — 1 CO rH • CM lO uO O 6 L— -ft ‘O CO • 1 rH rH CO rH • • O OO OOlOlOiOMO ■HCOTfl-OH 0 1 COOOOlOOOOOOOO HOO 00 o o o to- o o o HOJCI CO (N CO 03 H tJ. CO • O O • Cl o • CM Cl o >o O rH rH "H 000*0000000 O O O CM O VO *Q LO O *0 H CO GO O lO Cl rH rH CO Cl • O O Cl O O >iOi — l o o o • CM CO O n CO • O Cl 1- *0*0000 • lO rH Cl CM O O *Q lO • CO O CO H Y H1 Cl H • HMOOOO • H CO CO O lO C 1 • Cl rH HCIO rH Cl rH • rH • rH COHH CO COHHCOCOH^^^ H COH CO CO COCOHCOCO'fCOHHHCOCOHHHH Cl -H CO Cl H CO H H ^ H CO CO CM HOIH H CO Cl O H CO O O CM Cl CM O • o O rH o •OOCOCHHOCO ■ ’ O O CM rH rH Cl O • H O CO Cl • o *o o • O rH O rH rH *0 O rH rH O O O rH rH *0 • CM rH rH o ; ^ i — ( *-0 CO rH ^ — 1 - • • (M O iO Cl Cl O Cl • O O rH CO • CO rH O • O O O DCOCOOiOLOOOHCOODiCHOO 'H CM rH rj< O CO GO Ol C O N CC H H Ol C H O H H CO CUO O r-l rH rH rH 1 CO O H H Ol Cl H O • rH rH rH CO -ft* *o co *o COHNOC1COOHOHHOHI C-l CO CM CM CO OOlOHiOOHO rH ClMOiOHO'JlHOOd rH ■aOHlOiMlO-JOHOMOH • O ^ O • • O • Cl • O • hH o O rH O O • • CM • • • rH O • Cl • • • o o rH • ■ o • *o o *o • O CO o • OHO • • O • CO -CO • CM O rH CO O rH • • 00 • rH • • CM O 1 Cl • ■ • • i ■ iii ■ft* o • • CM • o o o ' rH •OCIO •ONO • • O rH O O • • • co • • • • t II • 1 CO • O CO CO • • • • • 'OHriOdO • • • rH rH Cl ' rH • Cl *o •COOH • O O O •0*00 • • O H LO CO H • • • CO • • • • Cl • O rH OO • • • • • • O Cl CM *0 O O • ' ' rH rH Cl • Cl • rH iO • coo»o • O o o (NO(NOQOOO?OCOOOOOO OO OOOOOOOOOOOOOOOOxHOOOOOOOOOClOOOCIO rf rH rH rH lO O SO OOCOO^HOOiOOrHOOOOO OO 00000000000000000000^000000000 0 0 CO i — I CM O rH lC O CO (NOHNOCO^CCiOCUOO-OCOO CO CO ONOOC'IbCOOCOONCliC^iOC'nOCOOHONDCrjiCNNO^WHO rH oa ‘O r-H r-H O T— ( W O O H O (N C Cl Cl HtMOHCOOriCOiOujHHWiOHOnOCOHniOtMCOCOCOHrtHHHH CM i — i OO) Cl OOOHO^OO^OCOlCOC'IHH COO OOMC'OOOHiOCODCOCHMHCOiCCOC'lOHHCClOOOCNCiOCl I — r- ci CM CO rH U0 O CM CM Hri H d O n CKO n CO Cl (.O H CO OHO H H lO CO CO n CO ri CO lO H H rH Cl rH rH t— i CM CM O O t— rH O^OOOHlCCOlOHH O Cl OHOHOCOCMCIWOOCIHHHOHHHOHOWCICIOOHHOH rH HOHHHHHHClri'OCICl £— i — I O rH rH CO rH CM tH rH rH rH rH rH CO tH 00 rH H H CO H H H Cl Cl H CO Cl m rH O H H H CL.GhG-Gh^P^PhAP-G-Cl.Cl.CLCLCl, ggggggggggggggg 4—> -M , +J 4J 4 J -p -JJ 4J .ppppppppjjpp , p p p p p p , p p p p p P< rr ft ft ft ft ft ft ft ft ft ft P< P« ft, P< Q< Qrg ftU Ph P- P< Pp G G HOtDCO^DpQDDtD^O/iUiDQDDDGHOOtDOOOfHiDOaiOO fifi WPPPPPPPPPPPPPPPPPPPPPPPPP>HPPPPP ►h & a) !P ft ft cte O O O OjO 'pr (J)H o is -h r-.H D i8£«. s-gw* -i»o fls g'd pig £ GO £ 0). O u-H CO <1 g s. 9 tflffiiE ppp p" " d gw do pp § a og d^ d td 0-0 'S'pgl W' , o r&L> o b;Ot£ ■ rj W w-LB'Sc H r-H O ^^5®3'i5!S'§ §'lS’g|S.S OK2iOf m o CO 03 P.P SB Oi=S ^ . “S PH > • ' h * ‘ * * * ft * ' * ft ^ftOr^>0 ' - SSflaioS’Sfl JSgOOOO EirS ft -ft ^ o pHft^-^^rarororft O r-r P P g.o O'-Cr- ft GO j-,ftftftftGGGGGG uoftCfiRafifiQfi p o at o : o fco o o dw ■II S-j 01 ft ft CO ftp h-< - SH 0 ft • H MP o o c o o 'O rU rC' 'C bo ft ( 01 0) pH •ft ^ g-o r° o cd o o o o o o o ddddddd' d d3 a ® PH o dc oq y. 3 d S5 H H P P P P C I- r-i G o o PP ^CD 9 4? oo-i •d'd'd Pod 01 -4-^ -H H P P o o o P P pH GO -§ a G G Ph JH H G ft G ft ft ^OOCO HNCOHlOODCOCOHCICOHiO »C- »Q 1.0 1-0 to |Q iO LO lO o o o o o o Cl Cl CM Cl CM Cl CM CM CM CM Cl CM Cl CM Cl o t^ O ft> Cl CM 00 C O H M CO H O O N CO C O H Cl GO H LC O h- CO C O H Ol CO H lO O b* CO Q O CD N 00 CO 00 X CO CO CO 00 00 CO C C Q oi Ol Old! 05 CM CM CM CM CM Cl CM Cl Cl Cl Cl Cl Cl Cl CM Cl Cl Cl Cl CM Cl Cl Cl CM Cl Cl Cl Cl Cl Cl Cl CM * Statistics of 1897-98. 'able No. 42. — Statistics of 'public high schools in the United States for the scholastic year 1898-99 — Continued. 1936 EDUCATION REPORT, 1898-99. •srn'BJ'BddT? ogijuaios pue ‘ajnj -uijiij ‘sSuipiTOq'‘spdnoaS jo anp?A o o • o • O O O O o o • o • o o o o O • o • iOOlOO lO CO • o • ic h 6 <£? • rH • T— 1 LO o o o o o o o o o o O O O LO o CC O iC H o CM CO CO oooooooo oooooooo oooooooo LO O CO O 1C 00 O iO CM i — 1 CM o o o aqj nt samnjoA jo aaqransj 21 WOHOOOCOO t0C5OOCMOOOOrHOOQ0Ot> UlOCOOOOOLOO UHiOCtOOOiOCOOiOMOCO CMOHrHCMCOr- ICO H Cl n 00 1C Cl Cl Cl H Ol CO CO CO CO iO •pup Antipin nt ioqmn^ © •sibsA ut asinoD jo qjSuoq; pH CMCO^tTCOCO^^^ CO^CO^^^COr^r^COCOr^T^CO^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ojeuioj 3© . c-i cc cc • • • • x co i— i ■ ;o co i—i i : : : : : : • • O • CO • CO o • • 1 • • I • I » • 1 •0P!N 17 • rH O CO • • • • CM OH *0^0 • 1 O • • rH O • Gradu¬ ates in 1899. •aptmqq fH OClt'OC^OHO tOClOOH rH rH rH CMOiOOOhHiOOI> •ap’H kS M OHHH OOCOHb O CO CM CM HOO^iCHCOOCO Preparing for college. Scien¬ tific courses. •ajuniDj 14 ii iiiii iii • 1 O CO iiiii o 1 • • ii iiiii iii • • iiiii iii • I I • II • • o • lO • CO • • • I I • II 1 • 1 • II '9PK pH • i iiiii iii • i CO O iiiii 0 co • • • • 1 J— 1 I I I I I III • I IIIII III • I • I II • • O • >0 • rH • • • • * • ii • • t • •« Clas¬ sical course. •9p?UI9A p=i • 1 III! I II • « rH ••■■ C0 i QQ y—\ co • • • • CM • i i • i ii • • III! I II •^HOO • tH O • • • • 0 II •QI'BK 11 • • i> •••! rH • lO CM CM • • i • «iii i ii • CO O CM O ■ CM rH • • t • i • ■ Ele¬ men¬ tary stu¬ dents. •apuiaj © COOOOCMOOOO OOOOOO CM OOOOOOOO CO r CO O rH •9FBK © ^DOOOOIOOOO r-jOOOOO'N oooooooo -r r-1 ' ■M LO i-l Secondary students. •aieuiaA » to CO M (N CO N lO to Cl O 00 M LO N O N to CT> U3 H in Tf H HHO^CtCOiO^a Cl Ol H t- !D iO CO Ol.i — 1 Cl CO W H CO ■81BK Ht< Ol t> 00 C-l O O CM H O O 00 CO O H 1 C H lO O CO O Cl H H Cl Cl rH Cl CC -H H CO H H O lO H1 H ri Cl H Cl ri H1 Second¬ ary in¬ struct¬ ors. •ajmnaA O Cl O CO O H H H Cl Cl HHOCI-fCOOHHOHHHHCl 'OEM kO rH rH rH Cl rH rH CO rH CO rH C 1 rH CM rH rH CO CM rH rH rH r— t rH rH Cl Depart¬ ment or inde¬ pend¬ ent. | •* -H> .HHH-P i -H • i^H-PHH-P-P-PH , J-) +J -P ft-c P^&a-c: 'd & a pd a, o c. &, pd Orrt pdopdo UlriltOOOrtdlrt ?3DiDDDDDiDa) CD •OQ o pq . CD „ h-. CQ K> . * * rvi .d H bp ^ ^ 4 pq pp cD 3a d*n a « • .p Kocawo .kJ • pc; lQi-^H Pi !^2 > ©g aW * CQ OH CD a oj & ■ o ;^a :xi o. o . O . p : : : ■ : ; : : O . . . -X- .... ^oooooooo pP'dd'CS'd'O'C'O'd bn . o : : : : : :p^2 ; ; ; ; ; ;_ c o ©OOOOOS^^wwwi-w-w i'drcirCrcSrcirc3 S.dpP'd'd'd'O'd'd o £?.£P ' ' ' ‘ o o o o o o o H »7H O 2 CD §1 CD +J o3 CD pi P! • r-H a o CD < £ o 'd cd; dd£s' CD CD m Era ^•§'3 o £ OOOOOOOOO PI (D ?J0 'OSbcd 2 «d^ a q ore 1 tS -0^.5 a g cd s.a os > % rH rt — < K. W rr> ro 'O r 2 S cd o|> |6^'sa-5^^5'p^sgi§) ‘£]pSdc6c3o3o3iDOOl3!Pp!P3C3 OOOWKIOafflWKWWKWS oHoiMMiincoC'QO oioHCdco^iOcr)i>cocsgHNM o o o o o o o o o ohhhhhhhhhhc^cicici CO CO CO CO CO CM CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO rlHHHHHHHH HHHMrlHHHHHHHHnH SECONDARY SCHOOLS. 1937 ■ © • o ■ o © © © ooo © © o ©©©©©©©©©©©© ©©ooooo©©©©© OOlQOOCOOOCOOOO • © © • © © . o © • © © • © © ' ^ o •CO © • lO go © © © © © © © © © © © © © © © © © © © © © © © lO © © © © © © © © © © © © © © lO © © © © © © © © © 00 © © • © • © ©ooooo©o©©io©©o©©©looooooooo(n©n©oooloic©loo© © OiOOiOCOOOOOOiOSiOHOCOOOWOCiOCiOOO^Ol^OiOCiOOO^rfOiCO © CO CO © 03 CO 00 CO u0 rH rH 03 r—i 03 CO CO HT C3COC303HH01HC3 01CO i — I CO CO Ol CO©©©©'0©rH©0 © iO LC © ^ © CO © © © H M H d CC H ri CO CO •TH'^'^COCOCOCO^f(COCO',^^CO'^CO'^COC>OCOCO^COT^^ COCOCO^^CO^^r^^COCI Ol © CO Ht< 03 CO u0> Ol rH © CO ©-fHOlHClCO^ClHOl © CO 03 03 03 © 03 © i — I l-O i — I CO i — I © © 03 © 03 © © • © © CO © • © © © © Ol vO 03 tt* CO !>■ © © ■'sf'* r— i © r— I CO 03 03 © ^ 03 03 © r— i ‘Tf CO 03 r— l © 03 CO CO ^ © © OOHCDiCOHCCHOX© pH © pH © H H CO Ol Ol 03 © CO CU^ © 03 • 03 • iO © • 03 Tf< • © CO ©CO • © © • © © CO • © © © • i — 1 GO © • Ol 03 CO • tH ©©©©©©©©©©©©000©©0©©©©©10©© I - ©0©©©©©0©©©: ©01i-HC0©i0 03t>rH©'0,i0t^©©C0L0©03C^C0©C0C0T-HC0i0©O©iO©C0 01©01^HiO OCOC3iO©OOr^cOiOiC03 OC ^ ^ lO © o: lO T]i rt CO T-. 1> Cl 03 UC H CO C3 H 03 TT ^ 03 03 CO TT CO H 03 n l- CO CO 0 3 r*i l> 03 03 lO O 03 rH Hf* rH lO CO © CO rH lO H©03r — I 03 H 03 H i — IHOlr — ( © © © i — I03©i — li — It — I CO 03 i — i © OJ © © 03 7— ( H CO H 03 03 © H © rH pH Tj* 03 t— I i — ! H CO Ol 03 H i — I CO H i — IrHrHrHrHT-HTHi — I H H i IHHHHHOIHCOOI 0 3 i — i i — i 03 03 H H H 03 H H i — I 4H< qq +H 4_> qq , ,4J+34J+J4J4J+34J4J4J4J4_)HJ+3+J , p p +J p +3 +J 4J -P -P , P -P -U -P 4J p) p> p p +J , p p p p p Ph P^ £L< p« Php^ 17—; P-P^PiP-iPiP^P^PuP-iPiP-iPuP-P-i Ptrrt P-iPhPuQ-iPhP-iPa; ftftftftcqppioppfi > m d q H d c3 0 ^ rH o J Xfl *C m q ss o o d d n ijN, •rH CD r-> dW3 H dec ■ 4) . O pJz; . o ^ qqq O d oa >>.2 CD > k r SH d - r- c 3 C P 1-5 Fh 0) . . a gq 35 O Sig&Fl do«§. d EBa n os S s? cd "d C£ p li < w Sao8 ^'wod|g.: f4qO d . cd 3^7 d q d a> CD r. TO 'V IJ 7* a Ci; rH _ , _ d^.^fD d g dd o - cc ^ rp hi Cu m rr. — ^ 00000000000000 ceddddddddddddd o o o o o O O' *_ 006 rordrdrdrd,d,d'd,drd be S |1 g>o OOOOO H^OOOOOOO d’d'd'd'dr.d'd'C'd'd' cco 3.Ss> ^ IJ j . *r-< . z} «g d or d o cQa 0J.S5 d c3 d d o o »— m-h 1— ; 1— 1 § fccq 'j~i of) d c d-2-^ p in 0) q; a1 P c3 c3 u 0) O O a> a> ks* k> k> k j 72 > C/D^ j_> a). ^00 Q bJD o Or £P •P O O cj ^ O f-i'TZrS Fh O W p h-d w 0 n ^ o bon o . ,9cicjdc3cjcjcC(DO0O0_. ... •rH CD > r* r* rl c.p p p p d tn d *-c fccq O o qq „ > d d o d d >. qq O fee m « §0 d •rH So q o d o he ■ d d S docuS R czj 1 — ip d qo r- o a> zi ?e^d:„ „ - - - dddddddddddd ^tH w— i hh W— 1 krH PH pH PH Ph pH HH Tt«iO©I>CO©©r-<03COTfCO©©TH01CO^iO©t^OC©©rH C3 Cl Cl 03 Ol 03 CO CO CO CO CO CO CO CO CO CO pi Pf< O ^ 'H ^ ^ r)H ’H 10 1C lO 10 lO 1C. iO 10 1.0 iCc O © CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO P" I H rl rl 1 — IrlHrlHHi — irHT-HrHT-HT-Hr-HpHT-Hr-HpHi — IHrlrlHHHHnrlHrirlrl! — I H rH ED 99 — YOE II- -122 03 CO 1.0 © CO © © pH 03 CO © © © O © © © © I- l- l'- CO CO CO CO CO CO CO CO CO CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1938 EDUCATION REPORT, 1898*99. •snjBJBddB ogrjuaTOS ptiB ‘a.ini j -uunj ‘sSuippiiq ‘spunoaS jo anjBA i I o i-~ O © © O © o - © : co : - © ■ o • o • © • o ‘ o • © 1 CO o o o © n't © ■AjBjqn aqj in samnjOA jo jaqranx *■< 9\ Oh OOi.C O h o o o o occxoooccooo o O rr 04 CO CO ^ 04 ^ OJ ^2 CO lO OOOOOOOOC^-OOItiOO OOOOOOOO'O O'OiO r-4 CO *0 CO r— cc 04 X uO 1-1 CM •pup Xibjijtth ut jaqumx Pk •sjb9a ur asjnoo jo qjSuop 4*-t*-e--^-4re-rt*-?'cc©-r-j* College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 181)9. •ajBuiaj; 3D FH Cl O I> C . . O ;cocc^„ ;4* j^i j p ; •3 UK I'* «=( CO O M ‘O Ol • • • • • r— ( ■» : u< ■ Gradu¬ ates in 1899. ■aitunap; ■H t-i t-4 r-i ODCMO'f •auK F«=^ © re C C4UnC-l*KOH O O C Cl 0103 Ol -o ^0 X WC 1^ x c? o Scg g aP O •ojBTnaj ‘3 UK 59 I ^ o ci & •apeuiap •3UK i >-. ^ 2 o ^ - - •apeuiaj © > © © S- © © © — © © © © ei : CC 00 i" © © © o o o © •3UK O © © © © © © TJ © 'MWOOO^.OOOOOOO© Secondary students. •afBtuaj X C M X lC X lC Cl CO O X ^ i-C O O X r- O " t- Ci rO - - O CO OCMOOCMCOr- >r— l^CHn CC C U n OhO CC O O r CC O r-t CM T-t i-t ■3UK (» O r- O K - I.C X C K - T- o X o -r O C O LC O lC o « U lO C© CO © CM ! t-h H CO CO r— r— CO CC ^ r-i CM CO U3 CO CM r^ r-i Second¬ ary in¬ struct¬ ors. •ajmnaji © CO TF i"«- © © r-1 ©-CM 1—i CC r-i r—i © © CM CM © T— 1 CM ©- 03 CM — 1 H ^ •3UK* N H H.H H H n r4!S. r-^r-r- .4 Depart¬ ment or inde¬ pend¬ ent. -fl 4-9 -r^ 4-9 4-^* 4-9 4-9 <4-9 +J k.' d ^9 0000 0 00^000X0000 000 0' 0 0 oTS'o CS c- £ rr4 0 c y c5 3 0)° -4-9 4-9 QQ •C3 r- §s® |sS- 0^10 cS cu PQ o- a> o C a o, ted be t- ■ -O o = o cs : s „ . OnyC-nfiJ * S40^5 oSPiis ■ S 5 ., r- r- +- ... ~ A — S 2 ~ -V 2 ~ ^ • ^ ^ 2 X W Ctl >-* <=r >-i 2 g x ^ ai .*-<“> 5'O^^Sh aS x — Sh C CU -4 x ■*4 0 — OS c c o cc , rcte fcc <|&h d22: X Ck ^ o O C zn f- X ~ ^ ^ » K j 4 d 5 d < d J 2 d d d Ju-S- o „ ic c c o w rP o bR £ __ £ b^2 5 P o.h k c r *1 S*4- S-i CC ^ , _ , c5 c3 cb cc cc 0 0 -r-( *r4 mWoO^/ h Od M 2 C cb sh - X 0 x - p - o P bP -P O HH o . p p £ 4-9 4-9 4-9 r* rj H C » oooooobb b b b — k— 1»Hk— 9-rHkrH*r-1-^»-4>— HidODXOOH no © I'- 30 l- r— ouui^xx :c cxD co go oo x> >o :c OiCiOOCi -.a © © © CO CO CO- CO CO CC CC CO 00 CO CO CO CO CO* 03 CO CO CO CO CO CO CO CO CO CO SECONDARY SCHOOLS. 1930 00000000000 • 0 0 • 0 0 • 0 • • 0 0 *o OOOOOOOOO COO 'OlO • 0 0 • 0 * *oo • 0 r— < 0 to 0 0 0 0 0 0 r^* 0 • 0 01 ■ 0 0 • 0 • • 0 0 • 0 0 « 0 *0000000000 *oooo • 0 0 • O 1 0 x 0 0 0 0 0 0 0 0 1 0 0 0 0 • 0 0 *01 • 0 1-0 0 0 0 10 0 0 0 0 'OiOiOO • 0 » O O • O O • O O 0 0 0 CO 10 tc 10 0 CM CO • 00 10 • ft?1 0 • >0 • • tfO CM • O r-1 ^ ^ r-ft C^- ' ' r— t CM • CO • • t-H • ftf >0 • 0 • 0 co id 0 0 0 i/C »o 0 0 • 0 co 0i 0 • ftH T— 1 • CO • ftft rft rft rft 01 rH • CO • rH • -f »0 • rH 01 OOOOOOOO10 OOOOO 10 OOOO .COOOOO OOO>0ftJ1OftJ1'Ol>-i0OOOl^T— OOlOO ' 00 0 lO lO 0 CO CO CM ’’T ft^ 0 CO U0 04 r-t CO -r H CM 10 0 0 ftf1 ' O CO rl O 00000 00000000 (Moooooinws *0 0 0 — j O lO 0 O LO 0 O lC O 0 10 0 0 l" 0 OO-? CM nCH OMr-HCOMMCMH OOO 01 ft-1 «o r-H O r-H rH 'rH rH rH rH rH : : : ftf1ftf1ftf1'ft1ftf0GCO'H • rH O CC 10 O CO 10. O 10 H O 01 CO O CM ftf »0 -H1 01 10 O CO CO 01 . O 01 O O O 1 >01 t0 • • • • O « • • • • • rH • O lO t T— ( , — | 1 « r- 1 • 1 1 » £\J • 1 1 • 1 • • • ii • ii 1 • i ii O • * 'ftfrf 'ftft 1 1 O *01 • O 01 • • * T—I — f rH • • • • • • 'rH* • • • ftH • ii 1 •• t • iii O • O • 00 O 01 CO 1> • • O ftf ' • ' 1 O • • • • • rH • rH O ■ ii »iii rH 1 • 1 • r • * • •• « r- • • r 1 1 • 1 • iii 1 11 • • iii t>» • • « rH 01 • rH • ' • C5 * CO 01 • * • rH CO • •• • ii • 1 iii • ii 1 11 1 • iii T—i ' T—i « 1 III I 1 1 •*!••• • iO •i'^iOGO * • • O • O • t>- • CM t"» • • • • • • CM CO • . 1 • • r 1 • 1 pH 111*11 i i 111 1 • 1 1 • • • 1 1 • • • • CO 'ftf 'CO * O ' I>- • 10 CO ftf * ftf 01 ftf • • 1 • 1- • 1 1 1 1 rft ■ • r 1 1 1 • rH CO CO ■ 1 iii • 1 • • 1 • » 1 • • O • CM 01 O • • • O *01 * »0 • CO 00 • • • • • • CO O • 1 1 1 1 1 1 1 rH ••••»•• rH ■ 1 iii 1 1 • •••-•i i • ••> • • • 1 ■ 1 • ' ' 'T—i * T—i ' T—i ' O ' lO ‘ CM 01 O ' O T-i O 11*1 1 1 1 1 I 1 rH 01 O OOOOOOO OOOiCi-O OOOOOOOOOOOOO CO 10 CM OOOOOOOOOOCOOOlOO 00 0000 ft^ to lOlft OOO OOOO^OOOOO-* >0 OOOOOOOOOOOOO CM LO Cl OOOOOOOO OO !>» OOOOOO 01 OOO to T 10 OOO OHCGOOWCOuCH*OOiONHOr0OOCOCOO01ftfN 10 ftft 1" L - CC ftf 0 ftft 01 ftft H CO rH O lO Cl ft1 Cl Q O CO H 01 01 CO rft rH 01 rH CO t>* O O CO OhO O 00 01 CO Jft- t-H CO O CO CO >0 CO ftH CC CO OO 01 ftf CO 01 CO t — 1 01 ftf ftft 01 CO r-H H i0 ftft O T — 1 GCOH CM 01 CO 10 O 0 10 00 O C> CO O H O O CC 00 O ftf GO CC H CO CO 01 01 0 CO CO 00 O ftT1 1 — 1 CO ftf 1 — 1 01 rft ftT COCOOlftTOIOOOOCM CMr— 1 OCOftHOOr-ii0O0lOOO01COCOOLOftfOftHOCCO CO CO ftf rH t—i 01 rH 0 1 r— i t-H O O 01 ftH t—i 1 — i 10 CO cc 0 0 01 T—i 1—1 Hftfftf 01 OOCMOHHHCMtHt-HCM 01 CMHCOL-^OHOOftf rft T—i CM ftf O H H O O 01 O i — I CO H O t — 1' O H O CO t—i H OOO 01OCM01H01HrHrHrftHrHOrHHO— HCMHCOHrHCMH01 01 rH rH rH r-H r— ! t-H rH rH 01 1— ! CO CO i — i rH rH t— ! rH rH rH 01 01 01 rH -+-3 -*-> -t— w -4-> 4. .^^-U-P-U-P-P-P-P-P-P-P-P-P PdQ 4-i -U -»a> -»_3 -(_i -lr^> • -J_J -4_i -4— » -i~j 4— J I 4J 4J 4J 4J +j +j +j -+_i 4_i 4_3 r- a a a a a, a„- & ft ft a ft— ftftftftftftft ftftft oodiaiua)o);(ua)oo3i,i)iD3oa)a;o o s o i— ii— If— i fi P l fi ft P f— i ft ft ft ft ft flfiflfiflflfl ft ftft J P ■2 ^ gfi ft ft dd £2 O U ft o5 aft, Hw Iftft. a ft fft g rtf Sh O ci . o ro H> W P4 3 v. l2 -2 o ft ft w ft ft ft ft ;»■ ft — 1 o 2 o CD $ ! oSgAo cS .>-5 . O .OQft 1 • ”{1 *A cc O oc . * in 03H-i 7} cc Jz; '_Y k— ( £>• HH • l "^S w hH ftn p*" H-t o o 'ft ft ' • QJ Jft ^ 0) £ > 0 ~ c« 0 . b£>-i 0 0 £* 0 2 ° O 0 .ft ftH . ft ft ft cu N o)p; o aj da ^ d S ft * S I i W cd o d ft ft l ift ,* ft ft d j * ; ft ft .P . <1 ► ! ft ft ^ ft ^ cc * ;xft m o o o o o ft3 rft 'C ft: 'C r ooooooooo ^'C'OC’C'C'd'O'C' 5 o c o o ; T3 'ft 'CS 'O Cfl O > ftftft £2; 2; PI ° __ _ ft.2 5 f§s h3 i-M i-3 Cfi SA £ ftftft "X CO tea, .2 a°s a aft > offi _ % t? ft ft ft f in h ^ ft o o o . ft ftO'c). o ft P -5 !> °B O “ ft o ° § ft ft o 0.0 ft ° ^ o o o o o ft -2 ft -a •pi >d ft3 -d -*— > 0 Sn 3 '0} .pV rK hH C0 hH O O C O c a •2 .1 « o o ft 2 c c£ o a . .„ crcj>-0(uC Sft ftft ^ ft ^ Sw i-'-ow Of^oft^bi)ftP*coco— XXc3ft ^OOOOOCOOOOOCftft ft M. ftO. ® be 3 bee o ft-2 3 CP ^ ^ ‘—I ^ ^ rC' : c o o c o o I 'ft ft 'ft 'ft ft Fft O ft* 002 o o ft ft ftft o pifLnpppi 1 O o ft — so co ft ft cs aft a 033 of ft ft o dft •ftftft a § g ft o oi ft|o o 3-h p3 ■ 0 : co. fcD c3 ^-*5 r-* 0 t OP 0 0 • •— < 0 w ^ 0 £ M M M ftftft !P?f ft ft CO ft a ft ftftft a coo ; ClOr-iClcO-flflONCCOOHNMTfl OOOOOOOOOOOT--T— r- — — CO ’’T 'rf "^T1 ft:1 ftT1 ft1 ftf ft?1 ft?1 T1 'ft1 ftf1 ftT1 ftf ftf1 I *» CO P O H N CO HnHW 0i CM 0 1 ftT1 ftJ1 ftl1 ftr ~r ftt1 -71 r— I rH r— 1 t— H t— I rft n 'fiOOOOOOiOH'MCO^iOCNCOOOr-KMCO'd OOr> CM 01 01 CM CM 01 CO CO CO CO CO CO CO CO CO CO ftT< -r -r1 ft?1 — 1 — r -T1 ftT1ftT1ftj'^i-'ftT1ft7lftT'ftCftr'-rftrftrft?1-t1ftT1ftJ1fti''ftJ1ftr,ftTlft^ t?1 ft?1 HHHHHHHriTHHHHrlHrlrlrirlrlrtrl 1— It— 1 r- l * Statistics of 185)7-98. Table No. 42. — Statistics of public high schools in the United Stales for the scholastic year 1898-90 — Continued. 1940 EDUCATION REPORT, 1898-99. •srn'B.rcdch? oguiI3Ps pus -nutij ‘sSuipnnq ‘spunoxg jo enpi^v oooooooooooo 000000000000 OC^OOOOOCCiTTOOlO o o o •0000000000 •OOiCOOOOOOO •OL^OIOIOOOOOO 1 O h 05 D x o O lO lO 1 lO T— 1 CO r-ir-iMC^ ut saraniOA jo laqttmx OOOlOO^OOOOOO O C O O) ” Ol LO O CO OOlO CO lO lO CO OC 23 TT rr uC r-i CJ *[iup Aj'Bjiiint tit jaqmn^ © •sxeaX ut asjnoa jo qiSuaT; CO CO ^ CO ^ CO ' -T (N -T CO -T -f -T t— l-OeO-^-TCOCO^CO CL College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •oiuraoj 18 iC rH i rH O >-0 CO O 04 O rH OOO - 04 CO C5 • •3r«pt 17 rH CO ;HOWOH«H r OO'f O 1 — 1 CO rH • Gradu¬ ates in 1899. •opeumj O rM DHtNOOOHXHCOiOH ClHMHOCliOiO^'NCOO r-i n O l nn ‘3EM j 15 HCCHHO^HiCiCClO^ HC^DHfOM^^COiOOO rH Preparing for college. Scien¬ tific courses. •ax^-uioj 14 1C 0 • rH O ■ O • 1 rH • • ••• • 0 • 0 04 • O • O O rH •3ir?K fH rH CM ■ HO ■ 0 • rH 0 • CO rH ' O • CO Tt< O Clas¬ sical course. •9{Binaj M • 04 0 • 0 • 0 0 • • • rH • • 'PTI • • • • • i.O • • 04 O 04 CO O • ^ ! Ttl ^ ! : O • O 1 iC H • • • 1 • CO rH O O • Ele¬ men¬ tary stu¬ dents. •ai^tnaj 01 OCXMOOOOOOOOCO 000000 01 00000 co ^ •01T?K V- 00 01 OOOOOOOO 1-0 oooooooooooo Cl lO Secondary students. •oiBcuaj 30 O’flO’HO'HOOOXCOO MXOO«OOX^Tf> s Cl) Sh cc oi ” •8p3TIiaj OOt— (OOOt— li — I^CWH (NNOOH^ HOOOH-^O '3 UN H rH t— I H 04 C l r-H rH H rH H H H (M £>• HC1 i — I H Cl H H H r— I f 4J (1) l £ ft D d P 1 pj OJfltSl) O ” O & ft ft rr* cc 5 ~ t— 1 1— 1 1 — i I — l -t-i -t-j 4-^ • ft ft P- Pi. P. ft, , . 4)00)00)00)^ *Ll i-L 4-Ll . — ) -LLt , -W | -*_> -*-> ftftftftftO.ftft Qrr. Q. ft 0000)000)00)^00) ft ft ft ft ft ft cq ft ft ft ft ft Cj ft M a oj £ Cl o ft . D 2 g g S o ,o ft 2 ojW £ft|o W>'j}U d Sh _0 r^J jdo Oj rn PP H Sift *3 ,<|0 \> £4 “ . H or) 03 ft! cj g £ >» g d 0) o 2 H" ft“ftft O! ^ CO n a> ^ co c3 Uh in -H So2h si 2 8 o« ft < ft H a 2 S_l CS P'S ‘dft ft . -i bc-r; bo > •r-l C3 > o o Sh O W 0) g a a cl> . . T3 ftftft ftft^! Sh 0000000000 ;'ororOrO'CrO'0'o;rd’P a f-> u 0 cpq ft cj . . Pi ft 4J-P ci O CC CO CL CC o p ^ pi -*-* O ^ P rr, f-) /-h rr^ Co r^i g g pd2d c n S >.c3 0 0 O 0 3 o o ft ft ft ft ft ft cocococococococo w 'O >, >-. ft 1 Co S ‘ c2 ^ ^ M ndft > do >A x x 8^ ¥^27, 2ospsS SB a 2 5.5 P.2 .3 ftftftft2^ COCOCOCOCOCOCOCOGOCO 1 03 -M> 2 >, M Jft o o See XOOHClCO^iO'Ot^XO Tf iO iO i-O iCnO iO iO lO iO o^cicc-fiOtot^xcriOH O'OCDCO^cCOCDcOcOI^r' SECONDARY SCHOOLS. 1941 - © • o ■ o ' © © © © • © © © © o • o o 00 © o • © © co © io • oo ^©lO©©©©© ©©©©©©©© C00 1'-©©©00 OOOOHHOOO £>- © © © © © Ol © O © lO © CO CO © © lO lO CM lO O © rH © CDiCHO'Nt^iOO 04 CO r-i CO H O Tfl CO 0H0H000rH©00©0HCCC©0 iOCOO©000©OiOiCGrClLOCOOO 04 © lO 04 LO 04 rH CM CO © r—! CO 00 (M UO ©©©©©©©© ©OrHOOOOO rH lO r—\ rH rH CO CM O ©©>©©©©©©o© oooooooooo CM rH CO r— i CO "H lO 04 CO © lO © © © l^- rf CO LO HHlO © lO © iG CM 04 CM • © • © * 04 rH rH rH ©©©©©©©©©© ©©©©©©©©©© © 04 © © © © © © © © © © © © © © © © © © © © © © © © © © rH'd1HHC0HHCOC0OlC0HHC0^r'H1C0H-<'rd’dtH< rH^H'-drf- '"H CO CO rH rH 04 04 © • © tO CO © © • © © • 04 iO ‘CO • r-H rH ■ © 1C O COOOO©©©©©©©©©©©©©© ©©00©©©00©©0©©00©0© © rH CO CO LO ©©©rH © © © © © rH rH © © © © © © O © O 04 CO © I''- 00 © 04 lO © 04 00 CO © rH © © © 04 CO © © 04 © 03 rH © l© IH lO t — I © )© rH © CO CO © rH CO © © ~H © lO © CO 1-0 Ol n Ol Cl rr H O lO H CO n H ri H CO n CO H © n rH Ol Ol CO 04 lO Ol CO i—i rr 04 r- i rH Ol rH rH lO H Cl n CO © H 04 © H H H rH H Ol 04 04 H O CO © rH CO O 04 H rH © iO H Ol CO © CO H Ol O 04 H H 04 H Ol © © iH © © Ol © 04 i — I rH 04 04 tH rH 04 rH rH rH CO rH rH i — i i — I 04 rH rH rH i — I rH 04 rH 04 rH rH rH rH rH rH i — i rH rH rH rH rH rH CO rH rH CO rH 04 rH rH rH -tft 4ft -4— < ft-* -ift _i_j -4— > -) — i 4ft -+ft 4ft 4ft 4ft . 4ft -*ft 4ft ftftaftaaaaafiaftfiftTj a)a>a->Qjaji; fifiQQQ H W C > . o P \M pj : S 5 ;_gO ’ft O b£ft. C o ■ o n - ft CD ft 'd .ft g ft £ft g 0 ^ ce ~,s n^wfi gg-g^-w ft'ftddSddftft^Hcdfcid^S^ ft S ok -d °* o ao bo o cq “ W . g o >,£3 § ca 3 ’d f- ^ £ a> ft ' 0 ft ft — . te Ed ft "ft hwh -u S pq ft ^ c3 c3 d OSH oSKdd^SdSH*! m - r, > 5H t a oft, ft £ £ o3 H _0 uiuizcu P a»co ft ft, o ft ft r, oOft cu a> Cl.1 ’ o ft c3 ^ w O r co ft e cs ! Cj ft .e .ft o „ - - - t - — —i Oc w m -fft c^ cZ cZ cZ P Ol Ad O P > cZ P o o efi-a o >-^ to 'O-p-p < — i rsi in O) o c ■S 5? CO H a ■§ e § •— < dft o> ce d> a ga a| O r ^ >■■ 0 o 0 O 0 ft ft O ■nod bow a ft o.Sft a 0 O4C0tHiC©I>00©©i— IO4C0hHiO©I>CC© N t" D- N X 00 GO X 00 X 00 00 X CO ■hH Hr1 rf XT' tH ^ —p -rr tH rH H1 HHH rHrHHrii — IrirlriiHrHrHni — i r-i H OH lO iO lO © iO nrirlri rH * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 1942 EDUCATION REPORT, 1898-99. •STU'Ri'BddR orjianoios pm? ‘earn -iiunj ‘sSuippnq'spunoig jo 9U[t?a o o o o o o ooooooooooooooo OOQOOOOOOOOOOOO OOOOuOOOOOOOOOOO r? rr O C M tO lC O e't O N nr OOn i—i r— . 7— i m r— i C4 o © o o O O O 3 iO © © O •Aj\uqi[ oi[i in sararqoA jo jDquinvj iCOOOtCOOOOOCOOOOOOOO Cl © X l£0©»0©O©OC0©©© lO C0005 C4 CO CO C4 C^l ^ O LC IH 1C LO Tf o ^ CO © CO o o o © — O O t> CO T— 1 r i • i\u\ ) £rBj.iiitn ui jaqmn^ •sjt?9.{ m asinoD jo qjgua'i pH cococo^cococo^^^rc^cocococococooi^co co^co Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •sptraaj 1 ^ • • • • rHOlCO • r— i •HXOHrti’Tj'LO'OHWO • t— 1 «OCO • • • • • I • • •ap?K 17 C0Tr • 1— 1 • H H :i o O M CO CO CO H C O *0 aOn • 1 • t • 1 • 1 r 2j fl rp'Tl ^ £ 9J yg •— -4-* •ojBoiaj 91 1-i iC CO iN,J(NOt''NHiOOiClOOi.OWt*M to OC •9UK PH COHD 'N^HNDOOiCCOOOCOC4HMCOO 1—1 • 1—1 Preparing for college. Scien¬ tific courses ■ararnaj 1-4 • • • O O • • O 1 O ■ O l iO • • r-i • • • O • • I> • » » • • i i r— 1 i • • • • t— i f i •ap?K 13 • • ' CO Cd • ' O • rH • OC Ol • *01 • • • 1— 1 • • CO • • • • • • i • • •*• r— 4 i i Clas¬ sical course. •9pt?UI9J M M • •• • • • aft at • • • T* Ol • CO O • O t— I CO 04 • tO CO • • • i—< • • • it • • • a • • la • I a a • l i a | a a •9UK 1 1 • • • a a a a a a a a • • • O O 'OO ■ i — i 04 ^ C4 • CO C4 • • • rf< • *CO • •• a a i aia aa • •• • a a t a a aa Ele¬ men¬ tary stu¬ dents. •apcraaj o oooior^oooootoooooootooo ooo O 04 CA lO CO *9 18 11 35 OOO^-'OiOOOOOClOOOOOOOOO ooo ^ r—1 CO CO CO Secondary students. •op?m9j; 30 OiOOCO,'tO^O'7,'0,J,COOD’-'OOOHr ooco n CO lO T-t CO CO iC Cl *7 H tO CJ rr ^ ^0 CO rr CO •91^11 h OOHO'JiOh.51*iOi?MO!MC,)'5~ "T1 lil T-( Nriu-Jcc n^lnJlnKn:iLO Second¬ ary in¬ struct¬ ors. •ainrnaj 'O OiOC^OOi-HOOOOOOOOr-IOrHOOtN n O 04 •9PH HHOHHHM^NHriHNflHMHrllNin r-i -N rH Depart¬ ment or inde¬ pend¬ ent. t Dept. . Dept. . Dept. . Dept.. Dept.. Dept. . Dept. . Dept. . Dept.. Dept. . Dept. . Did... Dept. . Dept. . Dept. . Dept.. Dept.. Dept.. Dept... Did... Dept.. Dept.. Dept. . *4 a> o QQ Pa n k 03 __ □ >» H * ui S o ^ o >> gp.rj 5 - O a g>eH as o 24 c3 .a K J H J r-!, ^ r i 1 :CC. J _ mi gs.3w«- Hnod^tr 4 £ o o o o rCrd'd'dr oooooooooo 'd/d d'd'd'd'd'd'd'd 9 oo 0 c O ^2 0 0 ^ 3 ■§ r ^ .£>02 bJ5 d ?. SS Mi d -2-4 O CQ fe o fco2 C 3 •-— ( — i -M Jn C3 c2 a> o << <; pq £ pq pa p; o3 O 2 "3 5 pq? „„ ® : Eogooglsl^l L-TlSiC. d ->-> Pi , o S ti ^ ?>o c ui OX! ipqpqpqpqpqooouoo > d >>2i >- o >n -a-> 0> CD OOOOHOICO^iOCDt^QOauDHlNCO^iOQDP* X © O r-i m C4 C4 C4 CJ C4 Cl CJ C4 Ci Cl CO CO CO CO CO CO CO CO CO CO -T lO uO lO ib »b dt) lC iO lC iC' iO iOnO iC iO iC iO O iC iO iiO^OiO SECONDARY SCHOOLS 1943 OOOO OOOO OOOO o o o ooooo—ooo OOOOOOJOOO OOOOOtOOOiO O O O O O o o o o o O O O O O • o . o o • o • o o • o • o o • o • o • o • o o • o o • o o •oooooooooooo •oooooooooooo •oooooooooooo • o • o o • o • o o • to • o o TT >C iO lC O CM T—i id o o iC to cc co c co T— 1 CO CO r-i n n n CO iO o to -r to rt rl n H rl • o • C\i M •M • r-i • o '. 04 * 04 — oi o'd^wdcooo" • CO T— l ^ r-i t— 1 04 • r-i ■ oi o • • r— 1 o o o o o o o LC O O 1C o c j co cc co co co OOOOOlOOOO C0C0OOOCC3OO rr O iO I> CO r— 1 CM CO CM OOOOOOOOOlOO to O T— l O to O T—i O uO l" O 04 CM to CM CO'^^CO O to 04 • CO rfi • CO 1 r—i D CO 04 Cl O H r^OOr-iO • • O • ■ 90 04 • r—i CM ‘CO • • • O ' O CO • • • • r— i • ( ( ( < » ( 1 ( CO rH • 04 • 1 I • r-H i • O ( • i O 04 OI • 04 O ; L- -=1" 04 L- OI CO r-i CM H0 01040 • • O • *040 • rH CM • rH • ( ( i • ' r+! • O 04 • • • • ( » ■ ( • I lit 04 O • d< • rH • *04 04 O OJ ■ to rr co • o r- t- l> O ^e# -CO tO r-i lOOOHO 'OOH^O(Mi.OCOC4C064lNO'3HOHOC4 » rH r-i rH r— ( CO 04 O 04 • r-i 04 O rH H^O • CC O T—< • OJI^tOcMC^CO^OlG^ 1-1^000404 ,OiOOHiOO(MC4COC4COO'^OOCOHOh rH 04 O O rji •WHO 04 O CM O CO lO • T—I ' CO • • • O O O CM O i i • ■ • iitti iO *04 • O 'OO • 'T—i • • • • • tP 04 ' 1 1 • i i • i • « 1 1 • • I till! ■ • • O O 04 ' 1 * CO • r—i • • • O O 04 CO 04 • r-i • r-i • 8 • 04 O CO CO O • 1 I (I 1(1(1 O • rH • O • 7— ( O • 'CO . 04 T— < • i • • i « i i i « > • • it i r ( i i • • • O O rH * • • o • rH • • *04 O 0 4 CO • • 00 CM O r-i r-i • 04 CM CO • tO • T—i 1 ' CO O '"i"1 T—i • H O rH 'Oryi • O • *3fi • • O O CO • *04 ! co • : :■* OiOOCM ' • rfl 00 00 • O OI OI ■ l> • r-i • •040004 ■ r- 1 O O ■ >0 CC • rH « '04 • • t— i 04 OI • * rH it rH * • • oi • 04 rH ‘ • 05 O O O O O O CO O O O o o o o o o OOOOOOOOOlOOiOOOOOO r-i 04 O O O O N O O L'— 04 CO OCOOO^iOOOO 'O 'Oi O o o o o r-i ooooooooo OOOOOOOOOOOO >0 00000 CM OOO^rHlOOr-iOOt" 04 tji CO O L.O o o o o CO 00 O O OO r+< OI t— 1 w rf M O CO O to CO CO H CO O CO 1-0 C4 *o C CO O Cl 04 oi o. COdOHOOHCOOHLOHOCOiOHiOCO CC OI 04 CO 04 O 04 Tcrf r-H M 04 04 O 04 r-i ^ CO i— 1 t—i OCOiOOCJlOCICOiOiOCO nOn VnMi — t 04 «— i 04 L- CONGO 04 04 04 r-i O to 30 to 0-1 oi r-i ^ 04 04 CO 04 -HlCO r-d CO CO O X O CO 04 CO 04 tO CO r-i 04 00 OHOHO^OOCOL^OOHOCOCOHiOCCOOtOiCOC 04 rH 04 rJH CO OC' 04 •: — 1 IT— 04 d^i r—i i— i CM r i CO r— i t— 1 04 04 iOO- CO O O D O t—i rH 0 4 O r— 1 i — 1 O H OI O O CO O r-i n O ri CO 04 O O 'Hf1 04 04 r—i 04 O 04 CO r—i O r— i O i— 1 rH Or-iOOOJOOOOOOOOOOOT-H HC4H04CNH H04H OI 04 rH 04 r-i OI T—1 H t — 1 r- 1 H 04 rH H rH 04 H CO H t— 1 04 04 r-i 04 r—i rH H r-H rH rH 04 r-H r—i M T-i H N H H +J +J -p -U -M 4-J P. CL p< P- P. P. CD O CD O CD V AQCflftq 4«)P)4J-P-P-P-P-P-H pH Ph pH Ph pH P-i P< Ph Ph a>o>pa>a>a)cua)0 QQ0333333 ppppppppppppppppppppapppdppppppppp ooci;oa;a>cDOOPOcDCDa>o>cD qfifiQpppftfipfipftfiftpfi^flq^qGqqqqQqQQqciq r^H L_J A-l s- t* -r7 a> s 1 3 ® hk &a555 S*w. O g -si — ^ ® 4 ►"5 ^ m' q u— < ■ ^hh — ' [q -tf . • DO 3 3 *-'■ l“o 0) GC ^ P _ „ Pi H H p ^ o og^ r? r-3 r- ds.2s ^r, P* P 0) *3 P - S3 £ ->£} GO !7? §1 See i—i CU CO r-r m H • Ph OJ 1 Ft ~- §£-I 3^’ c3 3.d jj o ~ 0) 'C M p p 2w CD »-< c/2 (D *-< H *-h ^ c ^ c ® o ot;^ 5iSJ C £. S-e a-S cs cj a ^OOOCOOOry3C'CQ — — 'c gSS'c 'C'Wrcr&ro'jz&£ir «,9 bo : 2cc.£? o , ;’> ■n cD t>> ?p?o o 3 CP CJ O co c5 71 c3 cy 3 > -d o So > _ 14? & S C 2d C33 p o o o o o caooc C * * occooo o o o c o o rZrCrCrC' 'Crp'C,Cr c o c c a o O d 73 73 O ci 7; Id I 000 333 d o dC 3, 0) d > 3 3 3 O 8=2 3 •CP44 o d +> Cd 4) 033cjdc3cjc 33300000 rd ah h— ' p-i r c3 O O c -'C C T <13 =o EL cb C ^ O O § OOOO cb 22 O -£73 o Kwh d.'p 3 a oO a.3 ,b b 5 S t ;33 i-nNCOTfiOtO NOOCIOHMM^lO Ti* tji -tp -<3< tj< •<* rH -^fi rp 10 utii-O 10 10 i-O lOiOvOiOiObcO iOiOiOiOuOUOlOlOiO H rl r- IPr t t—i t— 1 1 — it— i 1 — I rl 1 — Ir-li — 11 — I Clt'OOi3>OHC-lCOb=l001>OOOOHMM’Ti,lOCOI>OOOOHJ]M'T)liffai^cOO lOini-1iCOOOCClCCOCOOM't'M^t't-Nl>NCOXCCCO«*OC*COCO m o 10 is 10 lo uo uo 10 in oo uo lo in 10 in ia uo 10 uo to 1/3 in cc uo 10 10 10 uo ic to. no to rH rp I— I 1 — t I — l !— i r-i ^-t rH t— ( rp rlrTHHHHrirli — It— I H t- 1 t — It— It — It— It— It— It- It— it— < T—i T—i Statistics of 1897-98. Table No. 42. — Statistics of public h igh schools in the United States for the scholastic year 1898-09 — Continued. 1944 EDUCATION REPORT, 1898-99. 1 •snjui'Bdd'B oijpuatos pui3 ‘ain; ?} -nunj ‘sSmptmq ‘spunojS jo ani'BA ! ** c o • o o o o o o o • o o o o o O O -000*00 ic o - co' o' co" oT -P Cl CO • ^ CO r-l CO OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO OOOOCOoOOOOOOOOOOO cT o' o' C0~ O lO- of CO o" DC o' CO h4 cf Cl r— h •Ajuaqil aq; ui saraujoA jo jaapunx pH 8 OOOOOOOOOOi-OOOOOO^fOiOOOOO OuCOiOOOOOOI-^r^tC.OiOOOOC^OOl^y: LQ^CH^OOCOHiOO lOiCKMO 1 — i n C iO X CO rH rH r-H •pup Aiajifrcci ut joqarnp S I i •si'BaiC ui asinoo jo qjSuaq f*=i ^'dHClHHOOCOCOCOCOCCrHH'M College prepar¬ atory stu¬ dents in tlie class that gradu¬ ated in 1899. •OITUUOJ X pH lO ^ o rH GO rH CO O r— 1 T— 1 rH r—J CO O O H1 o O h CO CO rH •9 UK 17 CO CO rH CO CO CO rH H o o O O CO o O i— < o tH A n /T-* O ^ ! /j(C CC o 00 ' TH O os •apuuap & PH CUUCOOHhHUiOCO'NHOcOOCO T-i r— ( C-l t — i CO O O O CO CO o CO CO •SUM 15 CC^iOOHOCO^ODHOHH:OOOiC O rH IH O O O Preparing for college. Scien¬ tific courses. *0 y t?m0t)4 fH o o CO CO D* • • . • JO • '9UK rH CO o O M COOlO • • JO • • CO * Clas¬ sical course. •ajcniap pH o tH 0 o 1 7 O CIO H • O CO • •9UH ii Til CO H-M O Cl H CO CC H • . r- O in , ' ^ , a 3 o » g 1) o ■ m ^ r/? Q . d q O S_i CD ^ ^ m & x •apuuaj ~ OOOOOOOOOOOOCOOOOOOOOOOOCCtO o -r io iom •apK 55 •apBcnaj I » LC O O ^ lC ^ O O O O D O O O CO « M iO O ' CO ‘vC C O CO ^lOOOCOQ CiCOWC^Mr-i 1 Ol o ^ • iO oo CO CO r-« 1 6- •axmna^ KMHNOOHCO- i CO O CO O lO ' lOHCOiOOO •0[BK rH CO CO CO CO tH CO CO CO rH r— I CO tH tH rH r— I tH rH rH rH tH CO CO rH rH C.CD S a) d r 3 S o -*E> ' -4-5 -*-i -4-5 H_5 .i_3 £LQ^0 n • d 30 P go H ^ W ^ Ed S H 2 rQ ci *-< k; 2 (/} >3 • g ' r* H ^5 6 §3^. 3 ^ ^5 y-J S ^ CD ±4 CD cjM 3 eg "A ^ o — fee oocoooooo^”ooo 'C~,crPrc;,cro,'crc sit'C'C'c to o o cS M fl d o .q -*-» . 60 eg ti c > c C f-i O cS X & o o a a V o pj 0 g CD *73 wUd O OT.cc c'2o B ■SRi O ■’-< QJ OjDr* cl 5 a 2^ os , c£ CD O CD c3 ®S O C-^ ^ ' ^ 3 c3 3 c3 c3 CD O r-t t" iCOOlCOiBOXiOCf, lO rH i — 1 CM CM rnCNCM CMC^l O O O O O’ o o o o o o o O O O O O' o rH O W CM Cl rH CM CO rH o o o o o • o o o o o o • o O O O O O • O CO CO CM rH tO • iO CM • CM oooocoooo ooooooooo OlOOifOtOCOO to 1-0 0000000 CO rH CO CM T— 1 CM lO lO HCOCOOOiQOCOCl rH cm" OOiOOOOOOOOO OOCMOOLOOOOLOO CO CO rH CO CO O HT CO O T-H O O O O Cl O O’ o Mfi CO ^ CO CM OOlOOOOlOiOlOOOO 'O OOl'iO’MOl'Or-IOOO 'O »o CO ri ri >» C~l CO • ; o ;;;;;; ° ; . CM rH rH 04 rH rH rH CO, CO CO CO CO rH CO CM CM CO rH CO CM CO CO rH rH CO CO CO rH rH tH CO CO (>1 rH rH CM CO Cl Cl rH rH CO • CM lO • • O CM CO • OtOHCMCMCOOCO ' co •OH • O Cl T—i • O tO CO i — 1 i — 1 Cl Cl O tC D C i — ilCOH • o o • o Cl 'rH tO T—i Cl 1-1 : • o o • • CO O rH • CM O C4 rH CM CO O CO • o • CC O ■ O T—i CM • Cl CO rH o CM rH CO Cl Ci CO to Cl O Cl CO • o o ■ O Cl tO lO CM tO • o r- to co CO 00 to CO rH CM CO O CO CM CO O O O tO T—i Cl H • OtOtOrHrHrHOCMO-HOq t-h io cor -h O OX H CO >o rH rH CO r-i r CO o o • O CO M Ol ODO Cl Cl Cl CO O CO Hi O O CO Cl H CO to CM Cl CO CO O CM Cl rH CO CO CC 1^ CO CO Cl CO rH o o O CM CM lO to rH • 1 O H • O ■ CM CM • • o • o • O O O O « • O • CM • • • tO • O to O rH • ■ o o • O rH CM Cl • • rH • CM rH ri rH • • rH CO 0 rH • CM CM • • o • o • rH O rH O) ' • CM • CM • • ! r • tO • rH T-H 8 a a • • ■ CM • rH • to • • CO • o • CM rH O O O O rH •OClOClOGOOtC • Cl o • CO CO O rH • rH 1 rH • CM : ^ rH CM r ri • OOOOO^OOO OOOrHOOOOOOOOOOtOOOrHOrHOOOOOOOOOOOOOOOOOrHOOOO rr co t-h l- cm -W-P-'J-t-)-p-P-P-P-P+->+^-P-P-P-P-P a>G>a>Q)aia)Q;a)ooa;a)oa)cDa;a>c>oa)aj cafiaspqfl fiapfi.qfiflafifiQqflfifipflpfiftftfipfiaflftaflqqfififipafiflfififlq 1, . Mgs rtdc > V"Z ° O £3 ,-rift o ft, H pq ft © o »fl O ^ P , H-" ' u M w I-* •— ' rrH C V “■ o ft £ tl J s3 3 oq H >5 S3 35 o aM- %5'£ t~~S : O -oj=:ftori-im5Cqgpqffi35yW^ ft ft S ft ft! . p-5 . . h.1'2: . ?h . 0> , CO ^ M ^ S&s** ~ « o a* g 5£w ftrSSc ft 2 ft & ~ ... bo a o o u ■ p kjj ^ P=h‘ 1-i gH E-j Hr! rt 3 ^ 4 ^ ^ ro PQ ^ "1 d i p S d ^ p4 pq ^ g d w - *H Kk K" ^ ^ f— 1 1—* o o o o o c o ^ 'o 'w ^ ^ ^ ^ bx) ! O r£ >> o » o oo^B !h ^ p! pj o .p AA ►-3 H-i oooooooo rCrOr^rCrCrC'T3rCr .g o y bo c O w o >» >..2 hJMftS (U o' ri 0 •2 o* i- F-. d d CO o >VJB t-1 'O d o CO O ft o 2 ri.S •ri o ri_b oQ csj p sh ri o o > o ■gS ri^ O ri - ri >i o o o o 'O 'ri to ' c o 'ri'C- > o o o :rorrirri ^ o o ri to .2 ft ft . • . O ri 'goo.rijp riftft O o ri CB M 50iJ«ri"3 g O cj Cl) O O O.H O O W W M X a^g^^^gooooooocii Hag’s CD > a > e2 4-< b^’o - t/j o o o o o o o "O "C ^ "C 'V ^ •Jl r rO bC- tH O S' o gft • CO •“ • — 1 :-! ri ri Orri ft ft ft > ri ft ft ► ! o ri ' rift S o o ri ri iG'fri c—' 3 ri rri ^ O ^ cfc » rH 04 r- rH X) o 04 tO 04 Second¬ ary in¬ struct¬ ors. •0[mu0j£ 'O OOIHOOHHOHOIOHHHHOIO rH rH 04 O O 04 O ■9I*PC »(5 rH r— 1 rH rH 04 tH 04 04 i — 1 O CO CO H H H CO rH rH tH rH H tH 04 'O ro . * -H -H 4— < -H -t—> -i— > -H -•— * J — > * -H -H -H -H 4— ' H> -H H ^ ~T* Xu O. Xu XU & iXt Qri Cl> Xu O-rH XU XU Xu C--i X-> X* ft ft 0-< Xu Xu Xu offlooDy4)Dajo^ajyiio®(U o o O 0) o> CJ £Zu&'- fiPftOflQflfiQQ^QQaqQfl QP PQQQ "O 9^ H' • S 5 <1> .S «3 . _ . . O . ^ o - H ^■2 2 & o a ^ S 2’S’^ Or ' 5 2 > S rt ■ O t. J3 O cy H .. ej ^ ^ ft SjSjGoSsq ^F^^--3r— 1 K—i r^H > o OOOOOOOOOOOOOOajO^ ^x.2? 3 K o c c o ft Cr3 c; 3 2 o c ^5 - «s isc I'O'O ft ctf 3 o cu cu X X X X X X o cj xi o _ _ „ S r1 O v ", 3 C -3 E o o g aj‘ 2.-2 o2S2i^ OTJ X x x x x x HHH o e O 0 « c M ^ c3 Cj O fee fco 3 g3 X 75 cS c3 iC ONCO^OH 04 CO -8 1-0 to F** OOOOH to to o to o i- i- i - u- r- i- r- i - i- co go tOtOCOCDtOtDcOtOOtOCOtDtOCOtDOtO 04 CO 00 JO to to H* VO to L- 00 X) OO 00 to to to to SECONDARY SCHOOLS. 1947 o o o o o o O O Cl o o o o o • • o o o o o • • o © o o o • • ocoooooooo • • oooooooooo • • OOCIOlOOOOOO • • 500 o o o o o o o o o o o o o o O o UC O o O 1.0 oooooooooooooo oooooooooooooo OOOOOOOOlOOOOrHO d) lO r~t 1—1 rr lO O CO lO • • »— ( TJ1 T— 1 • • OOrtCOHO CO HT1 CO Ci • • to lO d T-i • d Cl to CO o" rH o n r-i r-l rH CO rH O rr< Tf 05 cc Is oi C3 qi iO CO i— 1.0 iC H H CM C'l C-l 1C o T-P J— lC lO o o o o o o o lO O CO lO o o o diccicoiOH . o O O -H • ■ O O * O O • oc O Ci • • O O ■ rH rH • CO to • • Cl CO • LO to o • o o o o o 0.0 LO CO • Cl r-1 l- O O O O vO 'O o OiOO • o 1^ O “T lO rt O » iO to >o • to d CO TH Ol^ 'OHd T— i rH rH • • • " : . rH • • • Tj< H}< CO CO rji CO CO Tfi TJH ^ rr • Cl • 00 • 1-0 d -tJH CO CO TJH T*< CO CO CO CO -tH ^ uO Cl ^ ^ CO ^ Cl ^ O (M • O CO O O O • rH H CO . •O • O • • • CO • CO • 1 • rH (N CO • O rH O O CO • O 1(1 llll II rH d . * CO ■ <0 • * • CO • rH • • • CC o ci CO CO tc» HHCCh lO CO 1— 1 1> • • ■ CO GO • • -OOH O Ci rH • O LO H^t * • a • do • o d * d co *lo - o o co TH • . ' rH • • e » i (M CO LO H H Cl H CO ^ lO • • • i — 1 rf • • • d iO CO Cl H H • O d O • * ( ( dO • O O .COCO * CO • O O rH « t • t * » » a • a 0*00 • o • CO lO • o o> • • O • Cl • * O • d d • ^ • • ( « • • # • • • a • a a •rH *00 *lC ■ • d CO CO • Cl • • • * ■ ■ CO i • • # « i • a ( • Ol ■ • r— ( • r~~ ( • rH <0 • i“H 1 I— IC<) • O O • '(N ' O H • • rH CO rH CO • lO Hji • O ■ rf O • • *00 * * CO • • « ci . • • • » • lO • • rH « • o • o co to CO • • T— 1 * d '^COO ■ O to Cl H • • rH CO d d • l> O • i — 1 • O CC • • «00 • "Cl • o o o o o o o o o o OOOOlOOOOt-^OOO tH Cl CO d O O Hi o o o to CO oooooooooooooo o o o o o o o o o o OO Cl 000000.0 00 T— 1 Hf CC tO d O O to O 00 o o to CO oooooooooooooo LO LO C1C0H Cl O O N H ci lO C l CO H H O H Cl rH Cl O Cl Cl O ION H H IO ^ LO lO CO H H d CO H H Cl CO n 00 C N C l iO CO H CO iO rH Cl CO d Cl CO NCO^OHOOOOONOJOOCi to CO Tf CC Cl lO Cl CO CO H Cl Cl CO lOOCO OC N MO O M Cl OOiO^^OiCO^OOlOCOO O HOS^ONQH OOOOOOOOOLOOt'-OOr-l NnrO HH^rlr— lOW CO CO rH 04 CM d Cl CO CO CO t— i Cl CO 04 n ri CO CO iC CO H iO CUO Ol Cl p Cl O H Tf H O Cl O C1HOHO. iHOHHiCH pH O d rH pi i Cl O Cl Cl o . d tH lO HHCOHr^dCl iHCOCICOHHHCIHi Cl. Our— O 0) r OPS Tj 3 o . § hOH -p 4J -p -P -(J yj CL CL £L Pu a CL a, a) a> o a) o fiQOflfiQfl t! Si o O X'aJ i-l T1 CO o .p arq o3 pj , pqo^^ W P £ S • Sh A -5 P p ( p CL ll ;d^ 4_> 4-> -H> - H> , 4J +i ^ 4_> CL CL CL CL ^ 'CL CL CLrn CL CL Ph CL ooooaicaair^^o a> CD Pe . P iP P,PiP-P,P,^>iP|0,«~>| C.r-^ P p p , ppppppopop2ppo pppppppppp5ppp P. ^ o 3“ a< ►S H , C7J , H » O :.a • • in sr <2 3 p: p p P3 be .S' a £■*33 S-C a QJ O Oiv-C . P ^ p <-> ^ — __ djH £P • « a«i§«u-§ ^pp'PdPx rs u>rrm P w d a C P C O a> . P O ci >, O p to fc£ •q u <»jz a a a | ^ p s. !>■ r\r ! • Wp * ►P *a a /— • I — —5 doofe, #bp * s H 8 >. fee P u 'o o q qj o u o a 3 2^ c o .sq; fee 'CO W p p a P ■r q fee C c c p £5 q; ej S o O o o o o rc'crq,c be be S * o o rC'C- :-co CO^r CD = S«aS 'sl > 2 -q S a "5 ^ 2 S5S oc q ® isls-5 = s s* « o p Eh K « SO OJ ~ I CO r t co ■a a cl5§ feed q o ! CO ; _ax> :S a o • p be fee 5-'o c a o qm o II o o o -o •5f ^ o'®oocBMo- qqqqq- pqa 2f a x .: c3 o - p . . ci p o a sao o o <*CcqpPOPOOPP a a O C do ac 1 P P P be fH c|, M'bio p „ cd'5 o a q x.a s *’— ' * Ci * - - P-< P P P P *3 a «« S p beu- O q TJ pqq in cj biD 9;7j P<1qP to o o a5 P P X' be 1 O si r dC o/} oc o p a c^: ® a . .... ja-y-p % g ® » !d‘r o q - o -V a p x S«» - a be P as to? - fee r p -a a a p POOi a a o i4 p-^A a o k q^ac d a 2 p _ w C3 c3 00 CP O H Cl CO ^ lO CO 00 oo O O'. Ci 05 Ci cr. Ji Oi O CO rO CO O O C O C o COOOHM^'iiOcOt^XOiOH O' OJOiOOOOOOOOOOl— ri r- dc o i'- i> i - t'- i> o CO -f tC ■ CO C5 O W Cl CO 50 O h* X O', o ^ 1 — I ^ — ' CN ~M CM O'! CO CO 'Nl C'i Ol 'Cl CO CO 1- L- I - l- l— * Statistics of 1S97-98. Table No. 42. — Statistics of public high schools in the United Slates for the scholastic year 1898-99 — Continued. 1948 EDUCATION REPORT, 1898-99. a> a aj O ft ft 2 §1 QJ O C Q ?! 23 a — : -=3 "§) O tC — Cftft ft 33 o . P ^ift 5 O o o <72 tC K o'; a? cc 5 3 < rcm c *p o s 23 q c £ cc c3 "Sb^1 cj .. Sn )r o CD ^ h- C 2 • * 3 c 72 000 wm.1T3 CS K •sni'B.reddB og 11X19103 pax? ‘aaru -xuanj ‘s3axp[mq ‘spunojS jo 9 tip? a. ?! • O O O 0-0 oo . o o o oo ooo • O O O 0*0 oo *ooo oo oo o • O I'- o 0*0 oo *ooo oo ooo • o' t-T o' o' • o' CO lO • lO O of Tji* 0f ri O lO •COxji r-i T~I ■ CO 01 CO 'HMm t— i CO ' • H ri ' •XiuiqiT am xii semrqoA jo jaqranx 1 O OOO O OOO O -f ■ O ■ O OO 04 oo OCO O lOOO O r-i ■ o • O OO r-^oo ri N 04 LO CO »0 X) • lO >04 04 04 r— l OO iO •pup ^jx?it{xxa at laquxnyx © ?! . . . . ... . o .... . o ... •sjboA ux ssinoo jo qjSaoq & PH • 04^ CO CO ^ ^ -ftf CO -0 CO < CO Tt^CO cococo Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •OJBXUOp X pH •r-i. . T— iO' ICO .O'* 04 O o • TJ1 •ap?N £>s pH ■ O' • OO* O i0 -CO • ' r— ' O rH » o a . . ^1 . t— 1 ... o Gradu¬ ates in 1899. •9[BXU9jr © pH OHCO 04 04 O 04 O O rO O GO 00 CO O 04 ^ ^ 04 04 r-i ri lC i-i •0p?K 1 5 OO^ rr i OCOCO O •— 1 OCOOCO 04 O CO 04 00 CO CO Preparing for college. Scien¬ tific courses. •9JBTU9 J 1 4 04 O • • rHOO • O O • rH • •• OOO •sure w pH CO O ■ • 04 00 O • O rH • 04 • • • OlOH i . i lO > • . • Clas¬ sical course. ■0JBXU9JJ ei PH • rH. . 04 OO iCO 0*04' O' O'* • 04 • • • ' r-i ' • • •sure pH pH •O' • 0 04 0 OO O • CO • •H*' rH • • . • , 3Q 4 £ ^p a •9[BXU9£ © pH lOOO O OOO OO OOOf^ CO 04 ooo T-i 04 04 CO 0 3-3^ § •9p?K © ooo o ooo oo ooor^ oo ooo CO 04 04 Secondary students. “OJBXUOjI X 1h- O 30 o ^ O t— 1 1^0 O O 04 10' tP O CO O CO iO CO O T-i 02 O Cl Cl CM H 04 — ' n :C H r— i rH r— ( O' ■9UJ\[ £-o CO 10 LO 00 O • JO CO OO OOOO riCO -H 'CO CO O O CO ^0 CO 04 CO 04 04 rH r-t 04 t-i 04 CO Second¬ ary in¬ struct¬ ors. •©Tmuop; © o:oi- o. ooo ooo fei r-i o ot (No? c?c?o? •sure i3 H H ri 04 r—i 7~> X) T— (CO -0 r— ( 04 rH r— l r— ! O rH rH r— 1 i — ( Depart¬ ment or inde¬ pend¬ ent. * * * ' * . • -*— * ftH -r-t W -fc-t W -ft> -tft -ft 4-2+ft-HJ C3 CXQhOh 0.0 Cl Q* Q* Cl, Cl CC Cl CL Cl r—* L CJ C2 Cj 32 O 'll |v2 ^9 G9 31 G9 ftftft Q ftftft ftft ftftftft ftft ftftft 3 Hi *3 .3 *c P-i w D. H. Howerton . .1 . R. Graves . . William K. Shelby, AM G. P. Russell . P. S. Barnes, supt . R P. Halleck . F. L. Williams . ; W. II. Bartholomew . . . Harry G. Brownell _ Aaron Grady . Charles Evans . Voris Gregory . D, C. Hutchins and Miss Fannie I Gordon B. H. Keene v . . . W. R. W light . . Mrs. Nannie Hibbler J . M . N Downes _ _ Miss Bertha Robinson. o (~i o a! o ft £5 &H to — ! be ft P Oft bfl 'ft — ’ s 33 fi P CJ ft o ft ft P o o I > w u p> H w bC P p2 ft be , ' CD 02 ; o ; uc > c c2 *> Q w 23 c O o .2 > 3 ft a> toft 11 +-> ft a» fee.. — ■ >> 2z~'-~ a> cs ft ft ft O O ftft ■ ft ft §_2 > ft co c— c3 ci P ft ^ ^ ^ ft o ft co o ft ft bo 9 ft . >. ■ ci :Q 0) p is CJ o o p ftft P > -5 op at 01 CO CO CO CO lH 1> L'- CO C0 ( - 00 O O H M CO ^ CO CO CO CO T< TP tP ^ Tfi i- t> t> !> rH r-i i—1 rH rH r— 1 rH pH iCO x> o th *0 Tf -0 t> t> rH rH r-i H r— 1 SECONDARY SCHOOLS. 1949 ’ o o o o o © o o o o o < o o < >C o < ;gVi rH CC 1 iO O CO rH CO © © © • © a> © • ♦ © • © © © © • ! 0 of ef of' • • ©" © • © © © © © © © • © . . © © © © © • © © © © rr\ © © © © . 0 © © © © © © © © © • CO © . • © © CO • • HH CO © © ■ © © © © • CH © O O © 0 © © © • © © rH 'N rH C'i CO rH CO • rH © CH co rH © © Oi . rH rH • rH • h oi r— 1 o o o o o o o © o rH rH rH rH CO CO rH rH CO rH rH CO rH CM rH CO CM rHCOrHCO ■© •© • rH ©Ol © 1 . • rH 02 rH 45 rH rH CO CO rH CO © 1 — 1 rH rH © • © co rH © (M rH rH CO © CO © CO © rH rH © CM CO rH n © © © CO © rH CO © © © rH © © 00 © © © © 02 02 nOl 02 02 CO 02 02 © 02 © © -H 02 hHiOHH 02 02 rH 02 02 rH 0 0 1—1 co 0 rH rH O H C^l rH © rH rH 0-1 rH rH © H © © © CO H 02 02 02 rH rH 02 rH CO 02 t — 1 H 02 © 1 — 1 rH H CO Cl H H rH tH Ol rH rH 1 — 1 rH H H Cl H 02 HHC1C2HHHCOC2C2 02 rH © © 02 02 rH 1 — 1 02 CO © P, 0 O 4-^ -H> -H> +1 Pm Pm Pm Pm Pm 0 0 0 0 0 QQPPP 4-2 4-> ,H-PPH Pm Pmit4 Pm Pm pi Pm 0 0 Pm 0 0 0 0 fifiSfipflp Ind... Dept.. Dept.. Dept.. 4-2 -H) , 4-2 4-2 -t-2 -H2 , 4-2 4.2 4-2 -M2 Pm P^rr- p^ Pm Pm P-r^ Pm Pm Pm Pm 00/-m0000Hm0000 fi Cl d p ft A ft d ft H ft fi H, »+= ai a 3 e ci C m ffitCf © > -i-- 3 g^PTS o oc^&- 'H o£S • CD,— i . dOHSn >> o _ 4fi ■3.S d^ dd Ms >-5 3,.g & > d a «io dn o £ k^s r-< (CO Sdd o o .3 O CO OJD 5 w c3 a r5 'be H o o 43 ooM o o 43 -o'oo^o CD-3 ~ O .OOcIMOO'TJO CO G CO CO 43 CO CO ^co 43334343 o 9 m3. .tc 5 a) .bO bO pj 3 &f. .00 W H d ffiWoW o o 33 'O -u '-r1 O l! A > M _ a3 ^ O i <3 ° g 03,0 .r ftOO 2 o o o £4333 S'C 3 d do :on o o 43 o CO * o d o o 43 o CO . -1 o . O O O t- 1 o . 43 T3 to oj ’So o o o o r~| r~{ o o C0CQ rd r~1 bJG.bD ffi w o o b£> CD :c5 >C£; QC f- 02 o * ,Q P'T ,2^0 «oadH W H Cw II dco OP o to .o S >: cd ^44 d 3 p CO < « p co 0 o bo *H P +-> d /M3 ^M co bo j 0 d K K^ffiSpqA- sa P cs O OJ O , — i 43 T3 C> to |2§ 3, c a>P^ 3 1 OS > ^32 O H O O .tjdnd’0®® u •“'•■' o3 Ph o § o g a •r-l C~2 Jd O ppSco (3 , ^ =-. ® 2 CD -s £ S ° Qj 33 a ^3 cS.S ■ it ■so ■ o JH O ,• O aS.2 o b "o cOcc c 10 43 43 §43-p;Pr J? b£ boo boH bo wS B2 5h®h M3 K << ip cO P ^ W- 3 <^> K.H o g o bo J O g P OJ a a £ cS P3 tJ ^3 O a -Q o OMH-3 o - 2 3->,0 m <25 3 m .3 2 d m o rO o 3 co - ci o m od P u © H(NCO-^iO lO iCiOiOiOiO L- I- I-* I- i- rH rH rH 1 — I rH rH © l> 00 © © rH !>■ ir* i>- 1^* CO rH © © © © © © i'- rH rH rH rH D"* CO © © r-H * CO © © © c- 1- i-> I- 1-* L- r- I- L"- I- I- I> t— HHHHHHHrHriiHrHH © rH CO CO l> 1> 01 co rf © © CO CO CO CO 00 QO IH- Is- 1- l- t- * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 1950 EDUCATION REPORT, 1S98-99. •snjTMBdd'E oijrjnaps pnu ‘aim -jujnj ‘sSmpimq ‘spunoxS jo 9U[ba. Aj'Biqn xx r S9tan[OA jo jaqxnn^i | " o © o © CM o © © o © o o © o © © o o o © © © o o o © o o o o o o O >0 O TJ1 o o o o o o o co o T-I LQ CM o o o o O JO © © © © © © o © o © © © © © © © © CO © 1-0 © © p-> lO CO rH •IIixp Aiviiinxi ui jaquxux; •sj-boX in esinoo jo qiSuaT; -T1 ‘lOft1’ bo S h jl G g ^ ^ G- G ^ “ O H ft GTS 9 ft 02 c j)5 3 922 Aft ft n o O ft Cl A +J 1— I bD S3 •opwccraji x r4 'dl*K CO © • -t © CM iCmH • CO © © CM ©©©©©© CM © rH © © © O S3 •epmnaji j ^ lo o ^ lo o o; © © 1— i CO © Cl a a> "2 m be H OD .0 a> ?- ^ hn &s •9IT3UX9J ^ o - co '9UK M o o o o o • o O ‘55 •9];'BlXt9J I HCOOOIN«l>iOfl(NO i — I CO r— * ••"AK m Ele¬ men¬ tary stu¬ dents. •opnnoj M ©©©C5©©OHO©©OiOCO©iOOM r-i CM r-l CM CM © CM © © 00 © rH •9PK 55 CM © © © © © © ’tt* © O © © 00 tO © © © (M r-i CM r-i CM ^ © rf| © ©© © Secondary students. •9[ura;9j X oo©hh©lolcx©ooooovoi>cohoo H CO CM ^T1 © t — ■< CO t— i iC CM © CM iC rH CM r— l rH GO t-H © © hH CO rH CM © t—i CM •0EK © CM l> 05 H lO 1^ CO © oi lOOCMiCOO^iCOO i-r CM r-i © r- CM cf r-t l'' n n CM CM CO 00 © CM OC rft rH Hjt T— ( r-ft ft Aft g-5 2 g •opuinaj a rH©HHNUCd©COClHCO.©CMHrftH© CM H H CO © H S £>S g CO ^ M •9inK S3 T—i rH © r— H CM © T—t r— ( Cl i — iHdHH©©n'H rH Ol rH rH rH rH Depart¬ ment or inde¬ pend¬ ent. -4-5 -UP 4— > 4— > 4—5 -)_J 4—* 4— < 4—5 4— > 4— < 4—5 -Ui 4-5 « 4-5 4-P 4—5 © Cft Cu ©.©CLCliO-OCLCL©©. ©.—5 .©CuCL OCDOCDOO0DODOOJ^(d2 .ft 00 ft 6£ ft d GO © © 6X3 >. cj ©ft Ld cj a © ft !> £ o G ft Of © ft : ft C pq ►4 ft — r r^ 0 0 ft 3 —I ifttn © 3 ci £ o ft ft © Grp *1 © -U ci -p CQ aj "bjo- c © G X ft ft r< <1W fcJO o ft G Q, o © o £-3 Q ft X Q C 5D ,9 ft ft KH ft X "blr— ft 0 ft o rift G z) p3 X * * o d 6 o o ^3 ft ft ft "O ft ft ft 6X3 x'ft O O ft cj i-ft CO DC ft ,i C O O O G O ftftftftft ft rs G ft » r*~* •ft 3 g ^ g --^©ftftftGGG ftftftj bec si-CSG o oils © rdrHpHMftCj^dc3(13a).HOO^PS- Wft ftftft WWWftft O • ■ ' • » O ' 1 ' 1 1 C) ftd 1 • » • • ^ O -H : :®ft :S3 cj > G G--^S° m Gft! > ^ ® G • 6 tft P»ft ; !2 G G G ft 1 ft f-l ^ ^ p pqpqpppqpqpq OOC310i-JCj06'rt-OOC>Oi--ICNCOHfLO (OOCOOlOH ®ooo>oi^o>oi»aiao30!00 0ooo oooohh oocccococcao HHHi — I H r" i ft rH , — ' — 1 . — H i — li — I H H H i — I riHi — ll I rt rl 1812 I Calais . i High SECONDARY SCHOOLS 1951 8,000 2, 500 20, 000 o • • o o o ■ • o o O • • CO CJ OC • • rH rH • • 8, 500 • OOOQOOOOOO • •oooooooooo • • O O X " s^OOiOiOOCT * • vo'r-T r-T cfco5 o' ocT o' cc • l'' rH • iCOCCOOOOOOO ' o l^OOOOOOOOO • O OOOOdOiOOOO • o r-1 o' r£ t—1 r-l co' co" o' iO* *1-1 rH rH rH d • o -T: O CO 2,000 3,000 • o o o o o ■ o o o o o • 00 uC O O Cl • 00 T-l LfcT uO rH o o o o lC • • • yO o ■O • • X o • • o o o o • 1 ( • O o O O lO o *oo • o »o • o o . . o o • • o LO 1-4 O CJ • • • CJ iij • O • • CO • • O O CO • Cl 1C iC H H ♦ O 00 • o 1 - . O uO it »o • ' LO CJ CJ rH CO d • • • X) • Cl • • • • CJ d • rH Tf d • 'O Cl '1-H • Cl rr* ’’H Tj^ rtl • -f • -t ^ -3* TJ< ^ rf< hJ< ht* ^ • tH rH rH • ^ ^H ^ rH hH Cl rH rH > rH rH C 0 HH • CO CO hH o ClOH rH • • O • CO i- co ci o • ci • -COOO^ • • o o o • O CO CO O CO o • • O O • O • rHO • o Cl H O Cl Cl • • o • Cl o T-H CO O ■ O t • • • 'Cl-Cl OH • • rH o O • O 1.0 O Cl CO o • ; O O • O • Cl rH • o o ZD O O C5 Cl • o • lO cc O lO O CO Cl • L'- H H lO O H d ^ 00 • O 00 CO co rH o • • O Cl • Cl '• 'CO 01 0 rH CJ rH • rH • rH • tO rH O O vO rH • O • Cl rH CO O d rH •HiCONHOOObb • O to O Cl 00 o • • o o ■ O • CO L— CO O r_1 rH • rH TP o • ■ Cl • O Cl o Cl o IH • • ■ • Cl rH • O • • • o • o • • O O CO o o o • o • o o • ■ o • d rH rH • ob • • 00 • 1—1 T-H O o rH rH ■ • • • d CO • O • • • hH • tH • • CO O d T-H o rH . o • o o • • o • o rH rH • • • O O Cl CO rH • Cl O L- rH CO t\ •' 1 rH ' H • CO 00 • • lO Cl 1C • CO d I> O H O H ' O O O O 'OHO CJ tH ^ : : • • rH • rH • ; 1-1 00 CO • O O O co O CO CO • *1—! • lO • rH O ■ • rH hH rH • rH CO O CO HH O O • LO Cl O O 'H 4~> 4^» • H> 4^> 4-^ 4-> 4-3 . 4-H 4~> ip+J+i+J^-P-P-P 4-H 4-2 i4— '4->4— '4-6'-:~>4— '4->4-2'4-4)4-n4~'4-»4->4P»4->4->->'-42 4->4-5‘-H4-4> Pi P * £L £, pj-jPnPHiPpH P-r-1 p* Pr— * PPPPPPPPP Q.—* PPPPPPPPPPPPPPPPPPPPP 0) (U ^ D 4i 02 0/ 42 02 Oi^I OJ)JiOOOJ)OSl!DDOS!iSs)J)DCUiOJ)®0!)OJItMUM)at)aSJ) « fiQfl HQfifiQ PP qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqpqq a <3 3 2 > 02 4) r-P P c 3 ap • o O *— I . o><; te-P cn q r- q-q SccO £>42q *3 p wh^pW "d 3 _ o a! P a ^ £ i£ 42 >- 02 y a P qqq cs O 43 ci 02M42 PS“ “ p P cS SPpP 3H42 2 a o o 02 52 pp p? +-■ 02 , , CO q 64 o 02 Op CD P rn‘ c •6 i->rv >&r- p 2 3' o ■ o q oo d a^ H r-< P 32 «£ & Sn * q • f- "P ° : 32 > .p; £ go -i - cd < • P or CO p p c or .2 a I ^o; p a £ ►: ■p a : r=H P i. a o 32 'd > q a a 2 oCt Sf-' <1 CO . 32 . 02 r- 2 a o 3 . jj .h a be ax a, a ^ • t-s^ befcca>02^C5i-H ,r~* rr: £ ^ »«-h rn * ' £ P d C 42 p P 51 o Cp M -! O OJ CD 'C . os bo 2S c c c coococco 'd,arr'rP'C'rrra 02 42 cS N iP V 02 'C 9 , — oS cS cj PPP a a; ■ aas r£ o e p.a q ° 3 03 ’§ §s a a pH O 42 O ppp pp P . O t- 'H-l 02 a 02 -02- £ HH O CD o3 CD- a> PPP a a x 02 o). a QflQ !-* f-l r u o o oft^t i> ~ro CO . o jja c a H-2 — be a 02 02 q 02 O’d r rt rH^'Tp O) r- £ p> ^4 > 5 £ £ -P ipCJ CD < Jh CD 'IE "12 c2 O fcn £ « OX 3 p = 4 o aq- Jh Sh Cj C Jh r_ 2-0 CD CO C O 1-4 Cl CO ^ lO 'O N 00 C O H 01 o: 1C Ct^ X C O H 01 CO -f uo *hO N X C O H 01 CO lO C N T-H T-H H H H h M CS1 Cl Cl Cl'N(MClCDMOKOCOCOOOCOCOCOCOCOCO^^-t-r’fH<-;^NO O 03 7—. o 04 •arc It 15 cc OHHC1COHHHCOCCO O T-! O O o Preparing for college. Scien¬ tific courses. •91UUI9A 14 o OOOOO^O o 03 TJ1 o o o •9IUH 13 04 O 0-3 O CO 0-1 O O CO TP 03 o o o Clas¬ sical course. •9IBU19A pd 57 O CO O I> • 03 o CO 03 o o o o o •9UH ii 50 OLO^Tf Tfi i rH 03 lC 03 O0n O rH c 0 >> A -p 7- C u p 0 H a Cj m o " ^ 0 •ajBniaj •9I'8K OhJ> . c3 'C 3 H , bJj o CJ ft c3 c-* o jp=4 Oh’ 5 -■ 0 a^s • H -• Xi Pi fx Ch a c 0 '3o > 5 Spa _X D r- wif » C >^ir=SC O Ph ^ >^0202 H ^ Sad agei- § . ? a rj ^ O rTj <5 +0 ^ Hv . >0 £> ^ # k ► ad G° .• a H0 e4£ c 'n o H a oj 01 >> - b o |u0 .140 Ct/2 0^-pi m gn oi.2 0) a cj z o o a: o 02 p . bn CJ 0 02 c3 ■0 O o 5^.0 oP r*r bo 55 bJD Ik * bn * 0 0 ;o 0*0 >,>>0 a a a 000000)02 000 00000000000 0 0 60 O 0"r-l HHffl * o d 0 0 coco 0 0 0 0 o Ph 0 a 0ta 0 _8 >>2 .52 *-< S a o — - ■ d Pd d o 2S *?a b ^-i 0 c 0 ;> oo & c-p c 0 rn ci Z 0> a a) 0 'c 0 g §■« H,CjP 0 X2 O0 C ■ 0 0 O ., O A S _ -h *c3 ft ? 2 n c C£ ft d K> ft ft d d d ^ O O O ft o Q d; o.aa^l P.a 0 > >> £ C o; ■Cffl & •£ ■ QJ C zz o <-< o « f-I c o ZZ OC'OOHNMTtunONXfflOHC'IM-^inO t'XCiO iC LO CO 0 0 O O O O O O O l'* D M'* 1" U U* !>• C/D oo^xoocoooooooooooooccooooooocoooooo cocococo H H H i — IHHHHHrIHrirlHHHHHH H H rl H SECONDARY SCHOOLS 1953 OOOO • O O OOOO • O O OOOO • O O • O • O • iO • OOOO 'OOOOO • • • OOOO 'OOOOO • • •OOOO 'OOOOO • • 0 • 0 • 0 • • O • O • O O O O 0 0 iO 0 0 0 0 • • • . 0 0 0 0000 • • • • 0 0 0 OOOtOTf • • *ooo 0 C'l 1C • CO T-H 04 t—i • rH • ci • 0 h co Cl • O Cl CD ci 0 • • • 00 Cl • rH d • • 0 . rH • • O CD CO rf CD • • • • b O iO • • • • r-i OOOO • 0 0 O CO lO 0 • 0 0 t-h Ol CO rH • CD rH • 0 . iO 0 0 0 • 0 • • 0 • -+* 0 • • ci 0 0 • 0 • • 0 • ci 0 • • Cl • Cl * ' HT* • Cl • • O O Cl 0 d • O • O • CO O »o ri 200 -r O Cl • d • • 0 • 0 Cl « 05 rH » • • • -7* Tf' • rH « • • • rH * tH : : : : : :g :::::::::: : • O j ; j j : CD TJ* T^f CO * ^ tt1 ''■f ^ -d1 hh hH CO "rtl ',di CO h^ rr1 CO LC rt* — 7^ -rf • • -d< • cC Tt4 ^ • O Cl CIO • ’ 0 0 H H CO O H O O O • • O • rH j j • 0 O H O • Q ...... J— ' O • O 'Hf.Ol 04 • 'ON ClCOdOrHClOO • • O • O Cl ... • ; . -H O ri O * 0 ...... T—i t-H . O rf COhNOCOO • CO 1-^ P O rH CO CD 00 rH O HM CD CD Cl • L— rH -H O T—i 4+10 • 'T—I • I— 1 • M 0 • CO rH CD O rH O t“H 'Td< • rH O 00 d O 2> CD Cl O O d d H O 0 Cl • CO CD O rH rH O 1 -t-H • t-H • d « O O rH O • • O O O O • • • O OOO • O • • O • • O • O • • • * * O • • . ...... . . O lO ^ ^ • • 0 01 GO O) B • ’ O O O rH • rH • • d * • rH • 0 ...... 0 1 « t-H • CO OJ t-H -ON OHDCOCOOOOH • d O rH O Cl 0 10 CO 0 • d . . rH rH • rH • lO 0 0 • 0 01 1 — 1 O CD H CO hOHCO • rH rH rH Cl Cl Ttl CO CD O . 0 ...... OJ r- ( « CD O O O O O CD 0 t- O r-i OOOOOOOOOCOOOO d 0 0 0 0 VO Cl O CO -H CO oociooocor^oo-* tH r— 1 rH (N O O O O O rH O O (M OOOOOOOt-hOhHOOO rH rH 0 0 fD O 18 O Tf< Cl ■*TI OOt^OOiCiOcOOOO rH rH I> iCHODONO H CC Cl CO n CO co 00 Cl Cl 00 05 CO Cl 0 00 0 GO Cl 0 CD 05 ci COCOOlHOddHHCOHd Cl CO CD * CO rH 00 00 m CD CO xO O rr T—I CD h h O 0 rri iO O D N H D CO t — 1 r Hri Cl CO Cl ll 10 D lC W N O H CO , ■5 'Ho ’Gift C d . cs bG zj ^ X -, E-i .h .72 ft Pq ft 9 ft ft fe G QJ CQ XX'XX ■ ° >° • pm ® n e/v H O a,* v: p .50 3 o GO a3 O o.; o o > — .a S'sa 2 'eft pp& cj 4^.0 c 4— . s p ft« ”-*''1 — ^ 02 ^ » . ftppC ; o x g e w<6S 'Sw t4 • ft 1-3 CO ft ft ft £ IsU o HI ►. * ce*£ OPh 0) a gm d ■< 3 «Q pp £ 3<* ,2 O c o p X 3j ft ^^oooo T3 02 •GG4 & £ G .Q a a a 2 02 ft Ph 02 —. 3§ 2 g^g;^ 02^ O P o ^ 02 G $, 0*0 • C J ^ . J L J - o _. 'C ij ' c JE--3& r- « ^ 4- kS^'E o o nj -G ~ O r co bJO bJO M |q *^jll c .G O — p * c o o ^ o xc£ 6 c G G 'G a T! GS a OrG'drO,CrG H p4 ^ K g: c; 0 ^ rM T rG h H /■ > u O 5 eg r 02 .g o g § a^‘ o -O CD bJG' G eg eg a PPPPP^apPpCCCCCCCBCO t4 bo O *r-» pA a p s g 02 Jh aim ^ S C be cS J2 ad 02 O G24 m m O ! 0 bD . -G ! eg *G t/2 K 0 "iZ gH £ _Z W I o, : o- o M p a 'C G O a: 'G 02 E o3 CG > be be G C 'C ’C 1| rG O UUl rG bD br-j- H K C 02 A 2 tcoE Cp^C/2 q q jr -p G "C G £ bt 52 beg ” o -2 G d § p Og G 02 cc m m m m m eg i j§G Sdl ' P* o i O u rH Cl CO ^ lO O N OO co co qo co 00 00 00 co 00 oooocococooocc 00 HClCO'fiOOI^COOOHfMCO »o co cp C3 (d a Ci (J2 g Oi (d 0 o o o o 00 COCO CO CO 00 CO CO CO CO CO CO C5 C3 Q C3 05 o H H HHpinHHHHririHHrl H H co o Oi 05 O O rH 05 Ci r-i (NCC^iOONCOOiOHCl r-t H H H H H H H H Cl el Cl 05 05 05 05 05 05 05 05 05 05 05 05 r — ! nrir I r It—It— If-It— It— it— l r— 4 ED 9^ — VOL II - 123 * Statistics of 1897-98. Table No. 42. — Statistics of j)ublic high schools in the United States for the scholastic year 1S9S-99 — Continued. 1954 EDUCATION REPORT, 1898-99. •snpuBddx? otjpnoios pire ‘ojrp -irunj ‘sSuipimq ‘spunoaS jo onp?A o o o • o o o o • o ‘ClCO • o •Ai'BjqjI oq; in samii[OA jo joqmn>i ! " “liup in JoqiunxS[ | 5$ u- o o o iC o t-I lO Co O * Co • O • * O O O O • O • O • I o o O 04 • X) • O • -lOO Ip •s\n?oA xit esinoD jo qjihioq D jV be £ P 9? tj X c D Ci O r- 'C M tn 2 - c . 2 si 2 d<» bo ~ v. O d so •aiBaiaj x •3I*PI e- F=1 •a^uiaj iOOMOODOlOiOHiO •Sl'BE F=< 1*4 •3[«K p cc o >> . i~ CO cri p dj c 2 o d «g« o', s 2 o r? t- o o 2 -te x 53 - ■opcuioj p«i M © PM O ■ O • ao OM»C^iO OIOO'3'OOOOOOCOOOOOOOOOCOOO T-I O — I T-I •3[«W © 03OOxfiOOOOOOt'~OOOOCCOOt^OO< •oxt;ui3j x •Op3lHOJ i- I © ■3 HUM o ci d- &* jj .£ s ' 3 3 1. ft! “i o c3 Ph 10 iCOOOC-JT-HOOr-^T-H^ I H M H H O M i -+_i W 4— ' J— - , -l— > , 4— > 4-4 4— > 4_J >4— < 4_J 4— . . ,4— ) 4— > 4-0 4-) Cu C- C-i >— ■ C- £2* C- <7- CC A Q4 0 0 00 0-^0 — o O O Q MGQQ2CQCGQCiCiCiC}Qa22£)Q2Cl o <* rS c *5 J2 < . s- ' s O C Qo -> C3 8^3 g . 2 ^ZZ rn 02 rj 1 -C 2 ^ fi -i ^ ^ C5 gp: gS Jg^a-s ti r ■: r,i P -Q K’Oa>r/l®PrtjiSw P . . q 3 i - *H "P . P .C -C ofc,sCi C Dpq D < P E— 4 o5 X ^ ryi D ^ x; ) 0-5 0 cj S5 ^ o p p bo S bo 1-1 o o o I o rO. ZD 0000^4 OOOO rsorOrC5rO ^ rCl To Z5 ^ Zj bo c o *cfi -C a CO _oc 2 g 2 Mo 2o . . . ^ X P X ° o c rr tn ’- be bp 5 bo O C D D Q p 2 c.2 X (3 D a rH D C 1 >-i •' •J c H3 d D O o ,2 S-c _ C -r-i P | 2 o 25 0 o ■£ u ONcjJ^dl® § D .£ 5 S ts ^ d' D © r~\ >:i > s 0 M 4-i C3 xz: C cj CQO -LO 4-3 X X o o o P-eP (X O O fn M tH — O •S.S.2 o M-t,iCON00^OHMC0^iCOh*a)C5OH(NWTj< CI^NC'I NN'NCOCOCOCOCOCOCOCOCOC’O^ -f -T •n' ^ 03 03 03 03 03 03 03 03 03 03 03 03 03 03 03 '03 03 03 03 03 03 03 School SECONDARY SCHOOLS. 1955 • o • o • o o • o - o • »o o o- ftO o o o . o o • * • o o •• • • 03 O • •’ o o o o o o o o o o o o • i • o • • • « o • • • • o • . . O O 'OOOOOOOO • «o • . . o O ‘OOOOOOOO • • o • • • O O 'IOiOiCOiOOOO • • o • • © • o lO * TT< • of o CO 03 o • U0 CO • » *• r— 1 T— < - • lO cc c05 100 03 > H CO H . • O . 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Scien¬ tific courses. •ointuaj ^ 0 • 0 O O CO CO 0 OOhJIO • O O • O O 0 •ajuK O • 04 CC 04 lC H TT* • r-i OlHtCOO • O CO 04 • L^» O 0 Clas¬ sical course. •9 [BUIS J pH H 0 CC CO LO eO LO O LO CO 'C00404t-hOC0 OC r-t 7-1 • 7-n 00 X H 0 0 W •9IBK PH C4 00^0N> d H X cy £ p 4? DC hr! 01' HI ^rH •3 C S "5 ££ >■ o o JZ o 01 r* &0O HH O 03 O O O.S*32 'C'c — aa 2# ddi X £ '3 « P 03 3 P 3 KB P 3 < O co p o o p X X! 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O • • t> • iO "H4 CM CM • CO * O * ^ CM • • o • C C H}4 CM • ^ CO • • * Hf O • rH • • • rH • iO : 1-1 : : • rH ftT : 1-1 * -rHf «£> • CM rH O • vC CM O O • l> • • lO Hjl • * » |>H ® • • rH • CO • • rH CM • • • 00 • iO • CM O rH • O' rH O O • CM • • CO CO • • 'HO • • • « tH • • rH C4 OOOOOOOO) OOOOOi — lOOOOOOOOOOOC 4 0000000 O O O O O OOOOOOO-H4 rH CO CM CO lO H4 J^OOOOOOCM ooooor-oooooooooooooooooooo O O O O O OOOOOOOrH CM CM CO o H4 HNiCCOHOOOH OOD^OODOOlOlOOCO^NO^OCOCOW^CCOCuO i ftq.ftft&ftftft 0000)4)000 a g ft ft o o ft >ft . O te gftft o.SS W > 'r-i P Tj o o £ ° ftft HH > ; o 2 • ^ 1-1 oP da5 p_, -p -p p* . 0-0* £±rr-‘ rrj P*< P-i P-t P« £"h P-* Ph P< Ph Pk P-< P-i Ph Ph P* PH P • P-i rrH HH £h P< P-i c^ri^'DcxDoo^aitDaiooaJoai^oa) ^ a> -+p* -p> -p> -p> i p p p> pH ft pi, Pnrrt P, Ph P OCiCUQ^CDOai PiQihPhQQIh W , Pi . a> , a> . SjS oi“S ;^W G' ftO,. . s- . 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Table No. 42. — Statistics of public high schools in the United Stales for the scholastic year 1898-99 — Continued. 1964 EDUCATION REPORT, 1898-99. •srutuuddx; oyiju^ios pin? ‘aarn I i?> -nunj ‘sSuipimq'spunoaS j ©* oooo -oooooooo o o o o *oooo oooo o o o oo -oooooooo O O O rH OOOOOOOOO OOOOOOOOO OOOOOOOOO O lOiC 'M^COOOOO O) r-H r— 1 CM t-H r— l lO r-H *a jx?jqil 9i{i tit seranpA jo aoqmn vj ] ^ 000 — 00-^000000 O »C O O O 03 lO L.O 00 o o o COtTlO CCHCO?OMMOH(M o OOr-UOOOOOO »0 OOOCMiOOOOO CO lO H- CO H- CO CO O CM ’I1TJP AJ‘G;i[ini III jeqran^ 0 tijgaaq c H rfTr^COCO^^Tf •^1 rfl rjl T*l •apuaa.i 18 03 C O H O CO • • CM H Oi CM O CO CM — H rH • • • O CM O •0[B^ 17 Cl H CO 1 — 1 O H • • T-H r-i CO O T-H CO O OC rH > • ■ O O T-H o be QJ o o OC r c n . eg 05 P. A -G fee c3 rr- 2^ Soco ;o COOCOCOC'IOOOiCl^’f DOCO I^iCH O O lO O O •orew CO rH CC Ol O lO O CO CM CM TT* Ol i O O i“4 t> t-H m be a> p be ’O rS a§ p o o .a>tq 2 ck ~ 9 , __ a> tr. f* Vj -Is 0*3 o o -So SicO dJ O O O 'WHO pH OO • • O Cl O ■ T-H • • • O • • lO CM Hi O * • • CM CO O *9l^H ll tj- ’H • • O O O • CO CO • • H1 O CO O • • • CO CM rH •3tt3inOjJ 01 OOOuOlPOOO-HOOOOOO OOOOOOOOO HH H1 LCCOt^ •8[X3H O 0 0 0 00 1-8 0 0 0 00 0 0 0 0 0 0 0 0 0 0 CO 0 0 0 0 CO CO CO iO •opBinaj 0(0 OhiCOiCXX'HCOOiOCOlOHiO OOCiOHOCOCO CO O CM H t-H O COph^iOWHOiC iO iQ CM CO CM t-h CO OC H r-i l— 1 •9I«K 1- ’H t> i-O CM O CM O H CM O O tO lO CM O nO iO O L - O H- OC CM CM nO I- CM iC COniOHrlH'^CO H- CM r-r 01 1 — ' CM r — 1 O'G o 5 o cc 1/3 'd C * O t/2 O _ _ O n o ^ CO 25 w •9{*Bni0j i tT* CO rl O CO O Cl i COCMrHOOOrHCMO •9113 IM H p Cj I £ g'c-g a r O C C 10 C 3 rH O rH rH i i H H r— I O Cl CM H rH ri rH H rH rH tH -I-h -*—> 4— > • ft ft ftrrj rrH ft ft ft ft ft ft ft ft ft ft (DiD^riDODiPOODOiDD _____ _ _ _ fififlSqqoafiacaoqp 0^3^0^000 pj ft ft ft ftn^ P P P (DODO^HtDOflJ C3 ft *5 p co -4 ' c3 p a) g ©§ -5 ^ CJ i® o . X 2 * pqos_q3'— to 3 fe ic '|h Jdn4 c £§ •IP H h ro rh ^ p c3 c3 h a! ^ 'd ^ 3 H OQ > K ® § uO QQ o O 2 0) m. CO a> J SZ/2 P S H O G4 H Sffi o a oi 0* o o T * ®d X "d be on, _ Q c^„ bO1^ ^ CO J CO O TO CC CO oSoS o 2 OQ pS 0 o VH . J-g 1 H SO c/: KH X’ a & eS ®r P ^'SF> w >. § o X -a; > - p CO p> PI o 0 i <1 o X o ^ q c3 cb o^; IH -r-. Hjrd X sS MO *!cfl S 0 S' d^ o rj h> GO d >j, +J w*rt -P O O |° O ^ Occ > +H 60 © S g g S E8 S-o S S ■© o3cia3oicbcScic3oda»s:x:dH OOOOOOOOOOOOO 03 bo .S X 3&^S ^4 _ O HrO be o’S a <=G o Sh 0) •♦— 5 W G cS c3 as a> b 6 &o coo o o OOOOOOOOO COHiOCDNOOCiOH^COHiCON CjO O '-G OO rG CO CO 1^ JL^ 1^ 1^* l'- CM 03 CM CM CM CM CM CM CM CM CM CM CM CM CM CMCMC4CMCMCMCMCMCMCMCMCMCMCMCM 00 OOH CM COHiCicO i-^l^OOOOCOOOOOOOOO CM CM CM CM CM CM CM CM CM CMCMCMCMCMCMCMCMCM SECONDARY SCHOOLS 1965 OOOOOO OOOOOO O O O O LO ooor^ooooooo • *ooooo • O o o CO O o o O O o O • *00000 • O LO O CM O O O l> O O O • • O O O lO o • OOOOOOOOO 'OOOOOO • O • o o o o OOOOOOOOO -OOOOOO ■ O 'OOlCO 0^00000000 'LOOOOOO • O *00X0 cm do od to te oo rH CM rH to iCO OO CO d H dr 6 iO • • Co" to CO CM Tti . rH Id- CM CO d H rH • • iO • • • of o cl oci o o H io ■ P od P >6 id o • o • io d to so r— r-i t— CO ' t— i LO C4 — * '—1 • lO OOOOOO O O O O CM O H CM to H CM rH lOOOt-HOOOOOOOOOOlOOOCOOO L-tOOHHOOOr^OOOOiOOCMOtO o o dCOOdCOOOHCOM^OCM CM rH ft1 CM O lO rH rH r— OiOC/OOOOOOOOOOH^OOOOOOOOO'O Cl MO O O O'! O d X lO H O h O O O O 1C 1C O O X O O CO CM CO nHdVHCOdO t>» lO O rH CO O iO CO CO rH LO rH rH r— 1 rH Tf* H tH CO Tf COTt» CO H lO IO lO H H CO d d lO CO O O H O C l CO H H H • 04 H rH O l>* O tH O CO CO O CO CO CO O CO H CO CO rH • rji CO • O Tt< • o • rH • CO O • • r^ O 'H *04 000 • -OO^fOiO CO • ■ • • t>» • *0001^-0 ■ CM • ■ O • o rH O • «•••' • Q/2) • • fti i Tji • H O • rH ■hh • CO CM • *00 03 CO '3JOHH ■ 'TtHTOiO CM • • • • CM • 1 O CO O iO H • CM O • « iO • CO CO O • i t • i i i Tf i i |H) i O • ■ O <04 ■ CM • -OHH • CO O X Cl C O O * O • • O *iOCO *04 0 • O CO t-h • *CO • • CM • • *0 * rH • rH 1 • • ■ OM * < tit CM • • O • O • CO • • O O LO 'rHOOOOOCMrH • O • •O • Ht • CO O • O rH tH • • O • * O • • • o • CM • • • • i » i iii OOOOOO TfOOOOOOOOOOOOOOlOOJOOOO OOOOOOOOI'-OI^-OOOOOOOOlOOOO iO TJ1 CC ^ lO TT< 04 OOOOOO <00000000^00000000040000 oooooooooocooooooooooooo ^T1 CO CM ^ LO CO or CO CO 1^- U0 04 L- ^OO^OO^OOiOOOONCiOMDOCOCOH ^OC^NOCOOOODOOCO'-OhHOCODOOiOHC'l C^IN^^INtN H lO n N OJ OU^ Ol CO (N CO ^ O Cl Cl (M O rf hOUOhCOCOCIiC Hf r-! 04 Cl 00 Tf O Cl t— i CO CO O CO CM Oi Ih n d IO CO ^ CO h o H Cl rH X LO lO X O CO 1C O Cl CO O O OHdOHOCOOHiOLOCOCOCOOCOClOOOiOHh (NCLOCCriri Hi'riOClCl'dnMClnnO HCOdCl^TH M ’T H d Cl n CO H CO Cl r- CO O CO Cl Cl iO "T Cl m I> uO O H rr CM H CM OdCD CO (M O CM O rH O tH i — [ CO O rH tH Ol rH CM 04 HOHOt-hCMOIt—IHt— lOCOHCOOl N d d CO H CO rH H CM rH rH n n rH rH rH rH O CM rH rH CO rH rH dHHdriHnHHdH tH tH 04 rH tH rH r— ' rH rH 04 04 <*Q> rH CO tH Cd rH i — l 04 l — 1 04 t— ' t — i 03 3 ft ft Oi Oi Qh bo' ft ft« ft % £*> ffift < ft o _ .0 rn +2 cj ■£ ftft d g 03 a> t! S 03 O ft ^ •°m .p ft ^ C/2 ftft bo a B !> S o CD . AJ *>-t ft pft£ c o o ft o o ft a) o* r : bo >s o o ft ft o ° 2 ft o oft w o eft 1 C.SP h-. hri ' HH o o ft o m H bo'o £2 _, o o g® ft - Hg* o 2 2 o o o o3 C 03 C bo "ft ft ft 'O o ft o m o-o ft oft ■K- *5f odd 03 OOOOOO ftft ftft ftft o o o ftft ft o O ft 2 O ft =”<2 Is oft rjj o cop® o^ftft o ft p ^ c n • H— I • o ^4 '-D . ho • O o a) PP ; wi t-( o3 03 S 2 -—i - ~ P ^ bb'"0 ■2 ci C l«0 PH r ^=3 H-r _- .ftftPn.^.JS^ftJiO # o o f=b <3 PI W fp £3 in > GGOOod ft 03 rt s « c3 01 ftp CD 4ft* '■g’o CD CD 02 PG 03 i C 03 c3 =3 o« ft ^PgT3 - g*»*. QQQQQQWW £U 0) c5 1 P'S OG o „ 4— > — ai ci PM bo o-ft ft ^ o3 « ( O ci cZ cZ C -*ft> w w w w w w #hp 02 > - 5 ~ o o3 03 P P bo bCT P P ftA c n > 5 6 £h &h O *«H ►? ^ 2 c3 53 CO rC, b£- o s C K rC r~< ° ooo^oco rOrOrO-+2rCrU rOrO C hJ) 02 OS bO f-4 S3 rO C S.2 C o ^ O p *5 "3) § • i : igji “S5§--j ■" .ftffidPft ■—• c C O CO >■ 03 ft;3:3c3c3c3a3__, _ __ O P P h ^ 3 S ! OGGGOOGGGGWKh k O 5) do > A 03 o ft c c cj J NOCO^OHd 00 00 00 d) Ci Oi CM CM CM CM CM CM CM CM CM CM CM CM CC-^iCcdt^OOOJOHddlrfiiCCCNCOCiOHCM aiasooic^aiaioooooooooo^i-p^ dl CM CM CM CM CM CM CO CO CO CO CO CO CO CO CO CO CO CO CO 01 CM 01 01 CM CM CM CM CM CM 04 CM 04 CM 01 CM 04 04 04 04 CO^LOCCNCOOOHdCO^LOONOOOSOHdCO^iO T-H T— — *-H rH rft 04 04 Ol Ol 04 04 04 CM 04 04 CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO' CO CO CO CM CM CM CM CM CM CM CM CM CM CM CM Cm CM CM CM CM CM CM CM CM CM CM * Statistics of 1897-98. Table No. 42. — Statistics of public high, schools in. the United States for the scholastic year 1 SOS-9 9 — Continued. 1966 EDUCATION REPORT, 1893-99. •snj'BXRdd'R ogtiuaps pus ‘arm -itunj ‘sSuiptmq ‘spanoja jo an[e,v s\ o o o o o o o o o o o o o o o o o o o o © o o © © © o o o o •Ajujqi[ aqi ui soum[OA jo aaqurnsj c* ©OOOOiCOOOOC* c^iciooor-»-roooo M M H C'J 00 H O LC COCO ooooooooo© ooooooooo© OlONOOQOO-OO O^pCM-rCM©©©©© . CO r— t © i© r— < iO O TP 1 o .ooooooooo © i- © © o o ©• © © o Wr-tXiCONrtONO rH cl CM* r-T h •[[up ^.nqiiuti ul Jaquinx; ^ •»'ji3aA in 0sjnoo jo qiSnoq P=1 -rf ^ ^ CM TC tt* ■'C* r?*‘ ^ ^ CO ’O4 —j* t]* tj< rft < College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. 'OfBtUOJ 18 © O • rH rH © Hnh CM © H CM © —i CM rp TP • ■3FI 17 r— t © ' CM rr^i uO rH CM T-i 1-0 r-H CM © CO © uO CO Ol * fZ 05 2-MO « OX O & •opemoji M C CJ O .c D H C C ftp ^ CO CO © CO CO CM L'- »0 O lO r-l ^ —Cl •9JBJY C5 ft 1— 1 r-t CO CO © CO 04 LO CO CM H X MiC Oft O OXOiOCl r-H CM rft Preparing for college. Scien¬ tific courses. •ateuioj 14 © CM © © uO NO d rH © O CO CM © lO Ol « ■3TBK rH rH © CO E' iO CM CM CM X CO © rH lO © CM • Clas¬ sical course. ■oteurojj O r-ft © Ol rft © CO 1^ • t — ( rH • o rp • zo • CO • '3[P!t p°! pr) © rH © • co © rH © Tf rH • rH CM • Tp • Hp ■ CM r • • • • * • Ele¬ men¬ tary stu¬ dents. •opmtaj © F*l ooooo©oooo©o ooooooooo© o o CO TT •a pare Si ©O'©oo©oooo©o ©©r-o©©o©©©©© ^ TT CO £ -f iO i< N D Ol iO 20 CO ‘O CM t>- lO COOOO’f WOO CO cm r-i co hp X) 7—i cm i'- io or co co x —• .o cm o © r-i co o © co rH Cl •apetuaj o . O o ~ w « 3 O C'. O — 30 L-~ I'- iO 1— l CO CO ic (Mu'; — S O C-l ‘O X Gl 30 JJ r-< CN CNi l" O'® O CO 1— I COXr"?rt'viC •? o :o CO i O O O ft ft 'N c-l rtMOWNCI^HH O CC l- •3r»re iO i ci r-i co i .ft®-*-*®®®®®®®®® oooaa'oS'aiaS's)® oa75^o^oo^7S"S^oo^5J, AdHflSAftQPQClP AAAAAAQAAQQA » a> 5 a) ^ O'd o ; P4 >J'5 ■ ft ^ .OJ !oA® • fe *-<■ , * _r o N Jo- 2 •3"’ *S O.S ; . ■ < ®W'rh8 ” - CO /CC Jh c: ^ O ^ o O 22 dHPn o -O s-» « . Vii-'.SS O W ^-KOQ:fe C6.^ ^ cc hh SXft? . 0} fcC 5; 33 . 'C ^ c r Pj H 5 p ^3 o 3 ft — > ft S3- o oj J.oSKags. j=: & I-,* $ jrl ,_3 g £=J § cis SO h< H 00 ft T1 * 5i ^ C ^ r- O) r &X) to r- ^ G Oj£ O-- geft g S a: o flj ? © o “ o C ft c a ft p Pgooftft" o In p K ft 03 cococccO'^i”^i^^,^f,^'rr''^,^, COCCCOCOCOCOOOCOCOCOCOC'O C I Cl Cl Cl (M CM CI Cd CJ C1C1 C4 CC C O h Cl CO C lO C D X C lO iC lO iO lO iO iO uC lO iO CO CO COcCO CO CO CO CO CO CO CO CO CM CM OCTCM CM CM CM CM CM CM CM CM SECONDARY SCHOOLS. 196 o o ooooooooo ooooooooo ooocmooooo O CC O O O O LC O T-H ^ O Oi O Is* *7 iO 1> O ^ D OI CO^Tm r-i CM H* C/0 o o o o o o o o o o o o o o »o O X M O 0 C) O CC O 1 « CO CM CM CM rH l'- o CM CM nr< rH CO O 00 nf< O CM O CO CO O - CO O O Tji 1 rH •OOO ‘ ^ 0 rr* • • TJH • O O O • uO ■ r- tm • 01 ■ O ! 0 • • O • rH • O CO • O OI • Htt 0 CMOiO • CM • O eo th • O rH CO 0 • • CM O • rH rH O • uO ■ uO 0 • CM • OI ■r • ; 0 • 1 — 1 • L- CM • 00 CM • OI 0 OhO • CM • CO i • CO . . • CM O O * CO Tf CM CO O • O • O • o • 0 • rH rH CO rH rH • 0 O CO • rH • • • OI . TJ1 « ■ CM O O ■ CM O H rf O • O • rH • 0 • O O OOOOOCOOOOOO^OOOOOOOOOOOOOOOOOrHOOOOOOOOOOOOOOOOCMOH< CO 'T LC O 'pP Cl O O OOOOOOOOOOOOOOOOOOiOOOOOOOOOOOCCOOOOiOOOOOOOOOOOOtHOO CO Cl o tj< o CO o ^ CM O CO 0,10 O o O (N D Cl H O O D O O C GO o h- O I'' 1-0 o (N O O ! — i C H ^ O CO O CO CC C CUO iC *+ !^ ’ — (1.OCOO1 — ir-iO L'- TT* CO CO CO OI r— i CM CO CC 00 CO t-H lO CM CO iO Cl CM CM CM CO CM CO CO ^ CO CM L>» O CM CO CMT'Oi — iHC'l'^N’sTClO'MCMCMO' Z/J r-i CM i—i CM r-1 r-i rr CM OOTjUCOHOOOOO)iCCO^OHiC^CO^iOiO(NiCOLOCOOiOO(NHOO'^OlTt CO H CM H CO O CM O CM CM CO t-H O CM rH t-H CM CO CM H r— H H n CM H CM H r— I H H CM rH CM H CM rH CO CO r— 1 rH CM CM CO Hrl'MHrl CM H CO rH ’ P-Q.P.P.P.ft ftP, ft P. ftrr- OOOOOOOOOOO^^ ' -H -H> 4-> :f p,t p, p, p, h>, p, p, p, p pt p, p p rwOOO0OOOOOOOOO(DOO flQQfiflflqflflftiaSflQfiQafififlfififif ft fti ft !— 1 ft ft ft ft ft ft ft ft ft i ft ft ft ft ft ft ft ►— ( ft HH o o o o ftr^ ftnr; ft ft o ft eg C h-i O *“* "o -r- ^ ft oo O . ft •<4 Ms CD >.o \dod> 03 CC Ci 33 go |_j QQ cc O 3 5: S 2! W w 3 .-a be* 43 "Ph :w w c3 > CQ OQ o J Of) eg i ^ p > ft o I G> bio ^ bD ci ft ’ft O O e o>7 ! c/i c ^ 0W2 * d“5 o £ Sge o o “ Q -ar ; co¬ rn ■ fee S3 5 •3«-_ oooo.ooooooooooooodooo 'C,orc3rP'C'T:rc,crorcrO'cro'crc,c;'c;ro,C'c; c- c o 4P O O 43 CO O .CO O o S p r2 Jft eg eg Ld ft bi) • C33c -W 33 - - O cj c3 oi P ci pffi o b0<2— bh,r ^4 (u « k q c o' V w Oi t? O' •-’ -P4P2- HH HHHH H c . . a? eg eg 2 o d 'He o >p CD rc3 a fefifeJ fl . 1222 B O o CO OOCCri 'P'O'C’P o CO C a>® cs 3 « O O 0 3S bo o bo o CJ aOcip«t;-ti+3 •3 E Id o 'C c c c - - c (3 (3 S P P P • 0000000 * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1968 EDUCATION REPORT, 1898-99. •SR)8JBdd8 0yiUl9IDS piI8‘9jnj -tuanj ‘sSuiptinq ‘spunojS jo 9R[8A (M e* O O o o o rH OO • • O O O O O 05 O OO OOOlCOOOOOO oo • *000000000000 1^000000 lOO • *OOOOOOOOi0C4OOlC)OOOOO o • • CO CO O O O O LO C4 O O CO rlCOOT? id Tf c^ t-H • • lC rH CN CO ri L'* H fH o o OOOOOOOt-hOiCOOI>CO OClOOO^iOlOCO(NOO^CO o *0^000 O • O O O O CO •AjRjqp 9qj n; S9uin[0A jo aaqrans^ c\ TT1 hiOCItThhDOh^Oh CO O n 1 iC O \i 04 n rH : ^ •pup iiBjpira ut J9qtarq\r s « •sjr9.£ ui esjnoo jo qpSugq 04 ^ rt* rf '■’f Tf< ^ 04 Tt1 Tf- TT1 04 Tf ^ CO TT* ■’T' ^ TT1 04 W f—H a & G 55 , _ »lleS-c?,2S 0) fctrj p A Q.S g oj CO A w bcv ' 'H ’O J cj rr, JJ> Sji® g " i— i O cj •8[Gin9p X •3I«H •gjuraap i- CS p=t r— I O 1-0 O O 00 * O hF O O O -^OCOOOi^OrHO O ‘ r-1 o O O N lO l'- O O '^C^nOCOOC4 OOCl^O ^ T-H O O O H U O N iO (M 04 iCO^C/jriO ai tD CD d bo ■es p Si Pi C O “ a> Ac d « d ^a a S,® a o 4J4J+J-P4J4J-P-P-U-P+J i ( H- ft- fti- V— n ft-> ft» t-<-t fti ft-rrH rr”* QQQPPQQQQfifi^GCfifl^GqQCqPQ £u ft- U ft OOOOhOOOOOOO *3 'in Ph w ss ^ O 02 K S hi? o a •—> J-i d o “ill Wpq o a? : GO X 02 g £| bc^ d . S 0 5 ^ Eq p” ’? Pi o • Sp . d •Ss -0 d o.d in Up t: c a ^ £a S o >, a '3 s <15 .s s !5Hq sh d ; CM • c co • ,>,o ^n-gpp c-m J3 S O • C/2 >► ^ C/2 C/3 • <1 > P3 pCJ2 ^ 4G0 CC >-i — 4 iv * r k >- »- 0 be d • o ;g -2 O sj S-< . 02 ^ 02 "d^ ccfe cj o o S m 'd +-^> O) t-i O nd si in | Si o a OS « •o : g o A o cc Ad t>C S be dffi ccccoocccoocccooooo tC'C'C’C'C’C’C'C'C'C'C'C'C'C'C'O’Ofl o A r_ O C f ; — ; 0° -4-> ft-3 d o a i ◄ g 3 u A bo o • "3 d ■ai : : : ■ cs d o> ■ • I'd dA • ■ s-i m q; be bo § A d “ " A a 5 ddo3c3sai(uaia>a>AooooAAdKro d o bo S ce • • c3 P^l X c3 g gs^^z^zzzzizjz^ziooooooooood O^ClM1OOClOr-i(NM1- •O’f OH ■ O • O H« • • 04 04 . Hf r-H CO O CO LO r—i • rH • LO • CO O rH O CO O ! ^ H CO H H • rH • 04 n . .QO)^ • t-H lo o o • O • o ^ • • r—i CO • T—i O O O CO CO O • 04 • rH • r—i O rH O rH O O O CO lO lO • LO rO • 04 Lj 04 CM 04 X Ol CDO O O O ^ iO X O X T-rt oi CO H H IO O O CO O Ol H CO H h CO r-H CO O CO CO 04 CD ^ T— ' ; 7—1 rn rn rn 7-1 7-1 LO r-1 •H 04 rH CO 1- 1H l- o • 90 CM • I'* O Ol O N1 lO CO h lO O O lO H CO O h CO O LO LO oo CC1 LO HOCOCOHCOHOh 04 O CO Ol 04 04 CO Tf* H rH rH o CO o H CO ! lo • • 'Oh CO ■OOO • o • • O LO • . • o • O • • • co co o • rH i iO 04 • ii it • co • • o • 4 04 • 04 • ! ! ^ ; ^ • 04 • ; | 7-1 • • rH rn CO p- H 04 i lo • • '00-40 • rH CC' O • o • ’ O CO . . . CO • oc • • • CO Ol LO • CO *04 CO • 04 • • O 1 • 1-1 • rH • i • CM rn . . rH • • rH CH.Tjirrt • 04 OiOn • • O CM • • rH O O ’ o ■ • O O CM • • O • CD • CM • • LO O • * • o cc • 04 O rH O • • 7-1 ! ! ^ rH T-H 04 04 • - CO CO rH • ’ o o • • rH O O • o • • O LC 04 • • O • LO • O • • CO o • i • o LO • rH CD rH <0 1 * OOOOOOOOOOOOOOOOOOOOO 1-0 000000000000 1^0000000000000000 04 LO lo LO CD 0000000000000000000000 1^00000000000000000000000 0100000 TT1 LO CO Hf< Tr> LO O O CC Cl O N CO IO Cl lO CO H 1C C5 CO C O O N C) CC O O GO D CO CO IO 00 lO CO O O X' O D Cl CO iO D O Cl c; O 1C C4 O D o n O "O (M CO LO Cl 04 W O CO Cl O CO O ^ O N n n C4 iC rj* CO CO CO O 00 iO CO n 04 O 04 CM CM rt 00 H C 4 CO r-i i—i r-t CO - 4 i — \ i — i CO i — 1 rH rH N O O lO O D lO W O CO Cl : i H uO CO H O O lO O CC •'f X O r- O X CO Cl O O O Cl » O D O O CO O Tfi o lO CC lC' ’T O h x Cl o T— I iCZ CO CM n CO 04 n CO CD CO © n O 1^ CO CO CO CM i— i 04 CO H ^ 04 H iC CO CO LO CO nnOIOHOI 04 D n C>5 n 04 04 r— t CO rH t-h 04 n On04HH01OOOW0IC0HOD^0lH01nH0IO01O0IODC0 01CI^04HOH^0IH0IOC0OnnOOOOHH I 04 H Ol n 04 n 04 H i r- I O 04 r-H i-H 04 Hf* CO rH r-i CO rH 04 i ftp,p.p,e,c,p,ftac,c.ftafl&p,p,ftfl a^ ftftftaftftftftiiftftafta&ftfta&a a^ a a a a & 2d)(Da®OU4)O4)OOlDOmOO(ll4)Oa^0J^miDO(ll4JO(lJiDOOllJOO(D(i)iDlDOO(lMScOOOUO > ^ 02 11 go” Z<< S3 o HH HH O . 8 1 ;p _ ' 0) pq ■ O-i % Iph*S o ^ CD £ 9-1 C3 ^ ^ ^ O =5= o> p a a rt 8^ ■oOh to; a : a . o • c; H ' o i— i • Ov ' - - 5 in ■'? j- . ®p4 s; Sffi .• c o o d bJD Sd §■§ Co g ss-s g' >0- " H Mhm H ^ o3 d.-rtd-- 3 H .OhQ^ >id I? W - o a t. rt c c > o a: rt4 rt ’r>l h in -c H 0) C a Sh ' -+— * o! 04 a O.m £hPhC^ o o o • • • • o o <— O • • • • r* O : ; ; : oda jOd !•!• CC Od O r~' o o o o ^ ^ o o o o ^ 3 OrGrCrCpOrC OrCrOrO,CrC bjo . z: bjo . G*— 8§ 2rC o «s . bJG ■Sfo ffi o bJC c ’S^ 5 o 04 t: > g £ 5 j gj ’r^. o ^ .£ ^ bx: . .'O.'S ^ ® H O O O O 02 M M £ M 'C'C'C - _ o o c ^■Cmrt'D'C c CC o _ X !'s X coo :x o c o o PrtCn OO ’ ‘ ' K ’ 1 •'Ct-I — an— ' . ' L* ' O rtJ C O c o c rt feed ; -rt rt rt -io rt „ fH—rtOOrt-Q^jOOrt^r o 3 D 11 D CJ.rt.rt O O O H a cai rtaapsPpHdPnPdx (-, S_ t-, tH — o o * a Oho P..2 O' n s§ o C bo O O o o a o x” ^ r* c a 1 o o o o o c o o ' — < £ p ^ c P Sad o a ^ h C > — — . w. i— i ■— i —I ■ a a c w o£'JtD’g >-rO ^Hr-rtbCbcgc --c Si— oa'c — — . acrtpaoocrtrtciH^g4^ a a a — a o3 a ci c o a a o o o a a art. rt X X X X X X X X X X X X X X X X X X X X H, W3 . a '5! o {-. : o ps ; 4J-P j CC O. r ^iCODCCOOHdfO’fiOODCOOOHOlCO^iOPDNCOOO’-DMCO-T'iOOt'-'jOOOHClCOTfiO T ^ -T rr *T *t lO 1C Ido lO 1C lO lO iO lO O 'O O 'O 0 C O O O O D D 1^ M- l - l - D D x X X oc OO CO 'T^TTr'rr'Tr'rr-r-r— r^T-T~r-^— M 04 04 04 04 OJ C4 04 04 04 04 04 04 04 04 04 04 04 CM CM 04 04 04 CM 04 04 04 04 04 04 CM CM CM 04 CM 04 CM 04 CM »C to 00 C* O — i 04 CO CO CO CO CO CO 'rr ^ -r -T -r --r - -r CM CM 04 CM CM 04 04 CM 04 04 CM 04 CM ED 99 — YOL ID -121 * Statistics of 1897— i ■Statistics of jnthHc high schools in the United States for the scholastic year 1S9S-00— Continued. 1970 EDUCATION BEPORT, 1898-99. ■snjiuwId'B -HIJUJ fcS^U!,t)[tUq ‘spUKO.t^ jo ouii? a o o o o o o o o o O O L- Cl r— 1 CO 0000000000.0 0000000 O O O O O O O iO O 0 O'O O O 0.0 O -O DC O O O O O DC CM 0.0*0 O u: o o o o o *AJlUl[I[ OL[} lit SOUIll [OA JO JOqiULlV^ | ^ i 0000000000000.0 0 00^0000 DO 1C iO 0.0 O CO o M h *o ci i- r-i co o »-i co co ^ 0.0 O O DC o O o O CM oo:iioomo T— ! T— , o CM CO T— . o Cl r-H *I[up .?j«ii[iux in piquing O Cl O . . . o • • • •s.nioA ui esmoo jo qjSuaq rH | . ' . 1 CC O CO College prepar¬ atory stu- .l ents in the class that gradu¬ ated in 1899. •opera a j FM Cl.O — 1 uO O O CM Ob 1- o C1 • ro - ; ‘0IT5K i- O' T— ( i-H O O O Cl — -HO t-H *DC -H '; § 6 k •oparaoj o M O t— ( aO r— i Ci t— I CC t— i O DC 1 — 1 r— 1 Cl 1- O DC VC O 0 X l- VC •OUK M UNO O Cl i — i C CO O CO 1 Cl '*!< CC-O C-l T— ! Cl co ci ci Preparing for college. Scien¬ tific courses. •opraoj -*( fH uO • C-l o. o o OO'CO ■ VD ’ — 1 •0[Upi CO H 00 • ^OH-H r— O *G O • O iO - i _ &\2orj r\ q-1 t-i pr.2 P O vi o •opraoj c) pi .oo co° - •' r-H 0.0 o ■ o - •3FM; pH Cl o DC O O T-i o o o o • o - Jh 71 1 G r~~* r- O 02 o— 'OOO-MO a'so. 00000000000^000 ’°IHK Cl •? h o i< i' :i c o x i' o k r. n - o.’-o—s m >c oo c\i : i k i-~ ri ira -ii.oC'Itt-.mwx -.o — ~r -.m . ~ — co co ■ •3I«K O g w CO ^ X •apraiaj ! o 1—1 C'i.o-i— l -N 1 ■ — ■ i— i "M o ci *ap»K o P. 3 ~ ? £ £2 p. 1-1 o P-7 o , c- 1 P, P, P. Pi P. Pi - - P^PPPPPPPPPPPPPPP i OJ O 3J. U.O H O.OOOGJGCXOOOOOOOOO ;QQpftQ.flS'oaGGQ'3P'QpC!ftH.a5Qfl a> £ Cw fc o 0) t— 1 w g cep:- O oi ES' o o CO ^ 2 w X • £ >A> S • ;£ c ° £-SoK g s - •w P -h S-Cp C3 “ o o -O . o> 2 - CO - ! CS’C 3 _ — Xcr^S — -P — C r— p O >- K/ ^ A P o c o pip: ^3-1 « ^ A A d y to c; o c CQ . -M o o o o Mo PJ'O to 5 0.0.000000 rO *TP! PP3 rw -o g e A cec; o ° H-> ce 02 V +-> o -p ce 11 ■ <0 ,o ^ O CO o o o3 s-j c3 < H : o O' r c p ce ce o ., too S- »■ c 2"> Ppj A o ce >1 G c3 ce ro AC ce - C7 o P*-* : ce ce < zz o o: o -e o*^ C -7 Vv ce Ch ? ^ ^ O l- OC O O *— i Cl CO rr »G o 1^.30 O O H Cl CO uO O 30 o o GO 00 CO 30 O CVO OO'OOO. OCUOOOOOOOOOOrP — h rf ■ -* -rr1 TT+ *f -f ^ C C f ’f “r1 'O lO lO iO iO O iO iC i/D iO iO C1C1 Cl Cl Cl CM Cl Cl Cl CM CM CJ C4 CM Cl Cl CM Cl Cl CM C4 Cl d 71 Cl SECONDARY SCHOOLS. 1971 O D5 O 02 o co ■oooaooooaooftoooo •oooooooooooooooo .i0r-000000000000000 ocoooooooooo 0000000-10000 Or-lOOUOOOeOOOOO o o o o o o o o o o o o o o o o o o o o o OOOOOlO 0 0X0000 • o o . o o • O xo xr 04 r— 1 ' 6 cc o d o 6 e oi o o o 04 o o o OCIO xO OOlCC CO O xO xO CO 04 04 O O o ' CO O -h ; ift* CO CO - >0000000000000x000 ociooooxoinoocoocooi- 1 :o q x o o n c: o Is- c uo ^ ^ o ^ H H r H H 04 HH C4 HH HHHHHHHOC4 PPP COOO^COxCOH04HOOOCOHH • 04 Hji -Mpp • CO • i i , • • CO • CO ftf O CO O CO O *0 04 0 ( • 1 • 1 i 1 1 •OHOO ■ • 1ft- rH HOM04^HCOH^H0 00 004040 • 04 04 -004P * rH ■ • co ■ m Hg Hg ei in o n .iooo ■OHHO • • xO 04 CO O 04 O h Tf iO n CO ■'H r-i O r— i O CO 04 O T— 1 ftH ]-ft • I" COOiOH'^COOOOOCCHOOCCOOO'fO CO TH t-1 ■ O O CO O 04 CO 1ft- i — ( ■HftH H O GO 04 OrtO n xO HOOCOOOICOO • xO 04 O O 04 rH OHP04PPP1>04 00404000 rH O xC CO rH o • XO r-H xo 04 04 O XO o O o xO CO " 04 r-i rH • O ■• CO O 04 O 02 04 CO rH . . . • pi 0-4 CO XjO • 04 CO 4ft- • X20 rH .... 04 • rH • ■COxCOO • • CO rH • 04 r-i • xO 04 rH 'HOOCOHCOxOCOOHOHOO • rH rH rH tH • 04 • rH OHOP04 CO • • • •OOlOCOP ' 04 PO • CO rH • • •» • rH • rH • • CO 04 'P rH « • 04 rH • O 04 • 'P •O • • 04 rH o • • *0 0 040000 • 04 • rH • O rH • ..... . .. .«.. . . « • « Ol • rH 1 ' 04 .... . . . • . . • . h .... . . . . . . . i ...i • • • • CO O . . . . 04 . o o * |I^d ' • rH rH ^D • ' ' Q2 ^D ^0 ■ 04 O ■ CO * O rH • • ..... • .. ..<• ..-«•• co • O ' 1 O 4-> -H> PhPhP-tC^QhAP^Ph -Ph Pm P ftft ft-» ftft ftft • ft-> ,hJ+J+J4J-P . • ft-> ftft -ftj ftft . . ft ft ft ft ft PsrH ft^Tj ft ft ft ft P<’Tj rTj ft ft ft ftrn Tj m — ' AT w /IT /IT r, /II /Hi w w f* T iH T /HT /HT w w O O G) CD CO S o-d r : e O K a? ^ O - eg )>s * ’ <" C ift£ - :offift > _■ • c ;Ocoft H-I o CO ft o O J=j o Oft o ftft 02 ft -ft w Hp 7-/^, rp r-/') OOOOOOOh o OOOOO 'ft? © © PT Oft P3 ^ -g ft eg ft sSSS CQ ftft ft-t eg ft O f- g § a X ft o o h K 0.^0/ S’g' ft O eg o CO o ft o aft .. _ pi a s eg q < < < ft ft ft ft eg C !o >. :gft o’ ftftOQ 0 eg eg ft OO ^2 0) CO Oft O’ o °£ oo &fi O ft O >v ft/ a> r pH gg ,ftft ; ft O iftfi ft o ft o o : o ft a ft d ■ ■ ft .S rS w" g . m ft ftf oaft ft! C «-< 0)0 !qB !ftft • ft ft o o ) o o c c c > o 53: 1 ft ft £ > c c ;•£ o 1 ^ d ■ o ft I X 3g I ft ft 2 ft£^ft P ,_j ^ f-H ft 5 52 ft PI bJDft w w »-' ~ !3 P S’ O 0) eg Ci Co Cw r—i r-— t-H ft ft ft C5 0 O O P O1^ ?) 2 ® O ffl CUD *- O g ^ o p; ’0 ft ft p « d P ft eg ^ 2 g P O O O O o 75 «2 p o p Ht| p |-L( 4h P H5 p V ti O P P P o 2 S 02 P 02 P c3 O S3 o OP at o o pH P Co P HOlCOr XC’ O NOOOOHOdCOpiOONCOD OHC4CO'HxODNCOOOHO4CQ’fiOONOOOOHO4CO^iO0NOO H H r-( h H H rH H H M 04 03 C4 04 04 0^1 0-1 Cl 04 COCOCOCOCOCOCOCOCOCOPpr-r'r-C1PP'?,”f,iOxOi.OiOiOiOiOiOiD XC- O xr^ lO xo xo-xo to ID 10 xo lO xo lO XO xo LC 10 10 xO iO »Q xO xO O iO xO iO xO iO lO iO lO lO lC lO i.O iO lO iC O iO xO lO lO xO iO iO O4OlO4CNJO4O4O4C\lO4O4O4CNO4O4O4 0slC\JO4O4 04 04 04 04 04 04 04 04 0^4 04 04 04 04 C 4 04 04 04 04 04 04 04 04 04 04 04 04 04 0 4 04 * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 1972 EDUCATION KEPOKT, 1898-99. •snjBJ'Bdd'B oyijuatos pun ‘ojuj ©©©©©©©©© • •© • ©©©©©l'-©©© • •© • • ?» © © © © GO 04 © © © • •© • -tujuj ‘sSuipiiriq ‘spunoaS jo anjnA w © ©~ © © oc no © © • > © • ^ © CO Ol -? CO r-1 1C H • • © • . . CH • © © o o o O © O O' © © © © © lO © © © © © © © © © © © © © © LO r-T © CO © I>*~ CO TH CO LO H •Xj'Bjqil oqi in semniOA jo loqran^ ; ^ C © lO C © © © © C LO CO © © © © 04 © © © © © © © © 1C © © 04 © © LO lO © © © lO © © © © nO CO 04 © tH *nup -LiBjqiui ui laqumx C <9 •smeA ut ssjtioo jo qjSuaq; ci ^ rf rr^ < ''T1 TT< Tf< ^ ^ ^ ^ ^ Tt< TJ< Tf ^ fl 03 ft m College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •0[TUUO^ X pH © tH © uO P © r- ( • HC1 • 04 © © © 04 CO rH rH • © rH • • 00 CO ri 04 • rH © © © HT1 rH © rH -HH '©04 ©©OI©t-H rH • CO © © • • tT1 i-H tH rH • Gradu¬ ates in 1899. •0IHIU0J 91 04 rH © © Tjt iO 04 lO 04 lO © 04 © lO H H H © © © O'! 04 © rH CO 04 •0IUK i?5 © © © Hj* r— i © CO © tH r-i © © CO ©L^lO©rH CO rH CO © © *H Tf rH rH rH rH Preparing for college. Scien¬ tific courses. •0JUUI0J PI © CC LC< © © © rH • *00©© • 1^© • lC Hi • © © CO „ rid • • tC • © • *00 • * rH • rH rH • • •0inj\[ 2 Cl LO 04 H lO H r-i • • i-C © © • lO no -T^CO tH • iC © © 04 11 lO • 1> • • tH Clas¬ sical course. 1 •01131110,1 j © • • no • •© • rH © rH © • • •©©© ©CO©iO© • • 04 • • • lO * • • ^ms[ 11 © . . © • . © i 04 © rH © • • • © © © © © © 04 © • • T— < • ■ • lO 1 • • Ele¬ men¬ tary Stll- i dents. •0IUIU0J 01 CO©©©©©©©©©©©© © © © © © © © © © © © •0[UK 55 rH ©©©©©©©©©©© © © © © © © © © © © © © Secondary students. •oi^moj * 'H©tHi^.©©©l0©C0©04© © © O © 04 CO 1> © 00 >0 04 CO no 1^ © CO 04 04 rH -0 © r-r © © © © 04 CO CO CO Ol rH rH b CO 04 CO rH ■3IBH co tc © © © © lo nc © H-* © © 04 © © © © io co ^ co 04 04 CO Hf< 04 rH 1^- rH 04 nO © CO lOC Ol H H 04 rH 04 © rH GO rH rH 04 "g a -*p o'~ a ^ •0[’BUI0lJ 0 H CO 04 CO CO CO H lO H t-h CO CO © © 03 04 CO HHHiOH CO rH rH tH 7 Li rl w 83 “ •01'BJ‘i K5 ft 03 I &2.SSC ^acs,* H rH 04 rH r— t i— I rH 04 rH rH rH CO ' Cl H Ol CO H . -H -H rH Ph Ph Ph Ph Ph Ph Ph Ph P-rH P- Ph !=;gggggggggp,gg HHOOCQflPfifl^OO -H -H -H H—> -H -M 4-i H~> -*-3 q-> P- Ph Ph Ph Ph Ph Ph Ph Ph Ph G G G G G 0 G) G) 0) o be «g$s' ft £ ts 'ft ? *-* G g ft ft a j ft ft § H ft ^ g >% ft^^ oH | >7: o ^ 5 G t ^ G o-£ A- tHrm“Jft3a,fta(-> o 03 o^ ft 03 5 ftftftftftSSSSS^S o ® O O 03 ft ft . o O O ■ HHH • OOOOdOCOOhOOOd THOdCOdOOOOOOO rH rG rG lO' CO Cl” H cT H •OOOdOOOtOCO'HOOdOOdOOrHOCO© N O H d O CO O d CO d 001^00 XOrrOOWiO C^^CO^^vOcCCOOOi^OCCCOOCO^^^O^d •G Ol rH rH rH rH tH o o o • o o o • o T—l d • rH rH . . . . ; ; : : : ^ Tfl Tt* Tf Hrjl Tt< — ^ CO rt< CO CO • • 'OhiCOQ 1 11 • CO CO lO O • • lO lO o • CO O CO • rH ■ O CO O i- 'HHnOdOW • rH CO »o • • o • • • Cl Cl CO O CO O ^ ■ CO O ’H i — I • • O CO 00 • CO H iO • O • OH^OlO • H iO H O Q CO lO • CO d rH • • o • • • cl oo lo o co CO lO rH rH •lOCiOCClOdOHH • 1^* r— 1 rH rH Ot^HCOOdCO© lO OHCOHClOiOdiCCOHdh rH rH 0s! rH rH CO 10 • iO • 1 I 00 d oo d CO O CO rH d "HH •COiOCiHOCOHCOCO • -rH rH iCOClOO^HOiOOhOdiCdOGl^iOOhd r-l rH ^ : • iO • H ^ O Cl O Cl H d rH rH rH • © LO CO © ^ 'OH<^ • rH ' rH rH • O CO CO • o O • • • • • © O O • O CO • d CO • • OO i • • • • co • CO • • o . . 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G O C om at 'CD OW 'd'S o cc O O H H Ph . bo bo tH CLP P HlO'H'rt 4i coS23 pp OQ 02 CO ce OQ U3 , c 2o h V, g © 2 cc P H H CH1CChHiO©;I>CC ©OHC'lW'#lO'LJt'0C®O HNCOHt OOCOCOCOCCOOOO 00a5050>c©c>a3a3a5cn.cii0 OOOOOOOOOt— IriHHHrHr I H rH rH C-) C-l Ol 'MCHICHIOHOJ iC ut> iO iC iO iO id iO iO iO C lO iO iO in O U3 iO ’O a 'O !C O O tc !D (D !D C !C a a to O <£ to O Ifl to O to CD to to to •ai®H O O • O C C5 iC O CM CM rH CM i — 1 ^ O h C5 H Cl CjrH ^ h pH ft o CM CO •0[BJ\[ i- O O CM lO Cl O O (M O 90 CM O 'T1 lO h O ■ — ( hh ft O l- pp O pHpHt— Ii-Hi-HO'Iph CC rH 1 - ph CM n hCOh ft CO tH CO ^ fl -H B.h u „■ O . 3 £ o r? s-i o d) m 03 M OHOHHH^HMOOOOOOCMHi O O O CO M CM ‘9lBK f CD t £ aSccs d a 't\ g o Q H S ^ i CM CO O pH G- Gh Gh CD 0) CD QJ OTOTC ^ G-rr- Q-. G, G« G- G< G-rrH G< flQOflHHHQflHQQQOQfiMQ H ra - — a) co a> o hhQQQQ c3 ft O a ft u o cB o Ph°.5 &a? 3 •77.?' Oh ? d d H d I— 3 »— 3 m PQ U'B £a Ot(j • <3 ft GO o CO S— < ft ^ o & ci . O ci =7^ C3 a> a £ ff* 05 & a o® O ftH BB-ld o fa “ s BB 05 bC 3.: o o 2 25 BB U3 S-g — h fcO aj a g ”1 o o B3 o __ CO tH co rH 05 iCO ffid c4h Q&q i l“S >> a * — i -BB SbB B o jaj^co &! BB C > rO ^ G GO * > (^) _ dj t/} O ^ tC ft Cw . O B? PP co cq J m W g’gw Jd bJD ■5f -*— • 05 fa bC CB 05 o O Q . — ■ , — , flOr-O o O o bo "bo 3 "Sib a bo . o •— ! o : CO BB O pj b: £555^ a © k /£ —3 tn cc« 0 c o-c- c P< T3 05 C« cca 05 O Oj +3* CO 05 B4 BB 05 'C 05 > Fh C55 n 05 ^ 05 CB r= O A4 O. cS ' be fl & 05 . oj oo a j; 05 05 a 03 a S^I2l?Ss-S5v Cj 0 ft -♦— ’ 0) Sh > ■U Td > rr, G oft O ft > § a g,s.s^.2S g ^ oJ.^O s. ij >>0 O O O h B-O-Bl C B oj BqfflcqfqfflMOOOOOflWWWWWh be-; iSBl O r O d c > *1 05 a Sh 0.) O C4 0) O ft Sh • M ftOOO .o c; oca50HC4co^iooNooc50rHC'tco^in (M-MCOCOCOCOCOCOCOCOCOCO^-^^^-^^ COOCOO'ft'COOCO'COCd^dDft'CC'COCOcCOCO CMCMCMCMCMCMCMCMCMC4CMCMCMCMCMCMCMC'4 CC » 05 O H ”T Tf iC iO O C C C d CO CM CM CM CM CM CM J.W SECONDARY SCHOOLS. 1975 1 1,000 OOOO *0000000000 OOOO *000 0 000000 NOOlO • O GO O O lO GO O O O d cT cf co* • co' o o' i — T o' co cT t-h t— 1 1 OD r— i d O O O O O O O O O O O O O O O O O O Ip- lO O t— h'hF' good' i(D LO •ooooooooo •OiOOOOOOOO • O !>. d LO O O O LO O • cf HH!NloVth'o' Cl d 3,000 11,000 O O O O O CD O O O CD O O GO Cl rH Cl T— 1 rH 000 ‘z ! 20, 000 lO Cl rH 1 ••••• III I • O i i * • * o • • • o o * o • O iiii* O e s i O O * lO i O • • • • • lO • • • CO lO • OD OOOO • 1 o OiO o • • o rH CO • • O • • • I II • • LO • CO • O • • Cl • • d • • O * • CO • • rH • * rH * • tO • o o o • • o • • o o • • o • 'to Cl • • LO • . * o * . o . . d o o CD • 1 1 I I 1 • • 0 I 1 I I I I I III I • • rH • • * * •• • • • • • • ii i •«••••••••••••• II O’ * • • O <•«!•••••• •<• ■till III I 1 l^l•ll••t•l•l•l II III I 1 • I I I I 1 I I III I 1 1 1 1 III I Cl OD OD • ^ OD • OD • tO OD • CC OD ^ d OD d CO CO m CO CO CO • d - OD ' CO • CO CO CO rH CO rH rH • rH CO CD • CO • • O O • O • O 1 CD • • r— l • O Cl d O O O • rH . . O • O • O O • O O * O o • CO • • t-h o *1-1 • O • d • • T— i • O rH rH O O LO • • O « O • O CO • rH O • rH O o • OD • *00 'CO^Odd • • Tj« • 10 1 I ( T— ( 1 1 ■OHOTO O PD • • O * O * O rH • >0 ■ I 0 1 1 CO CO CO CO O 'r-H » O • Cl O o • CO • * T— 1 O *• H t— 1 O Cl CC • • T— ( • O r-1 rH O O LO ■ ■ o • o • o eo ■ _ rH lO CO O O • O • CD • rH O LO • • Tf1 • r-H r-H O • * • 1 • * Cl O ii i i i • i i • LO O O O Cl O • • (— ( • • • i o • Cl • Cl o rH ■OO • • rH • • I> * • Cl * Cl ^ rH i i • • i i Cl ""O' • i i • i i • i i LO LOO Cl COO • i cl • • • • j— h • O’ 1 o o rH • t-H o • * Cl • • ODiOlOO *000 • ■ O • • lO • • lO • • r-H * * • • 1 rH o • o • • CO • • • 'OONO O O • d o • t-H o • CO OD d t— 1 1 Cl O lO • • lO • « d * • • Cl rH • o • * CO 1 • • • H rH LO PD • i i i • CO CO O . o o • • 't-H ' • 1 11 OD ooooor^o^ooodrHoooco d Tjl OD CO H CO CO DOOOCIOO CO HT1 lO CO H CO CO O O- rH O O CO O rH CO CO rH rH rH CO o o d O GO rH OD rH d rH H rH o o o o CD COOOOLfOOOOOOOODOOOO 1-H to CO d CO ^ CO O 'H O O LO rH o lO OD hH CO OlOt-HOOOOOOO d rH CO CO rH rH CO o o rH rH NCOO rH lO lO CO CO O CD O CD o 20 Cl 1-0 OO OC CD C lO lO GO c o o o c n^Cln COClHdiOHHH lOHOHCOCOHCICOlOOCOiONCCOI^ CO CO rH COHrtnn rH Cl I" Cl lO G C<1 CO PD O OD d CO CO rH rH O rH t-h d 25 Cl O O O O OO NW O ^ CO 0.0 h n CO Cl H rH COhCIhiOHhH lO PD O O O d CO GO CO O CD Cl 00 lO CD O Cl r-H rH CO Cl Cl r^ O d O to d rH rH H tO H GO CO rH rH rH t— i CD CD rH d d 20 r— i t-H O O O O O O t-H r-H t-H rH Hji O rH O OOOrHOOCOrHddOrH-rHOOOCO Cl rH CO rH rH rH d rH O rH Cl rH rH rH CO rH d r-H rH rH Cl t-H O rH rH Cl rH Cl rH t — i Cl rH Cl rH rH rH rH t-H rH rH rH rH d Cl rH rH rH O rH t-H r-H O O t-H rH rH rH oo cd I 3 +i+i-P-P . -4^> .+3.-P4 Cu P, P< jh^o ^ o, i P« Ph Q*r^ r O 0) Ph P*r ,PP a^ a a^j O ~ ® ® 2 ppppp ftpp p I— i >— I a ® ft g I oi o . ft^S 2 'a 8 s ® H p p _ jj p.2 § c g g . c! ® A a> 2 S o M >> ci a^ PI ^ o S d O lyOn Pb 5 O O >1 © bo a ft a^ 02 g ll a .2 S — « m _ 2>-’2 ^ G 2 0 JP^SSSSrtSSSZiOOOO o *“< - x i <3 2 « ft 02 , ‘P cj o' ri H CO 04 1 [ ‘Aj'cjqp aip ut saranpA jo joqamx fH e* o lO © © © © 04 © LO r— 1 04 t— i © © 500 175 224 500 250 200 1,860 •pup .{jcpn111 J9qtanK © & o •sjT?a.t ut osjuoo jo qjSuai Ci 04 CO 04 04 CO -r^ CO i College prepar¬ atory stu-' dents in the class that gradu¬ ated in 1899. •ojntuaj 18 © • rH © • 04 • 04 tO CO © CO © Students. •einpi 17 © • 04 rH • ftf • r-i © rH © CO © Gradu¬ ates in 1899. •apmroA 1G O 04 © © rH © © 04 00 04 00 LO TjH TfUO © © •apre 15 o o © © 04 ri © O1 © rH CO © TF © CO CO © Preparing for college. Scien¬ tific cou rses. •apnaaj 11 O O O O OO -CO • 40 © ■ap?re pH OrnCOM • © • CO © l Clas¬ sical course. •oimuoj pH OJ O r-i © © • © © • ' • CO © •9l«M ii 1C o o 04 © • 04 lO • • • 04 lO © _ „ £ C LO © © O O © iO © iO © ^ © © © © © CO T— I ^ O 04 rT< HH i— 1 a cr o a* ■ m i x CCONiOOO f-1 O W M lO 1^ O X iO O flfin CN C4 M i £ c ft ft &§.? c A C i CD £ HHHi — li — i M i — !i — I rH t-H M Oi — li — li — I M CO »C ^ft ft ftft h 4) d a> a) e i C.&& J? p a; CD .3 ’p ft M c5‘ SH: Occ o W-H CD . C _h - O ' g £P • a w ^ . g Ch S ” gf-o AC 1 r ' k*- ^ H- H p" oi ft fi a ft CO pq oo -p +H ft ft a) a> Aft ft a> •3 tG tj g 8 £S ft a *<1-5 •(— « r*H X M % o%ne& ^®oS»oo &p : g.tc'S p a o.£P : g.S? : : ^ ^ rhirj.^rQr^ £d ! rh ffl ! ! a ft o a S .ci ©ft oi •ft ft a o ft ^ ° ft p-p 10 B ci oi © > 03 w •ri w rO hOOOOHlN OOiQOOO COCD^I^I^U- CO'fiOOl^ o o o o o t ^ 1^ CM (N C4 CN CM 00 05 O rH (M CO O O HHHrl C4 C4 04 C4 C4 C4 SECONDARY SCHOOLS. 1977 O 'OOOOO • o o o o O *0000 03 .OOlOO O 'OOOOO 'OOCIO oT • io~ cT go t-T • 00" cT o' oT 1-H • 04 04 • ftf 9,000 3,000 30, 000 OOOOOOOOOOO • ooooooooooo • OOOOOOiOOOOO • iO O 04 iO ftH 00 PC O o' O O • rH rH CO 04 04 04 CC • OOOOOOO OOOOOOO O PC LO O O O o io' oTof of io cT pc' 04 04 rH rH ftO • OOOOOO . o o o • oooooo • o o o •OOOOO 04 -00*0 . of O C^ to" to'rH • O O • CO • rH r— 1 00^00 0400 • o o o ifz H lO 1^ 04 O LO • iO O O 04 i — 1 CO i — i i — i CO '04 100 OiCO • o 1^* lO • r— 'HHCO • 000*0 000040000 Or^opcopcor-Hoooco H H H i'- H H lO *C X H O O LO o o o o CP O o io o o HI-- CO 04 o PC OOOtO 00 04 OOOO OCOOOtOHhOOOO 04 LQ 04 H O ft CO Cl rft x|7 i> rH rH T^i^CO^^CO^COCOTttft^T^ CO CO CO CO CO CO 04 CO CO Tj< CO rjt CO CO CO C4 ^ 04 CO "01 CO CO 04 CO CO hH co CO 04 o O CC1 CO 1C . . rH O rH 1 O ^ • '04 10000404 • • • • rf • O CC H H • rH • 04 04 • • • rH • • • O O T— 1 iO1 <^> T“H O • • • • • T“H H O 04 • O rH • • 04 rH l — 1 O rH ftt* • • • • CO • O O 04 rH • • • • i • rH • » • (“ ^ ■ • • y- h DOOCO'OCO'fLO • 00 CO H CO O rH O O HXCCMOOOCOOHHH rH tH O rH O PC tO O CO rH O PC 04 'OtOOOOPCO rH tH • lO O rH r— i rH O 04 O) • r — 1 O rH NOHOC HOHOOIHOHCOHD O lO O 04 O to rH rH 04 O CO • O O CO tO O CO O O O • • rH 04 04 04 • O O • 04 • O • • • *PC >iOO • O *0 'O • • • rH • • rH • LO • • • • 04 rH O O 00 • rH • o o • • o rH • • • i • ' * * HO • • O CO 04 rH • rH O • rH • O • • • • O •'HO ■ *0 O 1 O • • • rH • • rH • . • . . rH y— i 04 04 H* -PC • O O • • O CO • • • • 04 04 • • 04 CO O • • CO O iO CO • rH • • • O O -COO • H H CO O • • • • CO CO o L- • L- • 04 rH O O • O O • rH • • 04 O • • O lO O • • O O CO 04 • 04 • ■ • H tO • *0 O • PC 04 04 O • • • • O 04 O ftf *lC *04000 '-HO • rH • • • • > OOOO-HOOOOOOO aj co o o o o ^ OOOOOOOOOOOO O O O O O O co PC OOOOOOOOOOO LO rfOOOOOOOOOOO 1- 04 O O O O PC OOOOOOO OOOO O O O O O O LO ooooooooooo OOHC40HiMHOCOiOCCO 04 COHHCO^ft r-iCOCCC4 HiChOC: 04 04 04 'O C H H O 04 CO X O to C4 N N 04 04 H PC 04 H H ht* lO CO CC i — 1 O»CNC0t0CCI> CO CO CO to H H 04 rH O PC h PC O H P.O H O O lO OP i'- 04 rH 04 CO CO 04 04 CIOOHOHO'OiOH^^H rH 04 04 rH CO CC n rH 04 O rH O 04 00 O CC 04 CO rH CCC404HC0Q(M00iCXHO 04 04 rH ft-H H H 04 ^ CO lO o PC O tO GO rH H 04 04 HJ1 TF pc rH O ftf CO Ol O CO O PC Ol lO tO tO WHH 04 04 t— ' i — i H OOIHOOhCCOOOC'IH 04 rH O 04 th OH0 04 00004 04 04C40 OOOHOHO HOC0OO04HHOOH 04 O H CO H H H H 04 04 04 H rH rH rH 04 r- 04 rH rH 04 H i — 1 r — i H H H CO rH 04 04 04 rH rH tH CO H CO t — i i — H n Cl 04 04 rH -+2 -^2 +2 » -t-> 4-0 -+2* -H* -H> 4-2 -G- 4-2 4-2 4-2 42) C'- , O | O , O ,r^— Q C'. . O. Q. fY CY O ■ £Y f*Y O . HY c^ooa;r-’a^'X'(X) a> o P fi P I — I i— i i— i ft fti ft i ft ft ft ft ft ft ft p,atp,C3ftp,pHa,ftftfta, ®Ofl)® +J 4^ f.fi6afta.a 0 0 0 O ® 0 o fiGppqpp P* ft P< P, ft ft ft ft ft ft ft O00GO0O00®® fiftfififlflqqfififl CA oft CC w a ft ft ^ •2d ft • fee S-l S ft a. S7 , < ■2S 3 a a a, >? B jg d l“l cS^ft « r0 > E-1 O d a -ft • . ft ft d "^ft <5 C S ft > s-i 9 03 ft a ft l3 Sw K*P J— I 4-» P3 cc a) a o § a®a'oP^ a EH "ft is O . - . 2° OhPPO t « • i • • • • • • • « • • • . • • ' i J 'm : s p.a : J C ‘H ' ■' P S2 >a tu 5?ft ft 03 ^3 s_, — o o Q idddd -ft • • ft- I — i Pft 1—5 1—5 o a “ a « P M ftd B — ft t-i p b: ift _!§ Wj”® ft 7 -P ft d^ft ft a ft o >■ 3 o •— < y~* •*- ft ft g£^' ' Sh • f-i • 0) [r O • P • 0) ■ 22 > a; a o , beft ^ ®ORrt £ a £ r-^ ?ft ® ft 2,9. ft0: hh; fee ooooooooooo ft ft, o g S’S a c co Spft' a d,_bc 6q d o o I—* o m rC -7ft tH O coo: oco Oft d

f 9 cco o ■Si -gffi G’S Oft s . a £ « be3 a; g ft a ; ocp Scot o o o o o o ft ft ft ftftft ft ft U 3 03 c 3 > eft o 4-2 Sh agft Pi ?H C/3 'd 'd ^ rH Sh 35 £ 2 c ^ % S- d p ce » i s s 6 >8 0> 0)dd ppcpfp tH 03 o sl« a o O' o ftft P 03 03 t-i O 03 bo ft! - be g a o 3 a 3Cg ft Pftft > >>* O o o a a 2 iv> rr* ~r> m ft. ^ o ! o -*-1 jr-H 03 ; cs 03 • ft a Iftft ft o P ft ft ft P a a SCO .a o.S a d oo O r- >- a a o a7 a a OO P o ft o ftft o 03 a be. IOO P a o- •i— ■ ■-3 tn a a a ar a ao . oo o be a ^ a ft ft a p ft “C pftft ft C C C f~ ooooo ^ ( tC 03 - a a a ft a. Oft w C- • to .3 ft Ifl o d ^ c3 P o ^.d C^OOOOHMCOrfiOCN OOOOHW CO^uOccr^GC HHHH(N(N(N(N(N(NC'^ (M t-* i- i- i— i- i- i - r- CN 04 CM 04 (M 04 CNJ (M 04 (M 04 04 04 04 04 04 04 04 04 04 04 O O H C'l CO ^ lOCt^OOOCH C4W^IOCNCCOOH(M co ftr ft?1 ^ ^ '■o’^ft^ftr^ricoto lo ic ic io io ic to io cc c o 1- i- i- l- i- i- r- i- i- i- r- i- i- i- i - i- i- 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1978 EDUCATION REPORT, 1898-99. •snjureddu aqijuaps purr ‘am; ! -xujnj ‘sSuxpixnq ‘spunoaS jo ani'BA. j si •Ajuiqq aq; ut saum[OA jo aaqainx ^ OOO *00 O 'OOOOOOOOO ooo • o o o -ooooooooo O O i-O • O 04 o -ooooooooo O uO o O £- O CO iC 04 •UTip ur aaqinnsj o o o o o o o o o o O O O O CO ODOCO CO O O O O CCOir O’ — IOOO h- o DOOOiOXiCMOOO I— » O LO CC C8 rr CJ H -i H iO C O O i-O O O 04 o o cc o o *-i iO 04 c o m •si vqA in asinoo jo q^Suar[ CO 04 01 CO * o 1 o 1 04 ; co cc co co co ^ co t— i hjh Collcgx' prepfir- atory stu¬ dents in the class that gradu¬ ated in 1899. •apjmAX X 1 04 O HX O hlo^hh:40^ ^ 04 O • •a [UK h pH 04 t-H -V 04 O O^HOHWOC4 OHO J ai Gradu¬ ates in 1899. •a[umaj j OOr-HC-l-f-^l^l^OO^r 'NCXHOn rt 1-1 T” . rl > rl r-H •a[UK pH 04 04 30 CO ■'T* CO HOOOHOlCOtOOTPC'l 'XhHHH Preparing for college. i X rj - O § a) a>a).«(i)a)aia>a>a)a> co a> a> a> Ph X . 0) 04 w be . o o o ~ • 04 ^ Cw -u 04 oSlgls’lgsl^ bc-H x s- ^ ^ o H H H o a cj O ft rH 01 ci o ° -H> C3 C/2 GC 72 a : : & „ . f •. o • ‘bo X „• fl.£ ^ ^2 c3 >>"* ft g a'g a; gtu -g o.Sj'S G >> ft X oj ci cb cj ft ft ft ft ft o'S“o ft t3 ft ft bo 0t t»o ool r/H ^ O O O O O O Oft-O ft ft ft 'O r CCTJ boo a *? 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Cr O (D.'P bJO RR a o O O '& -l—> p p d ci Sh t-< O0 0000000 P2 Pd Pd Pd Pd p P o £SM o u [_ 000 o c ’P' 'O o 0 s Pr2 & m-H S H H £3St!oi ^OMMM 0000 be 5 C.P ^ pod co o ^ 10 1> P.P ^< d d d d o o tOf'MfflOH'MtO'fiOONOOOOwiMCOri'LCONCOCROHC-lm-fLOfflMMOOHC'lM'^lOfflNOCroOHCdM'Sllfl 0)C!®OOOOOOOOOOOr-iH-IHHwHr-<7-!HOINMC',.M OH O OO •a-I »K © H<»t0 0c>i0 00 1^1^000c0dcr5000i-H000000 O I1 HO iO H iO iO lO Secondary students. •0[Bta9A X H'NOHHWOCO^OHHCOdOHCOdOOiOdCOOO HCOd CDO >HdrH rH CO rH CO CO iHrHrHdO rH HT1 ■9PM ft ^NHdM^COCOCOClCiOdoOHdCOcO^^OiOiOOd rH d rH Cl d HH rH «jO iH H H rH 04 Hj1 CO Second¬ ary in¬ struct¬ ors. •9P30I9J © OOtHOOOOOrHrHCOOOOOCOOCOOOOOOOrH rH •9PM rHrHddiHrHdrH vH HHHHHHHH CO rH rH rH rH rH d d rH Depart¬ ment or inde¬ pend¬ ent. H . -*ft -t— * qft 4ft qft> -*-> rH Qh Q-t Qh dt O-i Oh Ch Oh Oh O"^ 0< Oh Oh Oh Oh Oh 5 P Q ft QQPpQQQQflQQQPQMQlHflQQQ <3 ft o a "E ft a 5 EG t-i © O a t>p o« ^02- ft H* a a; oj (H *h 2 O ad t- >> O CD V © O) c n © § cu o 'CJ « —• w • i 4-» * t • rft"\ S_i Ah ft . Lift c3 • *-< • ■ S ® © -S g£a5 bo1 § 2 gft S|aS-Q^ ©ft « « a § Sa | 8 * o' o5 w-£H|sjQ'W d ft ft oH ft< w S-< Cu O d) hh k-ft i=b ^ K'rd ft‘S -H> CD O £j a % ©d >ft ftA © S a £ o ft rH CD ■Ss a ft ©° a co bo o o o ftft §5 gg gl HH HH Hft rH o o o o o T3 NT’ pO r 0) fco c, , £ ©; S o o o — b-1 ft ©a oocooooo ft ft ft ft ft ft ft ft — i CD © JD £ ft o a ME ^fft oa 2 s s cj ^ ft ft ■ - a >■ o o o c o o o ft ft ft ft © >. ,±4 33 O S • _. ►..'d .u — ._ &p&S!..c3 giv£o d os os S “ fl gd g n °“ ° jjjw ftn o a g---g g a a 3.SPS 5 a a a So -i?2rtbbb;jgCii;«.5.SOOO >a © CO N CO O t — ! C l CO 'H lO O P* CO O O H C1! CO ^ lO O N CO D O •H -»*t< tH lO lO lO tO iO iO iO LO lO iOOO'dOOO'dOdOl'- ooooooooooooooooo oocooooo 00 CO 00 CO CO CO CO CO CO CO CO CO CO CO CO CD CO CO CO CO CO CO CO CO CO SECONDARY SCHOOLS 1987 OOOOO • O O O • CO O O O • 'OOOOOOOO • O *00000 • o o >o O O O O *0000000000 OOOOO • O O O ■ lO O O O • *100000000 • O *00000 *0000000 *0000000000 OCOOOO • O O O •I^OOtf* • 'lOCMOlOOOOO 'CO • 1-0000 • o O lO O O O lO • O CO O O O O O O O I— O CO 00 TT O CO CO -r LO o O O CO lO I— • CO rH O LO mo cm t> o o CO rH CO O CM O CO O O O O lO O O lO ^ ^ o m CM i — i H o O CO lO o COClCOOOOClH^OCOTfOONNOOlHONHOCO CO ClOClOO^COOO^OHOd • o ^HtNdOCHOO H(MHl>iOCO co i — i CO (M^O^OICOO Tf CO O CO Cl CO H CM O CO CO H H Cl O CO OOOOOOOOOOOO^OrHr— ‘OOOOO^OOOOOiOOOrHOOOOOOOO r- coo co i — i ^ OOOtOOOOO^OOO •OOOOOOOOOOOOrHOcO'r^OOOOOOOOOOOOO'— lOOOOOOOO ^ LO CO CM ^ CO CM Cl CO CO CO CO O Tf CO O CO H1 N <0 Cl -f ^ O O Cl CO CO m CO N H O Cl Cl co O 1.0 Cl O O O h o O CO O lO O N r O ^HdrtOCOCO^HHH^dCOl^HClClrH CO CO C O ri ClHHlOdriHHOCO CM ^ iO CO H H H CO CO r-uO H co 'HiOCliOONHfHI>COiOl>COClClCOOC10iCOCOiOH,HOOOOC]C|'HOiC)OOOCliOCOl>‘H-P>.p>-P>4->-t-b4P> ,+i ^ +j +J +j +J p Q-t Pl, Q £L Cu £L £L — l, CL Pu CL CL CL CL P* CL £L Oh CL Oh ft ft ft ftrr« ^ ^ ft< ^ rL £Lt3 £L P P P ft CL ft P -.rr; P« P-i CL CL ft CL CL CL ^^C;iD0(l)O(D(i;0ai0O(];^QjaM3)QOQ}iD d o 2 C, , •*-» — • O r~ w SCO P> O JO b£) c n co d CD cl *■ < Cj O O oS jo P d p jjjg cS ^ P I! or pL pp p >» c3 a g ej t-c , p 0 KB OP bo bp id ) . id« o6 co . CD d ai 02 £^P ^ppoL'pKpq p og CD c3 > ^ 2 o V bL Hi CD . . CO o P <3J O PP W CD cS 06 p£ a K^> -N cip oo r"j ; CS! u n “ § s n S « — If QJ pj . ? C O o p ^ o H 5 .. a: 02 Q • o • u :o . CD ciRE c6 ' : : • : ;jo . g'g S >»£ S3 R^^ CD oJ.P O ^ P O O cj dP bO-P P.s-t-icoaiXcjCiCoO P^OOOOOOOOOOOCPPPP bo . op® a! i> CD -P 13 p p p • p p ) CD O Jo P co P +2 o P 0 Q.P g Pv P O O CfP -2®° P >"C d Cu ® rH rv* S5§' O bo-^ p p b) q?.S2pC PPP . .cp • a; Pi • r-1 a* ; % o- OP PP: 2T2 < , CD J d a oC3 wen csj cn 02 CD -- h Ol CO H iO O l'* 00 O O r — i 01 CO TJ< lO CO I> 1- i- 1- r- I > f- 1- L- 1- CO CO cc CO CO CO 00 CO ooooooooooooooooo CO CO CO CC' Od CO O'D CO CO CQ CO CO CO CO CO CO CO CO O O r Ol CO ^ lC O 00 O O r Cl CO *f XOOOOOOOOQC'.OOOOOOO O O O O O O O O OOOO’-H’— ir— *— ii — i CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO LO m OO 05 O H Cl CC lO -C CO O O T-H OOOOOrSrHrHrHr-Pr- It- HHH(N(M t-H r-H r— i : — 1 r-H j—\ t-H t-H r-H i-H t-h r-< t-H * — ! r-H r-H r-H CO CO CO CC CO CO CO CO CO CO CO CO CO CO CO CO CO ^Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-90 — Continued. 1988 EDUCATION REPORT, 1898-99. •sniuisddt? oyijuotos pun'orni -TU.U1J ‘sSuipitnq ‘spunojg jo an[BA o o s o o O © © © o O O O CO o OOiCO- ^ CM o o o o o © © O r* © o © o © lO ©©©©©©ooooo© ©©©o©oo©o©©© OOuOOOOOiCiTjOOO 00 lO CO © © CM CO CO © CM © HH ^ CM T— 1 H H •.UHjqil oqj ur souirqo.v jo jaqiunvj H OlOOSOiOOOiOC'JOO'NTOOOOO .OCCIOOOOO OlOOiOIMOOMiO^CHN'JOOinO 'NO^i-iOiOM CSl—lCS i— 1 » lO Oit— 1 OCS C>'j< CD lOCOCS c • • •[[up A-ioyipui ut jaqcanx o 5* •sa^oX ut 0Sjnoo jo qjSuaq ' ^ ^CMCOrHr^TjtCO'^fCMCMXiCO^^CMrHr^^COCO^CMTfCOCO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ojBuiaj X M © ' H ^ M CO H •© • CO rH 1 0C r—i CO © CO '['•HH •©»—( •0IBJ1 1 7 O | O Cl G Cl © • © • © CM • © CM rH © CM • tO CM CM !hh Gradu¬ ates in 1899. •0IUUI3A 1(> NOM»^iOHl'?lmOHOXH?30iOiODif300p1'IN •eiujt 15 OOO^HCMOCOCOOHCOO©CMHrHCOCCiOiOH• • • © • • • © © © CO © • • ■ • • rH CO • • CO • • • © CO • • • rH • • i i i • • • • • • •• i • • • « •• it* *0M 11 • •• • • i « • •» o • • • © © ^ © © . . H • • © CO • • 1 rH CM • • • ^1 * i i • • • • ■ • • • •• • • t • * •• ■ • • Ele¬ men¬ tary stu¬ dents. ■0JUUX0JJ OI ©©©iC©©©Ot^©©Gl^©COH©©NQ©©©©© © CO 1-0 CM © -H LO •9PK Si ©©©!>©©©©t^©©CMaO©CM©©©r-.©©©©©© lO CO lO CO © T1 lO Secondary studen ts. •0JBUI0J X © CO CO I> © CO © © © © 1C CM © © © © CM 'X © 01 CO CHH CO H n n r-1 Cl Cl H CM H rji rH iO © CO CO rH G CO CM •91^K , O'l©CC’UOCOiC,MXOOOC©GC©'M©^©COTf©0OCMCM©© T— 1 m n CO H Cl T— i T-1 CM CO Cl Cl r-i O C1 n Second¬ ary in¬ struct¬ ors. •0IUUI0J & r-(OOOOCOr-!i-MOO'— (OOOr-IOC -*-> -H> 4-3 -*-3 4-i -*-3 4-> -*-3 +.3 -*-3 -4-5 -*-> -q> 4~> -*-3 4-> -HT .q> .*_> O(DO'DOOCDOOOA)OOO0;OC»aJQ-'Oa> C G Wi ■ l-M H qSM • rvi X 5° oS - 4 q S S1 n eg £ . . . . . . .G : O . * * . “ • > • • . • > • , . ■ I -X- . ^oddoooooooooooooodo .G'G'C'e'O'O'O'O'O'O'G'C'G'C'C'C'OTJ'O'C' ta • . . ••••••:: o o c o rur’o ffl o a t§ cc *S 0) O -q» cj 4-> CO : ! ; ^ . a; >» . ^ u G Sj •G-C- ! :2 :° G G 0) 3 • « G^| • MO a; J •H S GO a-2 5 -2 CO CO CC tfi 73 C» CO CO CO to . G fcfl £J ^ eg o H -h 4-3 coco • bo • ^ • S3 c-g o 5 + h> 0 V— eg o a> o 0C Cj G o 0> *-< o • a>.G rj jj 2 3 2 g eg 2 g p.q ® 2 G3 p ^ ^ ^ >s ^ (OCOCOCOCOCOCOCOH ‘ jG a> o fi Sg eg CJ hb 2 2 cg£ <0 ._ HH (N CO -t uO [' 00 ® O -i M CO f iC O N X) (3) O H (N « iO 0 04 rH 04 • • O CO to pH ■-1 rH • • rH OOT .... . . • • oo • . 04 • • • CO H (M CO CO Cl (N tH CO H Cl ^ ^ •HCOCO'M^CO^^'^ a CO CC CO CC CO CO 04COHt o • • o tO Tj< • • pH O O O O • O O n'Ol^O-H'O^OCOHCOCO 'OCOCOOOO^CCOHiOCOO rH 1—1 • rH CO 04 O 00 CO O O 04 hH LO co 04 O 04 rjH • LO 04 • pH 04 • »o C4OHOiCOCJC4(N'ML0C4 'OHHOO^COOOOCO^O tH O 04 CO 04 LO Hjt o CO o o o o 'oo • rH • 04 • ••• rH • • lO ^ • • «iii rH ' 1 • 04 1 1 i • • • • • • • • • lO • rH O • 04 O *04 1 O O *04 • O ■ . . o -0000^0 • ••I !>• • * CO C4 • CO * 1 • iii t i • rH * * • O * tH to • 04 rjt • rH • O 04 O ■ 04 -CO • • -04 -0000400 • O *04 • '040 • * • • • • *— \ i •■ • • • i • • • i • (iii* 04 • * 04 • CO rH • • CO • O tH O • • rH 00 04 * '04^000iOH^CO • • rH 04 04 • * 04 • O * * C4 04 • * • • * • i •• * • i • i tH • * rH • O O • * rH * 04 pH O • '0*00 • ‘COH00004 04 004 • ' • rH rH • OlOOOOOOOOtHOOOOGOOOCOOOOh^^OOOO o CO CuO O 00 OTji o o o o o o o OOOrHOOl^OOOOO 04 pH OOOOOOOOTHOOOOrHOO'OCOOO^HCOOOOO lO CO O O 00 O Tji o o o o o o o 04 0000050400000 pH CO O O lO O ^ (N W 'O GO O CC O O lO CO O CO C CO N LO o o H o o C4C4COt — 1 C4 Cl O Cl n 1 — iCXjHi — 1 HCOrl CO H rH 04 ^T1 00 04 to 00 CO 1> O to CO CC 04 H H ^ 'O C0CCI^OM^00C0H04H< rH 04 04 rH pH lO O O pH pH pH pH H 'O iO QO O O O 00 CO O O O tO H O iO O uO rH pH 04 04 04 HHp^H CO rH H OODDbHOlO pH 04 04 rH 04 O rH CC O O O X) ^ to pH ^ 04 pH 04 04 p-1 pH 04 Tf 1^ CO 1> 04 tO O O O 04 rH 04 iCHD pH rH pHOpH04OOOpHOO04pHOOOOOOOpHOpHOO0404 H 04 H O H 04 CO 04 0HOHOHlOlOCOOO HHHOHHHHHH04HHH04C4HH ■O4HHHHO4O4C0 tH rH rH 04 pH 04 pH OHHHOHOHC4COHH . • 4^> H-3 «-+-'-^+-‘4-^4-^-i-i-M4^4-J p- a a ^ p- ftr! hs p< o cg a (DtD^OOJO^JO^rHOOCDOO^^ODOOGtDOOO -t-> -4^ -^. -H> H-3 +J -4-3 Ph cu CL P, Ph Pu Oh o o H^'. d£«: c +J o s w’w £p4 gs$ 8S £ ^ s:s ^ _£ Oq fcb £ w -r s a lK5-a p-i>s s> 0 V3 2 S-cs Oh !- o a o~ Si O DO bc-a oo o - - £ o H-J -p3 : 9 ^ ^ c3 c3 Cw W g 3 2 PP •- " ^ Pf Oii — - Si cj ci o s Q) OCS O O o O r£ 34 ci d ci be , o o o o o OJ .£ c a >30 c3 O o o > <0 £73 O O" o ot ; fcc M o o o o o o q'O'O'd o > 3 8 . O 2tt*o 3 M O >i 34 d3 s n-1 y Hh ’OrrJ > r-S 3 O 3 0 ^ o X "O bo o o o o o ’O -O 'O 'C -o o o S3 o CQ bo o K O m o C32 O O r—l rr~ J. O .3 c'g> o.£ 0.3 a si 93 « s ofl w « g'g 9 o Ci !i P o o S ci ^ 3 > O o o A o cc A bo O _ o SM Cv ,p C bo 65 >3 o Si SC 3 bo ._ a. d) O in 4CC o O d ft KPhMOQOQPWH NCCCSOH5'1«tHi0,C0M«.®Cih(MMt)IK3c0N 00 05OH!N CO H< lO co t- CO O OMNMHiOOMOSlOH f/1 -!)! TC U3 lO ifl lO lO C iO Li in lO CC O O ffl O O to O 'O K3 l- M- >>!>('>> 1' 00 CO 00 CO CC CC CO 30 DO OD 05 Cl 1— —— -1 —1 rl H 1 t-1 i — ! i — i ii r-i l — ' r-1 H rl t— I i — I 7 — I rl ! — I rl H i—1 il rH H H r-1 H r-1 7— H iH a rl T — ! rH a i — { 1 i — I ; — 1 n T-1 rH COCOCQCOCOCOCOCiieOCOCCCOfOCQCOOOSOCOCQNCOCOCQCCCOCO COCOOOCOCOCOCO C-i CO CO CO CO CO CO CO CC CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year ISOS - tJ / Continued. 1990 EDUCATION EEPOET, 1898-99. •su;T?ji?ddi? oypnaps puT?‘ojru -iiunj ‘b’Suipijnq ‘spiinoa^ jo & o o o o o o O r T-H *AJi?jqT[ oqi ui soiarqoA jo jaqranx O *000000 O *000000 lO • O OC O O uO O M X C 1 O O O : O O CM O CM 5 o o iO o r-i CM o o o o • o o o o o o • o o o o o o • o I o o o o o co o o CM o o o o uO O — uO CC CM CM •U[jp Xnniqui m jaqxnnjui; © ' iT> • 00 •SJB8A ui 9sanoo jo qjxmeq co r -ri r r r cc ■ College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •31-ema.i 2 OriOOO • • O * * O CM * * * O -c D Cl *00^ • • * * * !•• h • • •atujt h fh OrHOrHO • • r— t * ■ r— 1 O • • ' CO H O ^ *HO^ * Gradu¬ ates in : 1899. •aimna^ pH OlOOOOM •OCO'^|iCbl'^C • • • « rH rH * • • •8[UJ\[ 11 •tOOCMO • CO rH CO *t-HOt!ooa;oa)oa)a>oo^oooa)oa;oa^C' o C ‘S fe M C a a “s d f- f-i a> p: d « = o IS H *0 o o bo P. — ci " tC o • d • a i cc ■ < . > ! a: d i~ ! a 2 o S ifeS-^r c £ t-i > wd do d X O o.5 tc o_: r> G~ ^ £ o .X O 2 S1-! d ^ ce 0> o : £« : =H :o cf o be 50 .&.i ■T W x Ci " c SW - - - - bC^'S du'S--. 8 Ed SSP5 § ajjjg - ^o5i^ • O — .• 0Q CJ • o . -pqcQ . . . .a ^^>><03^ 3 cid S H c cl a 3 — 33 .2 =- aO ^ &A < s H W fe £ “M Ci ■d • S©: o a cS JZJ ^ o d3: be _ _ _ . — _ _ o • o o o • c o r- • ^ r-| V : o ■jj . cc n d ' ,c bo . bD CD — < ' _ _ _ — H rH i rH rU| TJ •TJ TJ o So ^ o Cw O d o cc c r*". oC a O fl o a o CD c c o c c SM 3533 d3Jd|33353; S bob M O o — <1 K < SJ o o o o o o o 33 ' w 33 33 33 33 3. 33 33 ' O' 3 d bo O fe r*-f O 5 A ei« o o d cc f ' - — . ■< c S o fe ° o M be 5 ,_ w • r ^ H Co ^ .S O « --2 ' • o : ■ 2 '« G O o ^ P 33 T3 30 2 a c * j - sj a „ . _ K 5'0 0 i a o-ri ^ 1 C-C5H O C o ' ‘ .33 • d ~ „ x O 2"a'S-SP B c-g« g 5^2 E CC -r^. tA W-, . w-j hC ^ (NCO^iOOl^OOCiOHO'.'O-fiOO^OOCOHMWTf'iO OOOOOOOOOOOOOOOOOOr— (r—^r— ^ — ir— ( 1-1 f-1 r— . T— . — i r-H r-« CM CM C4 CM CM CM CM CM CM CM CM CM CM (CJ CM CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO Robt. H SECONDARY SCHOOLS. 1991 o o o o o o o o o o o cr- o o o lfO to 00 o' o CO Cl O lO r— 1 • O • • O O O • O • O • (CO • 1 ,^0 CO 1 CO • CO • O • • O to O • O • O !^o • • O r-TcT • lO • o' • • • d r-H • CO • 000 ‘08 091 000 ‘T1 000 ‘09 000 ‘06 6,600 30, 000 26, 000 o o o o o CO o o o o 1-1 o o o o rH to'iC tC O rH rH 46, 000 7, 000 130, 000 9,000 • O O O • O • O O • • O o o • o • o o • . o O O • O • O CO • • O Ob' o' • o' • O CO • • co rr • • d i — i • O • lO o o to • Cl o o rH • rH CM O • • o • o • o o o • • • • O • tO • o * • i • co * • o • •• O O • O O d CO O ■ iO LO H OO 00 • rH CO O O O O O 00 O HHO 1 H O lO O « o o d to • Ob Cl rH to d O • O O L'p OH • HiOiO 0b rH • CO to tC • o o O O HH • o o o • OOOOOC' ' o o o • -H CO O CO CO < O CO rH • Cl t-h d' • d" • r-T PT1 ^ ^ ^ • to hH d CO H1 ^■^CO^CO^iOd^ CO CO d CO Cl COCOM^dCOCO^^^^COOKOHCO o o o o • • O Cl o • o o • o o o d O O O O d • . -H O • i O O • i O d O CO • * • CO O • rH • o • • o O r— 1 O r— 1 • •©CO© ’ r-l © •©©© d d O d rH CO • » tO o • • o o O d O Ob • i • CO O • d • d • • t>» ffiriHO • • • • O 00 H O rH CO CO H lO d d O CO d lO o r-i r— i d rH • CO hH rH rH rH rH O CO OCOdCOOOCl>O^COOCOI>OHG) tH d to d rH hji CO tH ^ tH • •OlpOOr-rOrHCOOrH 00 CO CO O Hjl CO • tH tO tO lO rH O O CO OCOddiOMdO^OHCl^OCOCl rH d rH d • O • 00 oo • o o * • o • o • • • O • ■ o o o • > o • • • o rH O O O O O • O 0 O Cl • O • • O -* r- < • d ^ • . t-h • O O * • d • rH • • • rH • • O Cl 00 . . CO o • • • o OCO 0*HH^ d • O • Cl rH • TH • • Lp ' H ' • • « XH ^ t— i d Tt< rH • o O O • • CO • O rH • CO • • O rH O • • rH o • • • o H d O hH O • CO • iH • Cl tH • O • • • Tji CO Cl CO o T— 1 • O Hr1 d • • CO 1 H H • CO • • CO CO CO o • • • o O rH O O rH • tO • • tO ■ CO Cl • rH • • • 00000000000*0 000000 tH CO ooooooooo oo o o o OOOOOOOOOOOOOOOO rn OOOOOCOOOOLOOOOOOO rH Cl ooooooooo o o o o o OOOOOOOOOOOOOOOO rH N o O Cl O 00 O Cl O CO Cl uc to CO Cl CO Cl ar CO Cl CO m CO r-1 Cl Cl rH CODOOHOiOOOO OOQOddOHCOH Ob 1> d CO Ob Ob rH rH tH CNHCOCOOOHCOHC. b'NCOnQH rHOrHlp O d CO OOhHhCOHiO d Cl r-1 rH TfClCOCOOtOOHHOClOOOtOCOr^CO Cl -CQ CO CO rH rH CO nH rH Cl rH rH dCOOOOCOJL^OdrH TjiQOdrHdCOrHdd C CO l> H d hH i — i i — l CO co H O lO H Cl O H C O 1-0 Cl CO H C TT d rH d CO ^ H d lO rH l — 1 Mrt(M»lOMOb)lNOINOHHHO OOxHT^COOCOdCOd CO d O O rH HHOCbHiOddOCOCOO^dHO rH rl rH r—t H CO OHHMHHHHHHH ddOOdrHOrHrH Cl CO rH rH tH H d H H H Hji-d HrHddCOr — IHOd .aaa p. a o.aa,©o.©pppp.p (H) <; O O J) JMl) 0) O SJ O «) 0) t) !) 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Scien¬ tific courses. •aincuaj PH * ! ° * rH O ^ T^OO « CM ’tiCMDOO'^ rH CO CO •aii?K 13 ! ! o • CM rH CO MOO *CM CM CM CO O rH o CM CM tO Clas¬ sical course. •aieraaj 12 O O 1 - CO o OC^M * O O 23 O O rH rH xO rH •aii?K 11 00 CO • 00 CM HOiOCM • O O O O O O CO TH CO •a[T3oroj o o o o © OC'JOOOOOu'iOOOftOOOOOOO ■'7' lO CO CO r, ^ ^ ft h W P!ij K o n rtf *3l«H © OOOOO OOOOOftOOtOOOOtNOOOOOOO C~? LO CO ft Secondary students. | •apituo^ X OftOOOCO CiMOHCOMfJOOiOiONMiOOOXCOO CDCSCSC1CO «i-lMNiHTH03NMTj<'»*3l>OrtMiOC«iO CO C^J •aii?K h O M 00 N C5 CO M M ^ O D 3 D O H O 3 H 3 3 0 3 lO CO ic CM CM O rH OhMhhh3HMhCOMOHhh^M^ CO rH Second¬ ary in¬ struct¬ ors. •aimxtaj; © lO CM CO 20 CM CO H CM rH O H rH H CM CO CM CO P* rH H CM CM CM rH •ai^W tH rH rH CM O rH rH rH rH rH rH CO HHHHHHOHHMH rH Depart¬ ment or inde¬ pend¬ ent. 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Oft ft •V oo cS C Si ft tiCOOl Oft MCC'HiOOtiCtJOOiHNCO’T'iCffltiOC'CiO CIOJC-ICOCO COIOCOCOCOCOCOCOftftftftftft"H^r-~-HuC CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO C ' *o CO CO CO CQ 00 CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO SECONDARY SCHOOLS 1995 O • CO o O • to O co • o o O O CO CM O O O O S> CO o o iCOQCCXO CO TH IH o o o o o • o o o o o o o • o o O lO LO Tp o • o o OOOOOOiOCOtO O O 1— 1 o T— - T-H CM CO Ol O O Cj O D D C &; O o o o o o o o o o o y: o O iO o o to o o o o r o o O O O O O O tH O O O O O O to CO TH tO O to O o d • TT lO CO • lO ^ DCOhiOOH t—1 CO rH aT lo i— i th co d ‘do CM O *OH CO • to th' o o d co d cm d t-h i O CM CM TH CM 00 CM CM rH d d »o t> cod TH co co co co td CM id TH TH CM O CO t-H r—i t-H rH r—i OjOiOh CO 1-1 (M CM O O O CC O O lO O O O 1 — OOCM CM 00 O CO O D D 850 O O O O O . o o O CM O O O • O O th th r> 05 r-i (M O O Th m O O lO O T< O 1" i'Oce’#oioi-'0»oaooiMocoH i — 1 o cc <32 to r- TH CO o 02 o CC O O lO O CO O CM uO O lO rOOD C'lMO T— t T-H H r- rH rH LO • 'd CM CO rH tH rH CO rH r- T-H CM cm' CO CM rn : ; : : » O • • • • • ^ ^ rJ1 Tjt TJI T^( ”^1 Tjt Tff tH CO tH TH tH • ftH tH tHtHtHtHtHtHCOtHtHtHtHCOtHtHtHth TT TH TC tH tH TH tH tH tH rH CS rH CO lO OCOO -OOlO rH O CM rH O O • LOlO • TH rH iCiCCMHHIMOOOODOOOHO O O t— i L>» r—i • • O O rH rH CO O CM CM • L© TH CM rH O O © O rH • O lO CO • rH OCMCOCOtHCOHCMO CO O O t— i O tH CM CM rH CM O i— I tH CM • • CM CM O GO O CO rH 'rT< tO CCC^OO • CO CM • t'- to • CM O N lO H iO 05 CO O It o tr O CO (M H Cl rn tO rH tHOCOCCOCOOOOtH OO CO t-h o rH OOO^DhCO CM CM O CO H CO • O CO CO • TH THtCCOtCtOiCCMCMCMCOiOOOOCOCO to co CM O O CO uO Cl O O lO CO O O ^ CM T-H • O rH to O CM ■ CM o • o o o • • • t • 1 « tH O O CO O • O O • CO O • O CM to CM CM • • CO o o O • • CO •t-h • • OOiOD rH • CM rH CO i—i CO O • CO o o • • • • o • • • • CM • • • OOD^CO • O rH • tH tH • • tH rH • O 1-H 1>- r— 1 • i— t TH • ■ • 1 TH CM i — i t-h • • CO CO O CM O rH rH o o o o CO co • h o o to • • . 1^- • • to SO O O TH • o o • CM O C CM H tH rH rH OO • * lO CM 00 CM O tO rH CM CO CO rH L^“ i — 1 rH CM O HJ4 CM • H O tH O • • • O CO • • I TH • • Of- CO O rH tH • rH rH • CO CM • • CM H O Tf tO rH CM CO • • CM to rH O n CO ocoo O O O O O O rH o O rH o CO O O • o •w TH • OOOOOOOOOOOOOOOO tHOOOOOOlOOO tH CO CO OO o o O O rH O O O O o O CM O O O O • O O i> oooooooooooooooo >0 000000000 to COO CO ”Tf tfO CO CO r-i "V rH O lO CO O CO D H CM -C5 CM CM in O rn 30 NH'H'HODiCO CO CM CO r— i tH 1> O OOiO cm' 05C5OC105C0l>NNC0^i0i0^t0i0 It 'C5 O 'N LO H CO CU- CG n LC- rr C T) 00 rH rOOOOOOO'CCiOO CO TH CM TT TH CM CM CM O oooo CO CM CM O H H iO Cl CO L"^ CM CM O CM hji CO 20 OOCOCOOOOOO CM rH CM i — i i> OJ C-l OCO TH t-H H o Cl O O O O CO O CO ^ O D O lO CO CO tH CM tH O r—t i — t rH tH CO rH O CM O CO tO tH rH O-IOOOO— 'T-HOCiOO CM *—i r—i CO lO CM TH CM CM T- CO I> CO CO H Cl H D 1 — 1 CO rH rH CM O CM H O H O) CO CM IH i — ( COGOCOHCOiOHlChCOCOHCOHiCCM CO CM CM H H H CO CO CM H CM CM rH rH tH rH rH CM rH rH tO rH CM rH HCMt-HHODlOtHO to CM CM CO lO rH r—i r-i CO rH rH rH r— i H rH H i— 1 CM H rH r-H rH rH rH rH rH t-h rH rH •P H 4-) -P p< Oi Ph £U CO 0> h d & 0> "P dHiaai Hp si co +-> arpp K a e . GCl,P, 0 _; SO CD H g Pi- bJO P =5 O O <® og ft g CD 3 ^hOO "'o - WfV - . Jh rH (■ S; prt,^ _ p " O <: Pm o ^ r? o c »g ;C/8 > ft P O ft p-t “ E "S ^ an Is? 5 tap: ^ *"0 590 PQ (A cd ft , ft " > P *r-H : ft W'5 c ^ Vi c4 Id o <-< 5 d O Q c5 CL c3 o ft S o- co o GC ft Or ’£• Of (ft WPP .ta bo rf S 3 g-3 O ^ til p ^ r— j C UJ ffi O ft ft ft ft ft P! 0 P3 0 P ft ft ft ft ft ft ft oooooooo o o o O ft ft c p Q i> be o co ( tcAS S p r- P o p o ft p p o s So st; oooooooo C Po ci +Z 2 T1 -2 ■ £ as S5 ^ o o HMCO^ lOODCOOOH C^l CO^iO^NCOOO to lO iC lO iO Id 1-0 1C iO O CD O fX) O 'O O fO O 'O I>» CO CO CO CO CO CO 00 CO CO CO CO CO CO CO CO CO 00 OO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO 00 CO CO CO 00 H Cl CO lO O CO Q O H CKO ^ lO O t^CCOOHNCO^iOO !>» L - I^> I- 1- I— CO 00 CO CO 00 CO CO OOCOCO O) O C5 C5 O 05 o> CO OO CO CO CO CO CO OO CO CO CO OO CO CO CO' CO CO CO CO CO- CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO * Statistics of 1897 n 98. i. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 1996 EDUCATION REPORT, 1898-99. o w t-5 ra «-* EH •snyejuddn ogi^xiops pmx'ojn; -juanj; ‘sSuippaq ‘spunoaS JoonpsA $7,650 4,400 37, 000 33, 000 26, 200 30. 500 22, 000 6, 649 4, 000 50, 000 22. 500 26, 000 5, 000 30, 900 11,000 23, 000 18, 000 8, 600 14, 000 •Xj'Bjqpom at saimi[OA jo jaqum^ fH CClOHOOOOiOOOHCO (N Cd O •C'lOOOO O id O to C O O O O H C O 1-0 Cl to CO. O • CO O CO 0 0 0 tot^coo^^icoco^cdp*^ co co ■ ^ p' co o 10 to T — 1 04 t— l Ol TP rH rH t-H • Cd •pup iCjBjijtui ut aoqranjvj © 06 08 1 ill osjnoo jo qjSua'i &> PH COHt,COTt,'r^'TtlTj4TtOOCOOiO Cd • ' ci • •aiBK 11 Cd CO Hf tO • H H Cl H -t-HtHlO 'COONCOHiOHCd rH • ' rH • Ele¬ men¬ tary stu¬ dents. •ajumajj 01 O O O O O O O O CO O O O OOtOOOOOOO O -f 0 to •aiujAi Si 00000000 »o Cl OOO OOOOOOOOO O Cl CO 'T> Secondary students. •ajyuioji X CNOCytC-iOGOCCdiCCOOC U U lO OC pO O C1 CO Cl iO rr Cd H O n CO H iC U CO CO Cl h O 6 CO TT1 Cd CO Cd ■8l«K Cd Cl to O Cd iO 00 CO iC 00 Cl 00 00 C5 O CO lO O tO rH Cd iO CO Cd Cl H lO CO n iC Cd COCCI CO Cd rH O lO Cd CO rH rH Cd rH Second¬ ary in¬ struct¬ ors. •ejuuia^ © Cl Cl CO CO r^ -T CO rH CO -f Cd iO Cl H CO H CO Cl Cl H Cd •ejuH k<5 rH rH Cd r-i rH rH H rH rH rH j—1 rH Cl rH rH rH Cl rH t*H rH rH rH Cd flu cu(iiQ)oa)cucua>cLiQ(VG}& CD nn^qpfpqpd o M tH ft M • q C£ o ; CDft Ift O ft O ^ r~< T — >— i a ®g % Is®* • bCrt . ^ >. . ,ft HH ft o A H 43 S .£? >* ■ ' D+jC . c5 • 0 £3 J i > • .2 : L* ft ^ 00 rJ O ■ O' 2 C3 £ o ft •C JC ft ft ft o o CO CP ft § > o . - o 8 UW “ft ft bCr •-ft s ftft o oftg“0 ft CD fQ ft ft ft ft bfl hD cd — . ftftft o 2 ° ft o ft O r-1 G r— I • • I • • O o o O O o » * * * * O O M C _c O * • • • • rj «ft £ft oft oft : : : : : o COOrjO CO o CO o . CO «H CO <- CO <;]COflC000000 c • Sftruft Oftoftftftftftft O « &pgj&p cAj'2.20 : : : : : *s ftft q ft qftftft::::: p . O 0) 2 T3 3 . Jft?o oooou cS .,- bo ft tz> ft CD CO ft 2 o c oo a _ •£ 53 o bo ft s3 2ft o a ft O'Pft ft c 2ft 8 " ft ft b52 03 cd ft bo CD > 'S3 cd " 2ft a PP33 o ho? ooo°soo£p§® &o 2' OOOO OOOOPPPflfl c2 • o'oo' o' Cl t>7 co »o rH COH t> rH OOOdOOOrHOOOOOOO 1— OOCOOiOOOOOOOOOi^ OOOTfOtO’'Hr-HOO'MOr-tTr • o • o • CO O 00 O O 1-0 O iO O O 1- ic c o ^ co O O O O o o o O uo o o o o o O T-1 o oc o o o oo o' of cf o' o to H Cl H rH Cl rH o o o o o o • o • o • o Oi-HOOOo»ooLOcooooioooi^or^ooocj OiOOiOOOiOiOiOOCOiO^OOCOOhMOOOCnOCOOOOhOOO lOiOCOl-iOOOC-iOCCOOCOCCHCHOOQi.OClCOiOCOODHHtXl^HOClO O t-h O O O cocaiioo iCCCHCrl OOOOOOO OOOO to O O O O I> O O O O to Cl co H CO O lO to CO Cl O CO CO H H H Tf< CO Tt< H< CO O O Cl rH Cl O rH O O rH tH lO O OOOOOOOOOtH •: o o o d th to O Cl Cl o O o H H CO rH CO CO -H lO CO H O ' ClHOClOCOOHOClClCCOiOiOClOH 1 t — I O CO rH ■ rH O CO CO : iO H tO • HiCHCt^OS O 1 - 1 r— I O OC1HH Cl Cl Cl Cl H iC O O Cl ^ CO O O H O O O CO O H Cl H O h O O O d O H O iO O lO LO ^ H H C Cl H O OO CO CO O^HH Cl rH rH HOtOClHO -lOO • o •rHOt>OOOrHrH • 000)000 • ■H O th O • o^co^ooo • tO Cl • • -rl< If5 O t-h • rH rH H H GO CO CO H • rH rH • Cl • h o: o o io h o • Cl CO Cl 1 — I rH • CO -H O Cl • H Cl 1> Ol d O 00 • CO (M • • CO r-H O ■ CO : 1-1 r-H T 1 • rH GO • O • ClnHHHO ■ 00 O O O O tO • Cl ’ O O Cl o o o • • O CO H H H to H H H Ol d T-1 CO rH • O HHG5iOHtOOClCOOClCOH(Cl COtOrHrH Cl T-H rH rH tH rH O CO CD O C co ^ H O Cl H H H Cl CO CO H H M OO 'O »C N C'l lO CO H H lO ano O O 1^ H H CO H o n W O C Cl CO O 00 OHtOMHH ndCOHHtOHrirH Cl Cl H ri Cl ; — I CO CO Cl iO H Cl Cl GO Cl O Th Cl d TI^ co CO to rH CO CO Cl Cl CO rH Cl rH rH tH T* rH TH Cl T-H « i CO Cl H tO HCIHO^ HCOi — lM(MCOCOHt^OHG5CH>l>COHCOH CO CO CO Cl CO O d CO (M T^cCOO H CO HHrHHHHHHClHHOtiHOHHClHClTHi — I H H H l — IrHrHrH 4-3 4-3 -4-J -l-i 4-1 4-3 , 4-3 i-3 -1-3 -1—* 4-3 4-3 4-3 4-3 -1—J -|_I 4-3 4_i 4_0 +_< 4_j -*_j -|_P I -4_J 4_j 4_> -J_S 4- 4-3 4_i 4-3 4-3 4-3 4-3 431 431 4-3 4-3 4-3 4-3 , 4-3 4-3 4 -3 4-3 4 3t 431 431 H-* £L Q* 0* £L ^ P- ^L £L ^ wL P-1 P-* £L £L Ph £L CL Qh P-'rT-i CL Q-< Qj h 0< CL CL Q-i Qh CL CL CL CL Q-< CLn-H Ph Q-i CL Oi CL CL CL ooooaiOHOQ>D0C)O00(DiDoa)oa;a)o _ , > c - , p u m 0 CC K* _ . bs.T ° or . ‘ ^d :q ‘L i&aS o a) .3 0 d S ^ L| J»| WWOftg 0) • Cfl sll :g« 0 : d ^ g'SS Q c p c3 d _ fcifl OWO n- c: Sr3 o; p- CO W H _ W 5Q fl— 2 W WO Ho w.S gw be ^W m Woo o Zfl X' be 5 000 o c O 'O f-i CT 15 ’> g 'O p Pod Jd c ^ Cj cl o r— j OCTJ o ooooJ rt > !h H H- L_( rH 05 S d ^HPd oi 1 ^ Cv §|gG& |lld£ co 0) ? s 3 d o 5 oi rd q to d; 0)0 H § KO pq 2 ^gd u P-. ^ bePd ; PP 4 a p to A-l ■ ase- Jrc 'd 1 d r- ^ X - r-,- ^rH O CjO § 02 ci W d 2 ^ !> QA rtujyn K pS ^C'bpdd.y *8«§H3|^!.aw^fe|s o> 5 dSA +j . — . !>» to -r cod' > ■sll WWW < CO bJO &coW - 9 - -H H > CL jL I.S-3 >i d H d 0 ’ t- r, ^4 ^ bO d o or , _ O •r-i CL O pLi o ^ ^ (D 0) d P rp. cd 4 r — 1 rrH . rr> V c fci'd bL H P d r >£ d > O'CrH ^oww 0-p-p-p W Or; O m o o O Ord op I) oP o o® Ot/J 22 G _, C ,2 H o-d o3 d-p be-p P £ hh 5 H W 1 W d to O SPO ei d ci cjddd O wwwwwwwwwww 000 WWW 1 4J r- 1 -r r* : o.d 1 . — < d d eS ca be to OOOO dddd’ o c C s-, WWW QJ r- W W > > G co O £ d’5 W CD CO r ’ o3 > ; W w CO S d > o> o O (1) dpc o o -d o m xi o be o •'— < H d o p m o o eddd •p be wd O Gm d od •g bp did H ■ — d (Pr^ G & '.Sfrt d CL « ■ - d p w. 8dd aw i > n • d d W Ch 03 d ?> 0 g CDCDCDOOCDOcDCDOCDd be g p o H 0 -id O^G r,i m n r w c3 cj np "b d d 0 o a a a a d cd dd HP„d dd odd o ^bL'd br/d HH » — • hW H~! HH wL L-i >-0 M pc 0 bx) o c C-< m d cs ,n3 d « to tc hr< C3 t-H 0 a d d a o tj s as id Sdi!KSiq9N°0®OHi:''M’^l0t0l^0001OHMMr«L0t0^CC05OT-l(Mrottll0t0 1''C0C:OHC':«-fl0 tONCCffli NC4f-IC4(M?]INC'l'N(NKC0WC0C0t0C0mc0M'^'1<-iiTt"S('CIlTj<^Tr.'rg5l0tr5l0'0K;i010^ll0t0t0Ot0t0tD tOtOCOCO Sc Id ^ ^ ^ ^ ^ ^ — 1 ^ ^ ^ 'Ci' ^ W W rir W r— I TT* rr* — X- ^ ^ "r^* '^r1 Tt' ^ rtf' ^rf.^.’y. 02 CO CC CO 00 01 CO CO CO CO CO CO CO CO CO CO 0-3 CO CO CO CO CO CO 05 CO CO CO CO CO CO CO CO CO CO CO CO CO CC CO M CO CO CO CO CO CO CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. # 1998 EDUCATION REPORT, 1898-99. •sru'Rj'udcly oyrjnops pm? Pin} -injnj'sSuipimq^spdnojS jo anp.’A 22 00000*^0 « O O iOOlOOiOMO • O O OOOiOh^^O ■ O O NO^HO-fiO • 6 CD 04 HC9TT « CM C4 ^ | OOOOOOOO oooooooo OOOOU-lOOCO C O O uO C O O X QOHHiocioxr^ o • o o o o • o o o O 1 O iC o lo 'Xo:o • rH 04 •iCj’Bjqn aq$ ul sanxn[OA jo jaqmn^ * 0* T— OOOLOOOr-^OOiOOOO^ .uOOOrf oc'iooooowoouoio :i • o o o co COhhOQUT^OO CO CO • tC C5 r-T ci ci'cTr-T • r-Tc^Tco' O O U- o O H o co »o o ^lOtOOOOO rH rH ■pup Aj'B'ixiini ut asquint o | :::::::::: « 1 :::::::::: : : : : : •sjroa ui asxnoo jo qjSuoq ® Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ajuniaj 18 O O O 04 O O • 04 iO O r-1 o O O r-1 CO TF 04 CO O O • 04 rH 1- lH OOWCOOH • ^ C4 04 O rH o '^O’PCOOtCOOl • 04 rn Gradu¬ ates in 1899. •ojmuoj O H CCOHiCO^ no iC l— rH O Cl O O H lO X H X O i» o ^ O rH rH LO CO rH rH •9FK kO rH iO t-H CO CO CO o CO LO » oo o o i'- o o o o o © o o o o o o o o o h oo co -tr co Tjt *3I*K C5 OrHoiaiOOtooooooooooooooooTroo c 4 rr« co rr< i o Secondary students. •3[unioj GO COOOOCSOUO'^OliOOSOceOKNtO "#10 SO 00 T-l O t'-CO (N H N O (N O t'OlOT-i©iaiCCOO'MOO®Ti(33 -rj. C-l CO I— 1 CM i— 1 •0TUJ\[ -!#l»0«ilNOMOteiOOfflCO®^t"#0»'tjHHOOiOCO» T-i CO iO CO lO 1''OJOHC3iO-^C?HiO®iCuOMh r-( I— 1 (N T— ( r-( Second¬ ary in¬ struct¬ ors. •ojuraoj O OHC'lM^COOCOCJOHiO^Tp^tMC^l-'O^iMOOCOCO r-1 r— 1 to t— ( r 1 H r 1 rH rH rH CO rH l — IrlOHH CO rH lO LO Tf1 04 rH 04 rH T — 1 rH Depart¬ ment or inde¬ pend¬ ent. 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I Union School SECONDARY SCHOOLS. 2003 OOOOCDOOOOOOt-CO O O O CO t-h O O O TT1 O O CD CO CM O 1.0 »0 LO l^0(N002 C'i t^T tG oT of o' o' co" H cT CO 'rf CO HnHCO^HHH (N Cd Ol 4,000 14, 500 15, 000 149, 000 618 :99 000 ‘05 000 ‘6 23, 092 7,000 29, 850 3, 500 20, 000 80, 000 GOOOO • G G -GO • O O O O OOiOGO ‘GO • O O • O O O © G d Cl 30 O • G G *GO • O G G CO iO © HH cT mOI^ • cf • t-TcTcO Hf CO • rH • CO • CO HH rH OCOOOOIO • CO O O O i — 1 o OOOOCOO • !■•- O O O CO r-1 to H O 1^ h lO •OiOCOOI''^ o co O Cl LO CO ococ O GO o Cl to c O CO • © rf< O uD> 'Oh LO tO • O rH rH © LO G I- © cooo>d O © 00 O G LO G © ca OOlOCOGOh^OG^OOOOO GOGGCGOH© lO G d g © g CO o H CO G d G O © G ©40 d d CO rH CO © Hr-i CO oi *1-1 HH CO rH CO" CO ' rH d rH rH Cl rH rH r-i oi r-1 iC r4 d Cl Cl* 08 • CO • LO • • . • • • . . . . 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CO r-i CO OJ CO lO 00 O CO CO CO O rH d hcco d H CO G tji iC CO T-H CO d d oa HHClGdiOGGClCOHCOnDCCW HrlHHC'iHOHHHrlHri rH CO H GO H i — 1 rH rH rH lO rH d d r-1 H lO rH i — 1 r-i Cl l — 1 l — i l — IrHCOrHi — I rH l — 1 Cl i — i Cl p, GL GL Gi P2Gi Ph CL GL Gi Gh^ 000 0 00000000 -rH flflflfiO-flflQQOflflH Dept. . Dept.. Dept.. Dept.. Dept. . +j+jpp+o ggggg 0 0 0 0 0 qpfiQfi Dept. . Dept. . Dept. . Dept. . Dept. . Dept. . H-P , +J+j+JXipp4-i , 4J 4-i -P -P G Grr- Cp P, O, £u CL O. pL,r& &, Cl Q, G 2L 00rr0000OD00Di0 0 000 P ft P PP P PPPPPPPPPft -u> 40 D S ' O O 0 £ O O 41 FA >44 ' *D r“H rH rr3 ^ G 03 - ^ M > 'O <4 S x ■ £ OPS? ® A r< O ‘G G N 3 3 *-< s a 0 “sgWj mo. '.'1 - 0 <5 G CO'— • H JGSf^OcQM ^ o G T3 bO OOOOOOcj O "O 'G rC> ^ "O G O ^3 bo 0 g a > >. p 40 ID jj< ft rt ^ C^ > CD beC-cD i — . eg : c/3 cd fee o CO i>‘.p) 3 2' d’S p! eg • . a CO CO CO CO CO CO CO CO CO . fc4 eh u O DC M 0. 4j ^ dri D ogXXX > -40 40 40 APPP o o o o CO CO CO CO o 40 be- a \ x 2 CO CD <3 CO £ ) o > CO 'C CD CD o o o x O O X CO o C02 o OXrO •p be p£ 82 |s • r-j * 1 ; Q r-H X* o o ^4 O r— 1 O T—J o • 0 o c o o o r-{ X o ' £ ox X D o JZ2 0 0-CJ 0 CO m -X- 0 oa; 0 CO 0 ri cc ^ m CO ^ 0 O 81 KS coco 2 o |S O >4 04 eg H x p 5 40 t>4 03 CO cop be2^ o *4 fli P e3_£r) «3 ooX(~' fe C eg ^ . 5 oo«S ^ 4 O C 4 O xx.h o ^ ppppp be be 3.2 0 p ^ 0 0 b/D G G D a) o rG OrG OrG^r^AaG.' br*^. GT/'-' hn * 4-> on • ■ 5P'G bJD H 22 pH G 1-pH H f-J ' HH h-D HH ■si bp s cc 0 ' o be 0 X HP d o o ? d_be sS 222; 0 Cj Gw 0 o c“ ■g D SC eg eg O O X D CO 2 ~e 28 CO D Or-® X O be o P bo S & eg O X D eg eg Pp 3c I 2 o Gd-M 0 0 -M -4-J d o3 .573 24 o- H M CO iO CD l> oo Oi O H (N CO rf< COCOCOCOCOCOCOCOCOCO— O'O CO to CO CO CO CO CO CO CO CD co coco COCOOOCOCOCQCOCOCOCOCOCQCO CO SO iCOD OOOOHCJ CO^iC CO f — CO —r— ' *P lO lO lC lOiOiO lO >C »C CO CO CO CO CO CO CO CD CO CO CO CO CO CO cococo cococococo cococo cococo N D D N CO CO CO CO CO CD CD CO CO CD CD CO CO CD CD CD CO CO CO CO CO CO CO CO CO CO CO CO CO OO CO SO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 2004 EDUCATION REPORT, 1898-89. •snjtuBddt? oyituaps pin? ‘9.int -tujuj ‘sSuip[tnq ‘spiinojS jo 9np?A o O o CO *H o o o o o o OCiO • o o o o O CO o • o © © ■ O lO O CD lO o • o o o • rT O C l r-i O CM • LO o o • t-T cT rjT ioTcm TcT • t-T o cT • Ol Cl H H • r— 1 r— ( CO o o o o o o o o o o o o *AJiaqi[ aq) in saranjoA jo joqranx ^ O O iC o o o o o rp O M O iC C O Cj 05 ^ iO TH 1C 'sD O O O O i—i O O c:ooic-fOO O ro Tf cc cc rr ^ o o o LC O LO CO CO I> O o o o *[iup AJtfjijim in joqraux © ft •SJB9A up osjtiod jo qjSuoq ^ Tf1 CM Tf» Tf Tji College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •9[BUI9A 30 ^ rH O CO 'DO 'CMO 01 O O rH 'OO 'OrHCO O h i : : : : ^ •3Tr>Tvr 1 CM OO -HO -CD1 CM O CM H • O r— I • O rH CM CD> ^1>1M rH J | J | Gradu¬ ates in 1899. •-iir>rrr^T C5 j lO i CO •00rf'S?COr-l H O O H « f, OO -# 0[ KLUdA ^ •9[i;k DO • CM H H CD CM 01 O CM H H C4 ^ hF O CO CM 03 Preparing for college. Scien¬ tific courses. •91UIU0A CM "'TO ‘t-OO • O ^ i-H O 'rHOOO < O • • • • • cO * i ■ • * •oix?K M PH LO CO rr • dO O • 0-1 04 ^ * CM to O rH • CO • • • Clas¬ sical course. •0[T?IU9A -H 0*0 'OOHCIO OOO • O O O • O CO rH •0IT?K f“4 pH C0 C'M OiOCl 'Men ■ Ort Ol Ele¬ men¬ tary stu¬ dents. •OlUtUOJ % O ODHOXOOO ooooooo or-oo o CO CM r-i CO tH •aiuH | o or-iooc^ooas ooooooo oicoo o *3 i ^ M Secondary students. •9['8UI9.£ SO lC OOiCOOlCO—8 o O CO O CO rH o D H O CO O ^ OiOrHCCCO^CO'*?' 00 CM Tf« co CO OlrHCOCO rH •epK 01 O M U O CO H C O UHtOiCHClO O 03 O O O CO tCCl O CO CO CM H O CM CO CO CO CM CM CO CM lO rH ^ C 4ft> a,rH a “ •oimuoj 01 O? CC O -f 1—1 O'! 01 00 T*. 0) 0, t— Ol T— i CO CIOHC-I C3 0 TP CO Q, H - CO 03 •ei'BH • rH rH CM i~t t-H CO O Cl rH rH rH r— I rH iH £ ST a/ ft o c3 a, '3 .s *Sh Ph 4ft> -H 4-> .4—* . 4— > 4— > -U> Ch p4 Cnr£- Cl, Cl, Ph Qh Ph pL, d Pi 2 u 2 ft > 03 d id q a 2 WPdoW ft a - o 6^ g CO ft ftft . <5 cl i— i ft -ft* CJ a c -j • ^ ft ^ W >• O ft . CJ i-s ft co ft a> ft ft 2ft m a cj £ 54 C ft ft ^ CjE ce«S 2 ° S CO o o ft CO r( .bp 3 ft a cj 2 O .a u o o ft o m o ftft be 3 ft be M Oft c ^ o o c o ft ©ft a oft oft CO oco o [-1 ® H ® o ^ oft o ft ft 2 a 0) o o> > * beft be 33dB

» ££££ Ph (D M rH o Ih to CD N oo C5 O H Cl CO 1^ 1^ CO 00 00 00 ro CD O 'D O -D CD O D CO CO CO CO CO CO CO CO CO iO O l" CO o o DO CO 00 00 OO 00 03 CD CD CD CD* CD CD CD CO CO CO CO CO CO CO r— i CM CO ^ 03 0000 Ol o o • o o o o o o • o o o o o • o o o o o • o o o o o • O O O O O O O • O O O O O O O • O CO o o o o o • o o o • o o o • o o o • o o o o • o o o o • o o o o rr r-t id Oi CO • O ^ r— ( • Ol rH CC OHO O o ■ rH rH • 1-4 05 T-i Ol ' lO CO O lC Ol ; Ol Ol rn • uc o[ C id rr o’ o’ • Ol r-« IH Ol Ol • vO iO >0 • T— 1 TH ■ id o’ o’ o . r— T— 1 CC CO o o O lO CO rH o o o o o ^ o o o o o o LO O H 1-0 t~H tP CO CO CO lO Ol CO CO CO CO CO 'C1HO CO CO o o ■ o O CO O 0-10000 ^500000000 O U O O O l'- _ _ _ _ _ oi o o o o o o o co co ic ^ o >^ o o o co h i- io o o o >o CO CC T* Ol CO O LO Ol rr* lO CO C ! lO CO Ol CO Ol r— i CO CO O O O O O O l'- 00 O O O O O O - - - - '.^-'-'OOOlO LO -00 CM CO CO'^'T^CO'r^COCO’CH'^'CO'pO,01' CO rr* T1 — T< -7* CO CO T1 ' Ol CO CO • O CO CO Ol o o o lOCOOlO 1 O h h h Cl o o CCHOCCrit^OlOCCCO^OOlOCO COOiOOOHOCOOCOHHCOHOOO O • t> • O • O H CO 'O CO • O • rH CO CO H H CO O CO O Ol >OOOCOOOOOOOOOOOOOOOOOOOOO 00050000000 co co OOOOOOOOO CO Ol OOOOOOOOOOOOOOOOOOOOOOOOO (M Ol O H 3 CO O CO 1^01 00 Ol CO O H XO^OiC'iOCOO CO rH tH CO rH M O O CO O X CO ’f O O O CO 1-0 to Ol O t-C O O 1C O CO o o th CO Ol rH H H 31 tc 1C H 31 H Ol H CC H Ol n rH n Ol CO HC5CCN-t On 1-^ Ol ^ 00 Ol 1-0 lO to lO O 1^ >0 tH Ol tH rH 3 O O Ol CO Ol N C O O O O O H CC D iO O O CO iC Ol o o Hr— i Ol r— I H H ri O Cl CO H COHHH Cl H HHi-rt— iO! Ol O O CO rH n Ol Ol n OT-rOOOOOO hcicoohhohohhocoohoihohhhoohh Cl Ol i — 1 CO rH rH H CO rH HHHlMHHHH HHHHTHHrir-iOlHOlriHHHHHClHHHHHHH OCDCDCD'DCDCDODCD fiPPPGPPfla 4J4J+J+j4J+j4-i-P Ct1 1 (C)- . C) . CO . C7).i 32 /C t CDCDODCDdDQDCUCD QQQQQQqq ^j+J4J+J^P4-»+P-P-P+P-P-P-P-P-P-P-P4J-P-P-P+p-M-P Q-CLCLC333^CuCLCL^CL3LCLCLlQ4Q £ hCH> . _ bo £■§ c Tj CD CC C/D -4-J CO >.ss Sh q c & . C 5J o he 2 •go |p4^: pp cd ffl <; £ 3 cP » -4-i CD CD d ^ CD Exj Vk h.o ps£ co : CO Oi o bo &h£ SfoS Ph o x: -c be a Ol 'C o a jip pH O) fcH o o o c - X! O o O COX! bo >. • O _ 5c *H " •ngoo ! O G X ti > g.s “ S b w o ^ 1 c O l O) -* ■g a CO 3 CD n-t -4-p Z> 11 CC rj f-1 DHh cc to . o w C_ c ^ ^ r- ffi 5‘? CP; O Sh od<^^ 7D ^ t3 8 ~ > „ - ^ 3 _5 - - ii£ 3 o 3 o £ •— < p G rQ £g 1-5 ^ uO H— - .5 ^ S3 PP bo. P dS 5 a? • 3 2 3R T3 ^ o g > ?. ot ■ o o SOi coQr 33; o o 3 £o -d o box id o> CO o o o o ’CCk'k' ~ ~ pp s 2 o> : Oh c< < OD 33 4 J2 CD 1^3 i^d !OtS qWIHHqqqqqqCOCOqqqQ^H^^qqqqqq XdS oix'drC'x:'d'drd^x;'drordrcrd,d'c. 'ordrordrcro bo ; ti to ; ; ; ; ; ; bo bo t =d-t-,>dci>H«o (D fj * S'O.SS O'! od — S Wco COCOS* O-bb c 322 — ? H cr CC *|-H c5 WPPO • OD • • a ! :> . A> . .3 « .O • t-< • o ’ 3 w ~ oj 3^=22 3 -r Pb US >i CD CC r— a r? od -X ^3 be 5 Cj C O o, C Q fa) f& o O *3 ^2 C PP bH P O' O -»-> CD M m c3 G ; c o o : o >> o 'rC O P cor^ccooHCKO’f 000)000000 OOOOhhhhh COCOCOCOCOCOCOCOCO iOOt^OOO)Or(Cl OOOOOr-'r-trH t — i — £ — t — CO CO 00 CO CO CO CO 00 CO^iC^ONCOOOr-iOlCO^iOONOOOOT-^dCOPiOCN r-, H rH T— < rH rH r— 4 Ol Ol Ol Ol Ol Ol Ol Ol Ol Ol CO CO CO CO CO CO CO CO i— 1^- i— i- i - r - i" I - I-- i'- i^ COCOCOCOCOCOCOCOCOCOCOCOCOCCCOCCCOCOCCCOCOCOCOCOCO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued 2006 EDUCATION REPORT, 1898-99. •snjuiBddn ogpuaps pun <9-iuj , -iuanj ‘s3uipiitvq ‘spunox8 jo anp?A ■ W AJi;jq]T aqj m saumjOA jo laqumsr i a © © © © • o o o © o • o o © o o O TT © CO £ S oooooooooo oooooooooo OiCOOOOOOOO o © o o o o o o o o o o O OiCOlOO ui joquinx ® *SJB0A UI 0SJI1OO o o O 03 © :o ©©©iO)©©©©lDO 10 0003000© X> o Ci CN 03 03 th 03 CO TT o o o CC O lO CO JO qjSuaq ! 2 CO CO CO ^ rf( College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ainuiaj Tj 00^ 03 CO *03 OO • 00 rH 1— * CO rH CO 0 0 O ■3[BH 17 01 O CO cc 0 rH O rH 'OHiOlO O CO 0 3 O rH P O V X 05 •aimuaj O fh C3 CO 04 03 -.0 iO Tt< 05 OH H O CO H :o 03 CO HJ1 O 03 a 0® oc1-1 0 3 iO CO 00 TT1 03 O CO O CO rH 03 lO iO T— ( 03 CO CO 0 H O 1 X Coo be £ •atniuaji O O lO -0 : • O rH O O O ' ' 0 O 7 2 -*-> a ^ K d ’o'qq 3 UI 0 CJ *0I*K 13 ClOtO r—t TJ4 • • O O O CO 03 • rH • • 03 rH d U ’Pt c3 0 CD d d Clas¬ sical course. •ajniuaj pH O O 03 rH 0 0 • rH rH rH 03 rH O cc Ph •ainjM •H rH O O CO rH »H O • 03 iO O 00 • rH O C5 CO rH O d men- tary stu¬ dents. •aicuiaj © fh O0CONOO 03 TT 0000-000000 i> CO O 000 03 rn CO w •art? I\[ © 0 c> 0 CO 0 0 TJH O 0 01 XO OCOOOOOOO O 000 CO 00 rH CO d x eS qq •ainraaj X 03 Tj4 O 05 ZC rl t-i O O 03 03 03 COOIOOOOHCOOO 10 H LO H 03 00 03 I> ^ O CO H 00 CO 03 rH rH S_g •opqe COOCCOOr- n 03 Cl n l> 03 00 1— ( 03 O 00 rn O iO T-1 03 03 03 r rH O O CO rH uO 03 w CO 03 03 OOOb rH 03 05 tH 03 p 1 n ,r~ -4-4» 72 *0^1110^ © O O i-H C rH 03 T-H 03 O O r-i H O 03 O CO 03 rH 03 O O O O g 0 tf, £ ca •&IBH tc t-H rH UO 03 03 <-* 03 rH 03 03 r- rH CO 03 rH rH rH rH ^3 rH rH H *7— £s1 £ s a, o Q H 4-J 4-4 4-> -4-4 -4— > 4-> pp4>4->-PP-P-t-)-P-P -4— ' 44HJ-P-PP p* P © Zu Pi P* P P P Q< Oh Ch PD P © Pd Pd Pd Pd Pd pd Pi d d d d d d ddddoddddd d d d d d d Q QQQCQ c3 a *3 .5 *Sh & so d to Si'S a> t. w 03 rj • O c te-^ X Sa s 1—1 • • j ft . 0) ,P . : o : ft ;ft l fi :d d 2-^ gg cc : op . . O x 44 K O' a; 44 ^ r— ft d p ® O r^' co-W p, ! be m Sh d >» « d d ^3 G >.£ _ ft) ft 2 >, o a) o 5 d C3 x'P OJtPi^hH . . za QQ |— 1 ft 7/3 O • w * • 8 <5^0 ftp cb d) a <3 9* O o ft o CO ft' be * 060 o Eh ^ o b O’; £ft 5 -'Ob ‘-’gc-E o a o3 p* 000000000 j> p-flr; rc?r^^'-^,^rcrc;pcrQ cS >tJ be • • ' • • ' * ' H bo d & o Eh CE o _ p O '-® o o c W ffi o ft »0 O (D o "3 4-i 04 o 0) > d* ao ■gfl a> ^ 0 >. o SflCcS O c3 =3bP ft^ as^ ^oPO^ ^ C-2 ci u EboSS C^1 QC 33 c3 d ^ o3 > C 44> 4— ' -4J cc a? ■2 jq < •< —H -4-^ 4-- c6 c3 cj <^^p;pqpq 0Q PI C0 050HC9CO CO CO "T1 TT< TJ4 1^ CO CO CO CO CO CO ^iOCOt^OOOiOH(NCO Tt< iCOt^OOOi tj< rf rr< tO iO O iO iO iO O iO iO iO 1^- 1^ u- t- u- CO 00 CO CO CO CO CO CO CO CO CO CO CO CO CO CO SECONDARY SCHOOLS. o o o o o o o o o o o o o o o oooooo O O CO CM O O CO o lO o CO iO LO o o o o o 0*0 O CC 00 CM CO t— i ooooooooo OlOOOOOOOO OrHOOOOOOO o o o o o o CCOH 1> 10 O O O CO L- 10 *0' o CM r-i O CM o CO o >o co o xo r- cm o o o o o o o o o o iO »o o o o t^'cM*' o'lO'r-T r-H tH Cl o o o o o o o o o o'xTcf Cl o o o o o o o o o o o o CO~ lo" rfj oooooo • 0-0 o oooooo • o o o OOOOOxO • o o o \o o" o' o" o co • o xo » e 0 0 0*0 O CCI Cl CM 0 0-10 O rH CO Ol CM o o o o O O 1-0 O H M Ci 1- o o c O CO ' CO c o O O : O LC o tH : I o o Ol rH rH O CO CO CO CO CO CO ' rH rH rH rH CM rH CO CO CO (M CO 1> O O O *0 CO OCOO^ OIO CO rH O O rH O CO 1-H o CO CO rH oi c o o o Ol CO rH O rH CO D- 7-r O O Ol 'OOOHOIOIOO • rH -OOO • • tH • • 1—1 • • • • rH CO • Cl rH . • O O • •" • Cl rH O O • O Cl ' Cl • • 1 rH 1 1 1 1 1 1 M • CO • 0 H H • -Cl • rH rH • rH O • ■ O rH ■ • -COHO rH • iH Cl • CO • i • Cl •••««• i-C OOiC T— < OOrHO(MOOOOO OOOOMOOOOCOO-HOOO O rH Cl OOO *31^00 10 i> OOO C l tH i>* 0 0 0 so 0 O 0 0 IP- OOrHOr-^OOOOO OOOOCOrHOOOOOOOOO *0 rH CO O 0 0 L- O rH 0 O rH O OOOOi-OCOOOO CO LO O 00 0 0 rH KCNO.OOCIOOCO 7— H CO rH t~H Cl rS rH CO lCO 1 — 1 H C O H GO 03 0 H O O GO H co 0 0 Cl l>COCO H Cl LC r-H rH * H X1 N H H(Mi — 1 H T—i rt Ol CM CM n O xO iO 03 Cl Xs» I>» ^ iC O O O r O H Cl 1- COClrrHHHn Cl r H O iC 1- d 1 — l *C 03 *o CO 7 — i 7— 1 d CO rH O O lC *0 O tO iO 1^ rH 7— 1 rH 7— 1 H r— 1 C3 0 l rH 7-1 O OpHOOOOOt— ICOt-H OHCiCOHOHClOOOOHHO OOO OOOO tHOt — lOOOrHdO Cl CM Cl rH rH Cl rH t — 1 rH rH rH 7— i 7— 1 1 — 1 Cl Cl r— i d CM 7 — 1 rH t-H r-H rH rH rH tH Cl tH Cl rH rH th th d d rH tH Cl tH tH tH t-H rH rH Cl ■H-H H 0*0.^ O (!)Q)O(y00 . -P-i 4-» O .-rH CX P-i 0 2 0 v aaaa Dept.. Dept. . Dept.. Ind... Dept. . Dept. . Dept.. Dept.. Dept.. 0 ft U1 g s o g P w |.s -H ft P . CQ CD 0 C p 3 a 5S bo VI Pd o rH» • cd a- t m bOr 0 f v: >P (u "^OQ 0 O < _g 0 . Pd . . . ■ ~ J ccOO^-.ft pq g ? ft d gdjrjo |h Jw § H a '3 c3 r o ft 02 tH o> PP Pd 6eO 0 |w S • K ^.ftc c3 pi 9 rd 0 M CQ fc-g p a a p< S3 f Pd 3 <| w deft ft a a . be 02 c o •c ft be H„.| o-; >>c® CU rH 77 O TTn O -c/Q.Sf • o 3 > +» ft a ft ’~i — Sh ci 7i a pqpqpq _bp Wo .a§ 1-0 p-p-p ? be i f-H o o o Pp'p-O o H . o o^~ ^-P O o^2 SCQ-P tb o < m raaq 0 o , L Sn’ OOOOOO § .a\ci beW m K s •Hpp S or^-s P ® o o Or—* ^ _ a a a tp — ■ — aaoouacycD fqpqpqpqaqpqpapq P4 g 8 a 3 o f-1 p 0.P Hi =3 c H 0 P O.o 0 CD ■ be o ■" o O 1 bo 3 a, o rr 72 O *H >02 HH r-r* (bp m be , I s 0hM i«: o d do do 2> ^ be^rP.2 a L_: 3 3 H • 0.^*0 ffl o ? O 33^ p p — d o o _ PPPP u _be r'X HH O rH o S c a O 3 0 P zn 0 p o o rH o* - d P P be be bo be p i>ep ro & 22 2.SS P rMQ •rH O >ZQ buo O 30 9 3p o 302 n o o vf o d o be > P O +a -0 ^ So PbP „ *-, „ W w — 1 r“H 1 r—' r~ 1 ■“ < HSHrHHArj ooooooooo _ . i— I r O rH O O P gP p o 0 d 0 W W PQ P*W pq 3) « m pq pq M 3 W jrj o o PP! Orr -r £ VI ZTj pd +0 fn Vh O 3-j o o ±a 2 5 S ^ PhPhSS o HH * ^ ' G c o ^33 Il3e 0 a pp o ‘>r cd 8,3 3 ’ a bobo^opp bo gppp » g g § o . v 00.^ 9HC1 CO H lO cc oc 03 O H Cl CO COO O CO tc 'O CO 'O CC N 1^* 1^- I - 1^- {^> co co co co co co co co* co co co cc co COfiOONOOGJOHOlCOHCiOCON C/DOO t-H Ol CO rH l'- I l ^ 1-^ 1- CO CO OO 00 CO GO CO CO CO CO C3 03 Ol 03 Lo 'Y ^ I'h i'- i'- 1- I'h I- 1- 1- i- 1- t>* 1 "• 1- 1- CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO oc id CO l'> CO 03 O rd fM cc -H O) 05 05 Gi OJ O OOO O l'- I — L — l ^ I - CO 00 00 00 00 CO CO CO CO CO CO 00 CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic gear 1898-99 — Continued. 2008 EDUCATION REPGKT, 1898-99. •siurikcWb ogpuDtos pin? ‘earn -uunj‘s3uip>jnq"‘spunox9 jo onpLY e* o o o o o o o o ^ o o o o o o ooooooooooo QOOOOOOOOOO OOOOuOOOOOOO OXiOOhOWiAOCOM CO H TO CO p-i 04 *AJiuqi[ oqi in saumjOA jo joqumsj « i o o o o OGCiO CO 04 04 o o o >o O 04 O O O O X o o O O 10 O CO o o 'G (N (M TT lO O H O O G* O O O O 04 04 O 04 H [ 1 1 .T p A.nqi[iui in joqmusj O •siiie.C ur osjnoo jo hjSugt; '-j* CO ~H CO CO CO rH rH rH -O' CO CO CO rH rr1 rH rH CO rH rH CO ' ri ^ , , .P ^ p p X r 2 "S rp C5 j a a ^^5 d-PS beP^ •aimuaj ^ CO o r-H O O CO 04 04 ■ r-H 17 tH 04 rH rH O CO rH 04 • O Gradu¬ ates in 1899. •eicraoj 1 ^ O O O -rji 04 CO r-i rH O rH X lO ~H rH rr ^H 04 rH 'OP-'K 15 o o T— 1 OOuO OlOHM rH rH 04 04 X5 rH X 04 r-i X Scien¬ tific courses. pH o O Tt< • O O rH •0[>?K 13 1 lO ^ GO • 04 CO X Clas¬ sical course. •0^'Bxn0lj pH 11 1 o tH O r-H rH CO co- 04 •OIUH ii O rH o rH CO r—i rH rH lO iO lO be : 04 3 £■ ri a be a> a be ■r1 ai A° Sh oj cj L a j-j 3 « •afmnoj ■3TO ■dl'eiudjl ! 20 IQ X CO O 1-0 lO 04 CO l- CO 04 O0 C 00 Tf O O CO ^ 'X 04 04 O 1^ ri r-i H 04 CO H 04 'O T1 CO n O CO CM ri CO ri H ri CO "©I'BIt §‘S § g o >• U o o'-'*-' oo Ci “ "0 JTUUOjJ rlOH O O CS tH O O CO t— 1 O i — ! t-H CS 00 rH t— ! O O O *M O O •3^1 H5 tH r-H r—i HHHC404 04H04H 04 rH CO H Cl H ri 04 H H H *-> 4^ oooa) §&gj£,§a.ao£3 . u’rh ^ ° °W § n US O 02 ^ ^ 1 -I— ir*iw5 O . . • H 3 <* M ^ >>Ph N 3d; c c o M < a; 'i te as — SE ; teH |k . r-1 *Ph,S ci ^ t-i ctf pqcc cc ^ ►3 H-j teas £ C3 a a o £ ©« « C K «2 3eP d^ «; *d o a a> ! '-' b* . «o o Ph *C ai e.2 k;5 o o a as c o as CJ aSM 8 as o as te° CJ Ph tcSo OOOCOOOCCOOOOOdpwOOO rararara'ararcro,ora,ara'a'a S oaSiasas'Oro cc.a° ' ' ppffl tr.as a c *H Cj O U p p pqm a o be p '-1 P — < 04 > o w f03 bo ’3[S ps O fH *iH!H(.tii.iisM aa>. aaaaaaaaaaaaaaaaaaa qfflWUOQOOUOUOOOOOOOUOOO a-.S o oas a* a he > a ®OOrHINMH'lOeNOO OOOOOHrtt-IHHHHHrtrtM^C*l(M!NNC'INC2 GOcooooooocccoaoooaoooooooooaOQOcococoooooqoQOco CCCOCOCOCOCOCCCOCOCOCOCOCOCCCOCOCOCOCOCOCOffQCOCO I SECONDARY SCHOOLS 2009 o o © o o o o o o o o o o o o o o o o o o lO o o o o o o Cl O lO co >o o o CM (N c; Cl oo o o o o o o »o o o o o o o o o o o o o © o o o o o o O CO CO © © © CO o o Cl o rH o o o o o © o o o o o o o o o o o o o o o o o o o o o © © o - ~ ~ - - , © lO rH iO -rfi lO CM T-1 C1HO ICIOOOO CM L- O O O HiOiOCM O O O iC o O O O CO >c lO rH Tfi ^ ! — I ■ o ■ o • o o o o o CO CO o o 00 oooooooo oooooooo oooooooo tCOlO OOlCOOOOO I- o T— I COOrHOOOOO o CMHCOlOOH'f • oo ^ ^ CO ^ CO CO 'rP CO TJH rH rH rH CO CO'^HrHrHCOrHrHCOrHCOrH'rH'rHrHCO ■ rH CO CO CO 0C ~H rH rH rH • • • • CM CO • • O CO • • • CM CO CM • O • iO 05 CO • • t-h © CO © 1-0 © • • CO • © rH • • CO' rH • • © • • rH © © Cl © CI rH © • « • • O CO CM ' • H t— • • ' O oc co • ci • © rH • ' rH © © CO © CO • *00 ' GH t — ( • • rH • • © • • H O © © H ^ CO Cl o co CO uo O Vo CO o iC rH • O O 00 tH • rH CM 19 1 5 ©v — ICO©CO©t — IrHlN'i-'^COrHCCrHCO © CM rH iO hH CO rH t-H © I- O tH © tH O © Cl CM rH l'- O O Tf CM O -f Tf< Ol OM CO ■ OtO^ TH • CM CO CO rH CO CO ©THiO)OC'rH©-H©©rH^HT— <©©C0 © CO tH CO rH © © © tH H CO © © iO rH © lO • • tJH • • 00 • • • O i • • • CM r-H O • O C5 CM © • © © • • < H • • OM CO C3 • * • ’’"H ' X) • • • • • © !"• rH • • © • • t — 1 • © « rH • © • : :*° : : co j : • CO • • i • 00 rH *CM lO Ol tH -CO© • • •© • • O CO CO • • ' © lQ • • • • • CM rH rH • • © • • tH • © • Cl • Cl • 1 1 1 1 ; : i O CO • 01 0 r- o • © CM H • • CO rH • • • © lO © © I>- rH • • © Cl • • • © • T-h • lO • : : : > CO OM ■ rH • O • • • • • (Ci • • • • CO CM • rH CM rH • • ■ © © • • • rH I-- CO © iO) CM • ■ • • tH hh< • i i "BM rH • • © CM • ■ • Cl • rH • ■”H • co co O O O Tf XT' OOO O CM O O O O O rH CM CO O © © iO © ©©©©©©©©©©©©©©"H © Cl © © X Cl Cl ©©!' - H©©©© CO Cl CO o o o o lO CO ooo O O O CO rH O O TH rn rH © © © © to ©©©©©co©©©©©©©©© © Cl © © -H X CM © © 1>* -H © © © © CO tH rf CO O CO o CO iO CO CO COON ^OOH tO tO O CO C tC' iO rH tH O rH 00 CO rH CO CM © CO © OOhN CO ©©CClCiCNN©lCH©COCX© Cl rr O T-H r- 1 CO CM rH Cl t — 1 © CO tH CM Cl © rH Cl CO X © rH tH T — 1 I - © X rH Cl Cl © Cl CICICOrr L^iO iCt^CCOCO CM C l CM H lO lO lO CO rH OOONtOCMH rH CM O t-H t-h CO CO rn CM rH CO Ol © rH CO T“H T“H CO Cf ®0 lO 50 0) OKDO 5D ifi G G G (N CO 50 G 50 G CO Ol i!t O 50 - rH © © tH t — i ci i — i © © co t — ' © CO rH " Cl rH rH © Cl © © © Cl © t — I t-h © rH t-H i—i rH OM r— 1 CM rH rH HCMCOHHNH l'- CM rH rH rH CO l© <© tH tH CO rH rH rH I''— ©) x Cl tH Cl CM H Cl H HHHClHHrfCO -U-> +_> -4_> 4_> Cl cl C-i CO fiPfipflPQ Dept. . Dept.. Dept. . Dept. . ft G. & A P.G ft ft ft ft ft ft ft ftrG gggggGggggggggG P- P~r£ CD CD r* Dept..; Dept.. Dept. . Dept. . Dept. . Dept. . Dept.. Dept. . ! ; ; ; ; j ; ; : : • o : : i ^ . be • P : : s . -H* rn 2 ■ to • • : m 3 pi 1 : "S H No, m ! a ■ ^ a*rH . i_< •> G a a o G5 , • 02 f-J WbPnO? ^ m ® 2 > fc' ft a; so to. C ft 'sh ft c3 G &Q ‘ H • JH 2° G _Ld HH C o tc 0, ^ rs L g‘K wa W W M H co cj +-* ; » CO >-rG °Cc?co .og rj >H ‘g O -lllM 2 pH S ° H ^ 53 &S as „ G • • 02 G o O oj rj G G.G © O O Q i-s S 3 G G -? . to G >j fi g G to g • pj CpqH > ^ boA rc 8 sx Mo.3 ^ .2 W a is: g P o3 w o CZ2 ^ f— ( tH Cv ^ o» > H w G 4^ So -u-> Sh G G G ft m: g ft a* W' *4 a-as ft -t - G g .a cc £3 gadw^.s S|pqoa^ HSS*3i?"f=4f£i“5 O >© Q; H G ^^W,Q G d O H ^ G G ■ r • G ' g oi o* a o i— g o • ► g -< fP C> Q ?- H ft to Og rG O Oft „ ffio * _ C/2 G O > a o o =T to ft £- O scg 2 o ^ 2 o 2 ** beto G G = as K .2f W !>■ to ji S o be*! 2K.SP-- Z7>K to G _ Sjd G X) 03 O o ! tO be G t4 r— 4 SC G > o c a o ^ 0Q _B:g'G CO SCO SC G be SoS be „ o O O o-g O to CO ^ be be; •GO > S ’h Sh § G G > U G5 2j OTG^ G « G G G G G oocoo M u O c g!h ■hO>, Sh «. tuosi a Cw c3 — g to asp xi o be 5S !l G GO CO G CO O G tO cS t-i GO 4-* be G a ^ Wo Sc-g O ^ beGO ^ CO :w to g'G — B3 M be to be HH KH .& t/) o _ * o OLk tn ^ g 0) CO o o GO -G be o o ~ G be o o . q • • i i i i ! ! g 1 ! o 1 • • 44 be • z ’ : g ^ ;C- ; • • ■ A a r h 2 gG cO 23 >00 r4 be G d o3 • ej I c,c § s.a a s^av se-^ CD U p^-3 ^ " r/) Oh-G G g See O.^ o £ 9 o'j- C w ? G !h c3 o3 ; O O 'GG ■ Gh o _be o o . JBo^OO : G'o'o coMhMc2®osoc0o GG a^OG-t?-?GOrG •J-e - — oo ~ be.2 ® se G B O-J- y^44 O W i^4 H to W : g a ' §.2 ooooooo oooo eS G OO g^g- H oooo OOOOOOO 0^3 go ' rG (V) A,a a a ^ a o o oo G ^"be G U o a O O' > c o :GGr G G > be oo o G C G o o o ooo OG ■s S > b 0-22 >, g 5 g be 0) T4 G C s Gh G G S: > o o o c o oooooooo c o o ®OHNM Cl 50 CC CO CO 00 00 00 00 00 co co co co co H lO CD CO CO CO 00 OO 00 CO CO CO f-OODOHNCO GlOCOt^ 00®OHClC04|iiOCf>CODOHCl CO CO CO -tfi -rt* rf rt< rf< rf iO lO i-C iC' id iC 'O O lO iC C w O oo oo oo oo co oo oo oooooooo cocoxooooodooxodoocoooxcoco CO CO CO CO CO CO CO cocococo cococococococococococococococo co -? iO ooc oc co co CO CO co CO N CO o o h o> CO CO CG CO CO I '- 1- L" 1 - occocooccoooocco CO CO CO CO CO CO CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United Stales for the scholastic year 1S9S-99 — Continued. 2010 EDUCATION KEPOET, 1898-99. •sni'BxeddB opptraps pm; ‘aitn -uunj ‘sSuip[inq’‘spuno.i3 jo anpqv ft* OOOOOOOOO • © O O O © o © o o o O O O CD O O © O O •©©©©©©©©©© 00000000 04 *0000*000000 OCOiCi CO i Cf? o o o •AaBjqi[ aq; ui sauinpA jo jaquxu.M pH O O O O LO o o O 1.0 O O 04 O uo UrlNH CO CO 0 3 0 0 0 0 ■ O O >0 O «0 lO JO O O lO O O • O 04 O OJ 04 UOQOHOCC! • ^r* 04 no i — i O o o lOOO 04 r-l rH T-H •[[up AjB4ipni Tit aaqainx 20 •siuaX ut asanoa jo q^Suaq & fH COM-* CO CO CO Tf< ~T< CO ^ lO rF rf< CO ^ CO 'ftf o c n College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •aimuaj; j ^ o ; ; o • 04 O O rH •aiT?K N pH O rH rH • • CO rr-j •’-' C5 y X & g'J* C52r' •aiBrna^ FH QC i^- CO CO CO D O O CO • CO 03 3 00 -* lO 00 O CO CO "®1 ° : o o o lO 04 O 3 rH rH •ep?K 5ft : M 1 04 rH r-H • OlOOCO CO 04 O Clas¬ sical course. •aXBtuaj[ fH o o • CO O rH O *-H 0 4 • O O Tt< •a[«K 11 CO *— 1 o • lO • t-H CO o o 04 04 ' O O 04 ^ -P £ P 02 02 •apmtaq ! ® •3IBH 35 | H OQ c o p cc 02 oTp“ O ^ ;n o CO ^ ^ X ■ O M O 00 O 2C ‘O o H 04 iC 04 C ) D H h GO O N o lO ^ n ^ ■arBK l' •apunajj rH © © o © r- •SIBK I ‘ft ! r-H rH rH CO rH r— i rH 04 r-H 04 04 t— 8 i § s - It g-rt-S s Q fl H ft a o ci A ‘S a 'C A ” g 5J ai -2 >■ ( 02 33 £-( -r. " ' w S s S gMgS'S^l § 5 " | S* 3-1 X? N 2 ti. c3 M -2 r/ ? ,*5 H A ^ rt "S £ os ci f-1 ^ 2 ’■kyS * A ^ o cc o o o :o __ A o be 2 K T >™i *h O r ; * j ■■ r k ~ . I'C’S’C'C’C'- X3 n to ; ; ; ; ; g to 0Q HH oooo c/i X OOOGOCiXO)^C4iCLCiOCOtOOOO‘0^0000 iOt^CO 04 04 p-1 r-r-Olr-lClOn^r? r-i r-i r-1 Ol 04 04 r-i C4 I O t-H O O O rH O O CO Cl,0,3,P-P,£LP^;^ s ^ x • Soni SS5^tfl^cq S>e4we4 co to ■ ■Jft'O'C' ■ Cfl — .5f— Is 00 & o A rrj 2 e.!2 a3 53 (U O .2 tn a r & o p •SS2«^cSal2-®n2 • . P ^ m a> c “gpgto-'ixScxc J = S; ^n — cicsojaoaoocyajicwcuaoajaJO!-,^ odOQoGqqqqqqqqqqqqqqq f-i 5 p p a 02 > _ 02 §3 P P ^lOODOOOOHOlCO^iOOU'jOOOHNCO^ v_OOt^ i'*i'-h*t^M>a)oo.&oxxxaooxx05cso50ios ooo ccooco^ceccoooooocooccooooooocooococococo a)X)oo OQ--CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO 00 CO CO CO CO CO SECONDARY SCHOOLS 2011 ; O *000000 • O • O 1-0 o o o o • O • O o o o o • o o o o o O O o to o O O O to o oooooooo 0-0 000000 O CM O O O O CM O O -OOO lOOOOOO • O -OOO • o o o o o o • O -OOO -oooooo > o o o o o o • OOOOOO • • • • O O O O O O * • • • OOOOOO • • • • o 'i^ciodpcoo • CO • CM ' COr cm" to rH 1C* CM lO P CO lO tO CO O rH rH to • r-H o CMr • I"- CM O CO p5 LO • CM • rH rn rH • rH CM • >o *6 C4 • d od 6 p x o • • • • CO rH CO rH CO • • • o o 05 O • O CO O ip o o o O • 1-O rr O 1- OiO lO • rf lO t-h lO • 005t0 000t000001^-t0 . O 1^ 04 0 f im^ to O H CO to 1- • i — ! CO rH CM rH tO rH rr tO oooooooo ■ OtHOOOOI-OCO • lO CO CO O • CO O • • O CM • CO O O rH O CM CO tO • • rH CM rH • • O • CO rH CM rH • H O rH 04 * rH t— i * rr ■ i rH CM O • CO O rH * • -o O • CM CM • o o * o o o o o O tO H • • O CO CO • • O • to CM rH • CM O CO CO • o o • o CO ClMCddHOONOHOOM CM rH Ol I- to O O tH rH tO rH iO CM CM H 4> iO O O P O t— i CM r— i rH CM rH • O O O CO • rH rH * Ol • • rH rH CO Up CO CO O CO O -H O O CO lO O CM rH O rH O tO O O CM CO rH CIl'nOrtOMCOOOOMK CM rH • cc o co to • O O • rH o ••••••• CO I • I 1 r i • • * rH O ' C • CM * * • O • * • lit ii • rH tO • • rH rH • CM • * o co - 1> ■ 1-0 O O O jcco : : CM •••••!• Tp • i i i « • i C4 • * rH rH ' CO ' CM * ' * 05 ' • ' rH H * • rH rH • CM • • • i • 'OP • • CM • rH • O 04 CO 04 • i — 1 CO • • rH O • rH * * rH CM lO • • CO O • rH • • tO • CO rH O • • rH • • H i i i i i rH 1 ■ • O G rH CO H CM H CM O • • i — i • rH * * * • iii OiO * CO • • H CM O • * • rH • • CM CO • rH ■ ' O • CM O O i i oi i • lO • i i i i cC 1 • • O tO CO CO O CM O t— i CM • • rH • o i • • 1 III O OOOiOO50OOOHiOOOO5^(MNiOOMOOO OOOOOOOOOOlr-itOOOOiOOOOOOOOOO CM rH CO rH CO CM CM CO hH tO 1C tO OH 04 tO CO O O O O 1^- ' — iCOOOOOCOOOO’fCOOiOOOiOOO OOOOOOOOOOrHrHOOOOOOOOOCCOOO CM rH CO CO rH COMH-COiTj iO tH CO lO O QO^CJOOCONOCOQOOlOCOHCO 00- t— I NOCOOO (M^tM^OOOHOOX^CiCOiOL^t^OOOOO O.iO MO iO 05 rH CO CM HriCC^ HCOriHn rH rH 04 04 rH 04 00 04 HH ^ r-i CO 04 Ol r-H HOOOl tO PI CO CO rH rH 04 Ol CO NNiMX^HHOOH’fiCN^OHGOOOOH^^ 04 CO CO OjO HOOOOOOOOlOlOOiOOIOIOOHOOH HH CO 04 CO 04 T-i 04 CO O hMCOtHH O rH 04 r — I CO 04 1> rH 04 CO rH 04 rH CO 04 04 O^n CO 04 CO CO 04 r-i 04 04 04 rH rH rH-O O O O O iO O O t-H OO O O O rH iO O O rH rH OMHOOOOO04OOHHHOHHOOC'lOO0l(MH CO 04 CO CM i — I H -rH H04HHH0404HHH HrH 04 H H H H r, CO H CO 04 rH 04 rH HP rH rH H CO 04 CO O 04 04 CO H 04 04 H r«. H P PPPPO.PPPPPPPPPPPPPPPPPP 0) 0(D0a)O0(Da)0'D!D0Q!DO0O(lia)(DOO0 p fiflflfiflflflflflfiflflftflflaftflfi pppp 'H-PH VP " . HH-P-P-P-PHH-r-i- -t— -t— -*• p., P p. p. P, p P, P O, P P P P P-, P P P P P P P, a> a> g> cd a> a> a> o p o ' o a> cd v g> cd cd cd cd p p p p p ' Qj O 0 Q Cl CD pq H 4-= o ^ , >-P o 2 ^ r^3 ,2 "3 O CJ ’H r ~) ’ f— ' — •r-i ’ - S ? d R Q ?-h M p O-W * oS W hD « P. C3 ^ ^ CL) ri &L-P P'C' oi"c»o 0) 5-< C3 a o -h ^ ^ P ^ Cv o H © o ^ 000 c2 c -b'brOrP^;d'£::rC rV 'OD d> C/J -r-» « K ; o o o W’ C'b o c 'C’C so P 'o C O -'-' l-l C£p .3 CO o c o c o -5rCrCrZ'G' >> © e3 w JH rr*' - □ W _s r— L/J n 1— 1 p ^ jh © a> 3 O © _ - _ c Q.d'Pcz: o-P 02 r‘ §^«fti.£!iga’2|g £.0? C3 -o ra-'OP AA.-'CP 2 2 cj (S cj cj cPpp C O H ^ « w w m ^ « W WH- -p=(.fe ..IH IH -fe © > o CJ ©• pq so , be oro C 2D •rH ,73 T> O S 2 'P o 72 4—* r*^ oaf "h o O CD C> '•$■ o O -2 +J ft; b^S O (- © © 00 id . O 'C -. O f- > oS o © ^ > tn CPS © © O o CO ® O H ’N C9t« iO to N» 01 O HIM CO uO ffl.N 05 O O r-l Ci OlOOOOOOOOOOHH'HrtHHHHHH'NCI co W»oc5c'.oicio>c5c;oiffloo50®oa)®aioioi.© CO CC CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO MCOcCrf50NQOOOHC'lW#iOOt'OOOOHOCO' PPPPP CO 00 CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO 'CO CO CO CO CO CO-CO CO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. eye 012 EDUCATION REPORT, 1898-99. •sniuraldw oypuaios pm? ‘ojn^ -uunj ‘sSuipijnq ‘spu'noaS jo sni^A oo o o © o o o o o o © o o o oo oo ooooooooooooo oo Oto OOOOOOOOOOOOlO o OO O C O O lO 1C Q in O lO X (M UHCOHCO TfH r- I O O O O o o o o o o iO o •Xrejqii oqi in so ran [0 a jo loquin^ • ^ o o * 7 Ol no O O Ol o T-t *[[ijp Aj^iiira ui jeqnmsj e o o O O O lO o O O O O o CM Ol 70 o CM 1-i O LO 1-1 rH LO >0 Ol »o T— I CO •s’j'BaA ui osanoo jo » CO Tj< CO CO CO -^iCOCO-Tj.^JicO'fCO-!}' Tf ^ Tji tJI CC ^ ^i1 College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •01OTI0J 18 O H O CO • CO O • rH lO 04 • - © rH •0IUJAJ 17 r-i i — 1 CO CO ■ rH O • O CO ^ • 04 © rH Gradu¬ ates in 1899. •aimuaj pH OlO H O 04 * CO H CO 04 CO rW l — i © I - © 03 04 CM © rH rH •ai??I\r 1 5 CO i-i dDC O N ^ r-( rM> H CO T“H Ol Or CO rH © CM Preparing for college. Scien¬ tific courses. ■9IUUI0J pH rH CM o o o CO o r—< rH • •3[^W W fH O i — i © rH CO 1C Ol 04 rH • Clas¬ sical course. 1 •0p?tU3J pH t-H CO o O © 04 Ol © • rH •aiuiSi fH rH rH CO CO CM © rH CO CO © • rH A © *O[^ni0j OOOCOOOOOOOOOO OOOO^CCOO iO CO to CM CO • CO j Si >* . ^ C/3 A z z% 8 a •opsraoj x OOOOOOOOOOOOO OOOOCOt — I © rH lO LfO CO Hf Tji O n iO X H lC D CO LO O C4 H OO HOOiOCOhHCO CO Ol DCOWHHH D M i — I H H N C4 •ai'BW o K •ep?niaj Ai o HOC MOOint'HO^OOOl'-tO LCHOOCOiOK^ Cl i-i i-l r- I -t< CO CM H Cl H Cl ri -M OHriClH Ol O O O O ~P O < iOOOO if! O O O O O r-i O •ai??K i.O as i eg f st as Q o aa aaaaaaaaaaaa-g aaaaaaaa © © onojanoDiixaiiiDOr. ©©©©©©©© Oft PPGGCQCQQPCC^ PQPQPPPP d a © z eo rG » d H h 3 d a £ w ^ ^ w d Ph M2 • in O <35 CGArt!=:ca2a7'GiS 4Hflc©©©©©©>>gfl c3oicd©©©©©©002b OOOOOOOOOOOWW A4 o o Ph • • o ip ■ s. r-i r-H . 4_3 S-( ►> S G& £> O o r~\mr* ‘H r> in w w rj p 2 2*E *E*E cj Cij cd Co cC c8 0 000000 O t> H lO O © O 1 O T— I 1 o o o o cm co o o o o O O HrlOO CO ^ ^ ^cOi— <^^^COCO Hr* Hr* CO COCOCO'^CO^T^rr’r^CO'^ •^HfH^HMCO'r±(COCOCOCOCO'’^'^f,He CO CO CO CO OOOOOOl— ICOOrHO • H CO Cl O CO H ^ ri Cl CO Cl H M O • Cl H H T—l • Ol • CO O CO OC LO O rH © CO CO O lO Tfi LO © O lO O Cl H H Cl lO ^ O CO CO CO CO OCiCOHOHCOH H CO Tfi O ^ OlOH H HHOiO O 1C Cl OO H Cl ^ ^ Cl lO O H ^ H Cl H CO O Cl H O D O Cl CO 't O HOIOHO CO CO t — i Cl CO OOrHOOOOrH OOOO ©COOOOOGOOOOOCOOOOOOOOOOOOOOROCOOr- lOOdCl LO CO Hf< rH Cl CO ^ CO O H Ol C0i>0 OlOOOOiOOOvO CO O CO L- r-1 O O Cl lO 'O CO LO - - ^ClGO»Oa)LOClOOClCOOCOOXCOO>OOCOCiOOOX H Cl H HH d CO N Cl H Cl I> H Cl H H Cl H H OKO H O H H CO ""T (M Cl Cl CO H Cl H O CO n Cl r- Cl CO ~H lO CO Is* O X CO LO Cl ^ H CO Cl lO l'' H O Cl H Cl OO ^ O O O lO) OC O O N O co CO MO O ri O O OO C5 O Cl Cl r-i CO T— ( LO Cl 00 CO H Cl COlOH H H Cl Ol H d CO H O H H H Cl O CM Cl Cl H H H H H»OC5 H H H H CO © rH O ^OOOOIHOH O CM O O OOOIOOHHOhOOHHWHOOOCOOOIMHCOHOOOOOOHO H H H HHHC1C1HHH rH CO H H ^ — I H H Cl H l — I H H CO H H O Ol Ol i — IriHrHHClHHn"^ CO H rH i — ( i — ( i — ( Cl rH rH -f_> 4_> 4_4 -!_) 4-4 4-3 4-3 4-4 4-3 4-3 4—* 4-3 4—* 4-3 4-3 4-3 4-3 4-3 4-4 4-4 4-4 4_> q_4 4-4 44. q_4 4-4 -)_4 4—1 4-4 4-3 4-4 , 44 ) 4-4 4-4 4-4 4.4 4—4 4-4 4-4 4-4 q_4 4__> -*_4 4-4 , -|_4 & p. o< ftftaftaaftft acupua ftftft p. p.p,p.o< & a. o. ft^ ftaaftaafiftaana ft^ & ©(DO Ob©©©©®® <12 02 <12 o ©©©©©©©©©©o©©ojc)©©r'©©®©©©©©sa©©©?© Q ft a fiflORflQQa OflflP flpfiQpqQppqpRqfififlfl^qfipflpppfiqpppqflp P §p HH H <3 H3 r< CO o P- to P £ O ■a-sp* . ft ft ft pf£ bHt® CO . , P Sh Pi 53 CD CJ^+; r2 P Pj P»“ hhI oft^ G O m £ bC ft Vj O •p X< ® ft >ft| C2 rH rH CO KftrO CS 03 <33 C3 —1 ft o 23 Sft K*3 t>,r| bn ^ C>7i> St ft pS 3 ^:0 o3 <11 pq 2P CD rH a;. £?S g 1 P O CD ?H Ap 02 p N rj ^ a P St! m > q cj‘ s'-h p-.i-h o 02 .52 o p CfJ & ft jS 02 ft C3 . o | p a re *55 ^ O CO co < o Ss L H • ^ . 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OOOO ^ ^ 5^ 5^ OOOO ftftftftft-Pftft bo p be ft 52 ft ftftft o +H> OO 52 p 4-» ft 3 , S3 c o o c ft ftftft Pftft 02 02 ft ft ' 02 C ft ft * 02 02 ft ft V ° a “0 a 02 ft .p ftftft CP I *OT zo zn CG be be bo C G G M be oq 4-3 G G a "ftft O rH (M CO^iOO^OOCiO HCICO^ 1^- 1 — 1 - ^ t>* 1^* oo co 00 00 00 CiC3Cj> C30^0j0^CJ3CT3C30P era 03 C3 cm COCOCO CO CO CO CO CO CO CO CO CO CO CO CO >O0I>OOOOH(MCC^iOCt^OOC5OH(MCO'fiOONOOOOHdCC CD OOCOOOOOCOOOO^OCnOOOOClOOOOOOOOOOHHHHHHHH CftOaCJOOiClOOOlOaiOCiClCiOOOOOOOOOOOOOOOOOO COCOCOCOCO'^COCOCOCOWCCCOCOCO^^^Tji^TriH^^Tr^rJirrNHHH^ * Statistics of 1897-98. 'able No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 2014 EDUCATION SEPOKT, 1898-99. •stuBJ^dcIi? og-iiuaios ptre^Jtu j -tuxnj ‘sSirjptmq ‘spunoiS jo 3ti[KA w •Aiitxiqq oqq ut saxarqoA jo aaqara sj OOOO o o o o o • o o o o o . OOiOO oooo o o o o o • o o o o o O O T-n O oooo o o o o o • o o o o o ' tOOCOO 04 o O H CO H 1 ic c d.o »-< ' lC O H do 04 O o' 04 H O t— ( • r-H rH rH ; CO iO o o o o . o • lO lO 1-0 o o o o ■ O • o o o oooo o . o 1*04 CO O 04 O O iO • O ri CM iO *04 • r-i H ri Cl 04 r— i ' o • O rH ■[[•up Aj'B[ii[TXt lit laqtan^ © •s.rea.1 uc asitioo jo qiSusq; CO ’H'1 nfi CO ^ CO : ^ CO tH CO rji CO CO ^ *3 a rjl College prepar- atory stu¬ dents ill the class thitt gradu¬ ated in 1899. ■oimnoj X pH O O o rH O CO H O 04 CO rH 04 O •3FI t*® pH O rH O 04 04 04 CO 04 rH 04 Gradu¬ ates in 1899. •opunsj CO PH 04 04 CO -fi tH.I> r-H -H CO rH CO lO CO O CO tO CO rH rH 04 O *a[BK pH rH CO CO lO 04 O rH 0040 04 O CO O COiCO rH o Preparing for college. Scien¬ tific courses. \ •ai'Btna^ 14 rH rH • • lO O 00 'SPK w pH rH rH • • LOHCO Clas¬ sical course. •apBiuaj PH H O tf* 04 • CO o • o o o rH O •oitik 11 rH rH CO CO ! ^ ^ • 04 O 04 rH 04 • A , QO v s Cs £ K G tc © ~ 03 •opsins^ OOOO OOOOOO OOOc •apirc XOOX OOOOOO O O O - O O O lO O CO o lO CO LO o O O LO O Or-i CO lO CO c3 -*-> ^ & c a) O d - 04 04 04 ^ A Jj gr § ® « r?£ o © G •©* m ^ ® •0[t3UI3A © •3[t?I\[ t<5 M N CO ^ l'- I— I Ol O ® O 00 00 -rH >-l o t-I -t< *0 0) H O) !■) t- O') CO r- 1 d i — I i — I O'! CO C3 CO CO rt Ol rH N d O O MOO OHOIO HOliOHOHO M CO H 04 H H 04 H H 04 H H 04 r— I 04 i -tj & • p G H H p cL © C G G a^gto® a s-. Gi -© -© mm p +J-P -p p-p -+M -pM +M +M -pJ-PM.pM.pM.pj , G. Gi A Cm ft. A. Ph pH pH pH Ph pH ft- ft. P p p p pfTl © a> a) © ®«h)d®!b © © © © © © © © © G flfiPfl flPftflCiP PftQ.Q QPPPQP EH cS ft o g ‘C Ph M > . © bo 2 3 bo i © hS Pi Q r*-J . £ d X rf-J c3 ^ r O O ^ o O q; H H S O 0> s a3 & o ft. . p S §5S © ° cc o 8 p© © co ™ g 5| KP c > O tc” 1*1 JZ! ^ HI o o o p © M bo w p p ri cs CO oco P . • Eh °H pH ©> o o p op © 0 o SH .P J P bo S P P CO G £ O Eh G- o © bo c3 © H 1 Ph © w P GP G ■ 3; © g tH © © G © lTl HVi © .hm! -P ^ ^ < 02 p A . 02 O P" cr C Pi P 2 p'Cdt-PpGGG'C S .bo : : : _bo .bo : : b £ to o o PT5 © p c Si. © © gS^ (H CO Oi s © © boP G cS o3 cj o © 'C a p bo© bi m O G O G 3 G p' G '35 co ^h +j P © © ‘. fl3 ed © .© © IPPPPP 03 02.; H K bO S • : G Ho •& o'S © .2* 2 © © © © PhlhW bO >. '©’o tofl ^Gft ^ X ^ © © .b .G GP P ; p ©P CO OP O H OJ CO H iO O E- XOOH 04 CO ^ lO CO. t^.CO H -h 04 Ol O J 04 03 04 Oi 0 1 04 04 CO CO CO CO CO CO CO CO CO OOOO OOOOOO oooo ooooooo ^ ^ Tf ^ 'O1 ,N'< ■vt( ^ ^ rf< ^ ^ “J1 ^ ^ ! I. L. Mitchell . I Dept SECONDARY SCHOOLS. 2015 4, 500 OOOOOO OOOOOO lO O O O O C>! co cT o' 0 0 cT COC^lO^ r-i 30, 000 18,000 16, 250 900 0 'OOOOO -OOOO *oooo • 0 0 0 . 0 . 0 .0000 'OO • 0 'OOOOO 'OOOO 'OOOO • O 0 O • 0 . 0 'OOOO 'OO ' O • 0 0 O O dH • tO 0 0 0 'OOOO • 0 0 0 • 0 ' 0 'OOOO 'OO • -h ' 0 co 0 tc o •cfcTo'o' • cT o' o' » cT • > d cf o' ■ yi ' •^ect h'cT *x"o • • tH rH* rr CO 1 Cl CM m 00 • r— ri* • • Cl • CO rH • l- O O O • O CO t— i O O’ • cO H Ci CO • 10 O • O O O OO • O O I'- rH • tO rH • ■ O 'OOOOOO i£>©OOOO3OOO0>Ol'- .10 1^0000000000 O 'Qpooo 0 1-000 0 0 1-10 OO— 'MOOOCOO OOOOO • o 0i co — i— i © rf c-i o — — co o o o i— i o . — co co © oncroic • H • CO CO dj< rT* •COCCrH'H^r^H^rHcOrHtO •HCOCC'H'HHi ii • • O tO T 1 1 • * 1 — 1 • * CM • • rH • • i • • • • • • i • ii i i •• i O • O • O tO Cl O • rH • CM O • O . . rH • • *dO rH • Cl • rH • • rH • i ■ i • i • • • i • i ii i • •• • • i • • i •••••• ii i i •• i • • rH 0 t- i • • CM • • O • i • i • i • • i ■ i •• i i ii • CM • O « H dH Cl O • .rH • o O • dH • ■ • ■ • 'Cl • • O CM • rH • rr • • rH • • i • i • • • i • • • ii • i ii • i i • • i •••••• ii • • ii ■ 0 *o OOOOOO O O O CO O rH r^OO-HOOOOOOOr^C/DOOOOtOOOOO'OOOOdOOOOOOOO HP tO dp tO ih Cl dp CO dp CC 0 to 0 0 0 0 0 OOOOO 1 — ( dCOOOOOOOOOOrHCOOOOOOOOOOOlHOOOClOOOOOOO dp lO dp rp rH dp CO dp dp fcO 0 1 — 1 0 D H C OHO CO cc 0 0 00 Cl CO CM Cl CO Y Cl n rr H C N rr1 Cl O O O uO 90 O tC CM C C H X £*• H o l> C CO id* CCOCOt — ' CO Cl CO tO N H rr Cl rH rd CO CM CO CO rH Cl O Cl rr CO lC lO Cl Cl O Cl rr i.'- rH Id- rr O rr CO tO CC rH rH i — l rr 1 01 T— ' to CO 0 00 to r— 1 C l CM d]8 CO O I> CM CO djH Ci Cl Cl H CO CO CO w CO r O O iO D H C lO Cl C CO Cl O H H CO H C Cl H >C D O OO lO CO Cl Cl CO Cl CM Cl CO CM^H CM CO th r Cl CC r- H HCC CJ O dp rr i£0 Cl dp Cl O O CM H CO CO rH O O O O OHOCHCCOHOHCKMOHCOH I>* OOOdPiOrHOOClOClOCMOCMCOO 1 — 1 1 — 1 1 — 1 rH rH Cl CMriHHH r— in'HHHHCMCOrHHHOr-ii — IHCOHHCMHCOHHHHC1HC1HCOHHCMH c 0 A) v cd o i -4-> 4-3 4-3* 4-3 4-3 -r-3 4-3 -k- . . . . 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J • o ^ cm o <3 ^Kg.c^oqtcOHd^m : ^ Oi-'dr' o Si-Pi S g: be O l^-P o^^oooooooooooo o^rrO'2Proporororcrorcrororor6rc cS £SJ o c c o "C'C'C'S o Oh "gg o° p CC 03 • M P P O d ^ d 'f c2|-8 CP ZZZZ £4 O ' o c r •S t- ^ o o q PhPuPS^ CD O 03 o o r^j 1^1 ^ h- C S S g Sfl fl iiiigsigSiiiSSII iC O GC- Ci oo oo oo oo co o o o o o TF TF tF ^T* tF OH(NX^iCODX^OH(NCO’fLCON cisiocicjbbiaibcioooooooo OOOOOOOOOOi-Hi-li-Hr-HT-HrH^Hi-l SECONDARY SCHOOLS. 2017 25, 000 1,500 oooooooooooo • • • o o o oooooooooooo • • • o o o OCOOOOOOOOOOOlO • • 'OOh x7 -Tj7 oc t-T o Co" O to 1C I> C-T -f • 0C* lo" CO r—< n CO r-\ ... 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Cl • • • • • O CM O • o oin^ooc'iooooioo lo cm co cm ht cm CO OWlOOOOOOOOiOOO lO CO O rH TJI rH O OCOiOLOXOOOOiONOOCi rH 04 r— l CM rH rH CO rH i — ' ^OO^HLOHtNOHiOOOCOOCOOJiO tj< OlNH^HHHCOiOCLOH l> H rH CM rH oooo oooooooooo oooo oooooooooo CO CO CD CO COOOMO-^QHC'JO (MOD CO CO O lO CO Cl CM CM CO CO OO^'O^OCOOOOCOOO HCiiCDHOOCl^COODiOiOOXO OOOO nOhOMCOCODOO rH rH H (N H HCOn 04 rH d4 CO H H H H Ci CO Cl D Cl rH rlCOH H CO CO O ^ m — i ih 04 O OOOOOOOOOOOO MO i — iOOOOOOOCOOOOOL"'- HCl^H MH^nnHOnOH rH HHHMHHHCliHrlHH Cl tH CO HtHHHHOMH CO lO H H CO Cl Cl H H HHHClHHHClHi — \ TP p Ci O' PiPfiQ 0> 42 G < gW0fHdH0H tj r (O G q G fflo"3 O o 2 G S G SA- O gAA | o o G-Go rP> • j q;^-H C fedPPP d D G^ oM | G g iiss, opp- CO I'd ►H -H u— *, * ^ 4*1 G G OO d g d ? g G G T3 eg l— a 42 rG 54 G a) r ’ 0 bO^H h o g ■ ce 4T 00^ o . c a ce G bo pS G o PS. G? D J> d H i»0 d ^ [ | 'O P o>r.^rd K^3>0 0 ^ £ 0 4J-P0PP0-P-P-P-)J PPPPPPPPPP DDO ■ _j ■ ; i2 g g o i ^3 g G 0 H ^ 75 o p q ^ ^P^PS'-~PP/, • • . * • * r -C HH • • • s H r-" . . (e=H PQp^to^f'PP'!^! be P< o> o o o G O occ . G . ss- , . o ■H O be ?£ o co g, ojO rG G , .be0 . £|>S 7f bJO OOOCOOOO rororcrorcrorP u.\ £4 Q . — i O ’o g o o o CL>o 2 O* offi o rG 02 ^ ao be - G :jgo Or 0> f> 2 c be o G: o> -G GO ^rH *TH kr— 4 & ^ 2 2 ri «ci- g rC o; iSl D D i CO X CO ) o o rG gw. SPe- ft WPl' bO c o 23 cc rGr beo •r-j O O jr! oooo be^ rOrOrOfO cbrG^ be o o be-^ G S_< G O 42 P. a; co sii CO .r-l .rH b*“> 42 rG O bCp PrG O co ■ P" P" »>• F»- p- P> 42 co tjg: G o •G o fefe O® O r-> •*-> G oo rOrV c o o o ^0 Or 28 OrG m o r-, CC UrG O pp oeo 0042 _4< O G £ ® o O 0 0) ,G rO G? 2 O00 o o o O G o o ojo 3 C3 o*2 r^S !D bO 02 .rx 0LJ4 § 3 oTj r^5 O 'S -Th CC > CG CO D CD P P c3 G N S3 3 o « ◄ G « O bo o o g o o o c 2 G5 'O tS 'O ' G O q3 9 C-hO P0r5 H •— G44 30 H0OP £ o a H « O G3 gP g-1 53 ,0 42.2 43 r— * co 00 G > G ^ ■ ^rp ; d d 'S3 C4 C’ CO COtJCiOODOOOJOHCI CN CN CM CM CM Ol CM CO CO CO CO CO CO CO CO CO CO CO CO CO CO lOODOOOiO COCO CO CO CO CO CO H< CO CO CO CO CO CO CO 00 rriTji HtMCOHiOCODOOOO HHHHHH-t'HHiO CO CO CO CO CO CO CO CO CO CO XT’ ^ "H H1 H1 "H HCICOH iO iO iO lO CO CO CO CO iOODCO(OOH(MCOH lOiOiOiCiOOCOOOO CO CO CO CO CO CO CO CO 00 CO H H ^J1 H ^ H rri * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 2024 EDUCATION REPORT, 1898-99. g • O * Q . • o o o o • • O O LC O . . o o o • Q • o • o o ■ o o . o o • o o • o o . o o •snuuisddB ogi^uaxos pur?‘ojn; O • o • iO . LO • o -uutu ‘oSaipiinq ‘spiinoaS joanrBA iO OJ • CO • OJ • lO • rH • • O O iO • • -P OJ . . • OJ • LO tH • O 00 . -o • o • LO «b • rH * • • rH *Ajx?jqi[ oq) in saanqoA jo laqinn^i o o o o 0 0*00 'P i- rr rH PI >c r— I O co o OJ Tr O O O O O rH O O O O O (M OMCQWtO^ O O O O O TT< lO O O O CO O O O O PI qjijp Aiiqniia ui joqtausj; •sj'boa ui GSjiioo jo qjSueq pH oJccTrconHcocoHH-* CO CO CO H th o-l ' College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •oteinaj ® Oh • O rH o CO O CO • O OJ • LO • pf •3FK Ip H OJ OOHCJOH • rH • O rH • OJ • Tf AG p'x g: •9['Binaj rH • • lO • CC . . i> • rH CO • OJ 00 TP C2 o OJ • lO OJ TH rH lO iC 00 iO P • CO rH • rH 03 00 e*- •SfBK lC • • O • £> OJ CO • 05 O H OJ tT LO ■ • Od ■ • OJ rH lO O OJ O CO • rH • rH Ui O • oi G C « CJP M •etutaaji pH OJ • • CO • • CO O OJ • o o o • • 0J • 1 1 1 • O • • O • "P* • • • • c ri H-» bo oj C bo a; CQ © W •3FI 13 50 : • • CO t> co • 0J O OJ • • rH • • • • • O • • CO • ''l* s "2 Ui r-U P^g OJ u 1 — QJ Hi j ® c3 g fe •0P3UI9J o • • • oc •’f^OClOCOO'O • OJ • O • • rH • • m Ui Ph 3 ’53 o o ■9TO 11 CO • • • c • CO CO CO CO tH o O CO • rH • OJ • • rH • • i G h A p © pH o o o o o OOJOOOOOOO CO O O O 00 O LO o CO M S ■0TUPI © o o o o o OCOOOOOOOO CO O O O 'CO O CO o CO CO . j-h ro o3 -+P »TP W r O •0IUUI0J 3D CO O lO rH o OCOCOlOiOOPOO^ ^ Cl O P O rH CO LO O > 0 OJ CO lO LO CO CO tH oj P Ol P H LC OJ lC -cr OJ 00 TH LO 8g •0JBI\[ CO O 1> Ci O lO C5 C5 lO O 00 H CO 00 co h ci co th th a* *>o co oj th co CO n H H OJ oo O (OJ OJ rH TT> LO ^ r| H 9 ^ m o ^ o CO ^ <® •©puua^ •0IBH © »(5 p -u o t fti) G ? d oj p 'r; 2 o Q C o & OHWOH H Ci h ^ O O O H Cl W H Cl O Cl O O Cl H O H H HClOiCCOCldHCl Cl H H H Cl Cl £m Pm Q* £m Ph qj c; o di o Q ft ft ft ft ftPHpL.PKp.a.PMPHpH QfifiPfiQQQQ -H -*-i -H> -H> Hi H> -H P_, p PL P | P i y -' . p . U 4) 0) CK) Oil apQQfioq oj g. w pi £ |g> a> rf S3 u O WfiHO ?S 4 £-1 3 M • fl-' £ 'o fern pL° Cm G q pl c3 :pq M ^ w c o3 OJ , • P O H h k > O H35a3B«S«l8 a « « SH O bib Q) C3 c3 a _ o ellJ’g 1,g|w awgjpk^a i^coOHHH^ OJ a cj £ CO o o o o rp ^ *ip ^ 'TP tX) S o o o CO tic s o c o CO AS bo 3 So Cw O bf 5 • • • i • i • O £« O I 000C000t|0(li*0 ppppppp i1-’-? Ppp 3 . P %. b bo ■ H offi o o c o P P P P o a . _, OJ P OJ (1) Hi c3 HP CA £!p £P CogO O P _2 ,Q t-i ticp 4J O O OJ P n M‘2 M OJ O o G OCACAtf p Si H s> r pi, bo <£ T< h H «0 H p J 0)01 £5 c5 j_, § ® °£ v - 9 oP P< £h ' a P » cococococococococo 05 O H Cl CO Tt< iO CO 00 CO 00 00 00 CO CO CO CO CO CO CO ^ ^ TJ1 TT1 TJ1 tji SECONDARY SCHOOLS. 2025 o o • © © • © © • o o • o © • o o ■ o o • o o • o o • o • © o • • © o • o o • • o o • © © • • © • © • © * © • © © • © © . o © • •©©©©©©©©©©© • • • '©©OOOOO©©©© • • • '©©©©©©©©CM©© • • © © © • © © © • © © © • • © © • • © © • • © lO • © © © • © O © • • O O © • . o O © • 0C 1(0 • OiO • GO LO • CM • tji CM • of • of co • • io * CM i — 1 • • r-1 • © • CM • lO© • tji • • © © O © O tc o'©' © CJO • • • 'sf H C4 H ^ 04 LO H Hi — ( • • • • • ■ • • • • lc'cTio' • H 04 H • • iO © • • H • © • iO lO © 1 • CO T-1 r-i . coooooooo • O O < 0 O lO o o • T— IIOCM'O CO CM CO • O lO O Cl © o o cc © ©©<©lO©©»OH© 1- CC H r-1 LO TT C4 CM ■ © O © © © >©©©OHOOO©©©©©© . • ©OiOrnO 'O O © O h Ol lO O O O O O O T1 • • HOHlOlO 1 © X XI Cl C r-1 O O © O CO UC 400 ! -©OOlCOOOO© ■ © 04 © 00 © © © l- © • CO H CO CO lO CO lO H • CO •r-H r-1 r-1 • Tfr^Tji'^rCMTftCO’rr HCOCOCOCO'^COCO'^^COHCOCOCOHCOCOCMCC^COHCCHHCl 04 • H CO • CO TT* CO T CO CO 04 CO H O r— 1^ © • O CM o • r— 1 H i © • CM • © • © © 04 CO • © 04 04 CM ^ • CO T* H • • t— i © • O • © • • © © • O © © H O CM CO O • O rH CM • CO CO © • o • © • r-H © i — I l'* •Hi — 1 H © O CO • © CO CO • -HO • © • © • • O 04 • © © 04 © OiOOOXOCOCl^ 1-1 cm H 04 © 04 • CM CO © © • 04 X rp o o D rji o Lr H M> O lO lO CO H H H i — 1 04 H i — 1 • © H 04 o • Is- O X © © CO h o tt1 CC X Cl X O tO iC i — i CO © lO CO CM CM 1—1 • ^ CO H © H CO 04 X 1-0 04 to ^ CC LO CO O O O • CM i — 1 i—i • H © © 04 • H O © 04 i— i i-O H O OOCMOOOO 'OQM • • * • O • CM ■ Iff II III! Ill • i i CM • • iO • • i • O * * * • II II III! Ill • it •• • • i i iii O • © • • • • uO O H lO Tf CO H H ■ CM © • • • ■ © • r-H • • •I ii iiii ■•• • i i rji • • <— i • i • • CM iii III II III! Ill • it ii iiii iii • © • : : © O H O O Cl ■ CM CO O lO • • • lO O O • i— 1 • • CM • • H O • O © OG © • • • © • © • • H CO 04 ■ 04 *0:0 OCMOOO -HiCCl 04 CM • • • © r— 1 © . . • T— | • 04 • • H • • 04 rp • © H © 04 • • • • • •• • CM i— i i.i q 8 • H ©O • CO ■ H H OOOOCC»— 'OOOOOOOr^OOOOOOOOOOCOOOOOOOOOOOOOOOOOOOO-MOOOOCiOO *— « CO CO Cj 04 lO OOOOOl-Or^OOOO^OOOOOOOOOOCOOOOOOOOOOOOOOOOOOO ©H O O O O 1-1 o o CM CO CO © 04 CO X' H H lO rf 00 CO to CO O H N Ci O N T Oi N1 CO r-i r-1 Cl 04 04 H t— 1 COOD ONC4CO(N(MC40XC10XDNX1^0COI>C40HOOCOC5,OXiOOClXXD H Cl CO O r-1 n ^ Cl Ci Cl CO CM lO rf 'O CO Cl O H ^ Cl n CO H CO H CO H H CO n C5 Oih-dCJXOiOX'fDNCCN^ClOONDiOClClOHXCOOClCOOClOClCOO^l^OOiOiO^HOO'C^^-CLOCO i — ( CO T1 CM CO r— 1 7—1 T — I Cl 1 — i CO CM CM COCIHndHnHHHH'OHHrtQCOlOClCOOHOH HH CO i — I CO CO CO Cl r-i lO OOCOOnOOHOHOOOOHClOCxNOCOOWOOCOHCKMOCOHOHHHOOOOHOOHClCOCOClOO’f (CICOCOr— IHCM^Hr— IHr— ICMiOHOCMHCOtHHHCOt — ICMCMCMCOr— iCOHHC'4 0HC4i 4— ’H-t— -W 4-J -*— » -4-> -1-3 -i-> H 4— 'H— +-> -r-> «— £n O- 'r—‘ £h 1— m Qh Ph Qh 1^- Qh Cu £L Qk CL CL CL Qh CL CL CL Oh CL Oh Oh Oh Oh Oh Oh O^i Oh O-i Oh i—H Oh Oh Oh Oh CL Ok CL Oh CL Oh CL CL CL Oh Oh (D0O0^O(i)(Da5OOJOOOOOOOOOOHHHHHHnHHHNWMWC4WMNMWCOWCOCCCOCOCO COCOCOCOCOCOCOCOCOCOCOCOCOCOHHHHHHHHHHHHHHHHHHHHHHHHHHHHrrHHHHHHHH * Statistics of 1897-98. Table No. 42. — Stat istics of ■ public high schools in the United States for the scholastic year 1898-99 — Continued. 2026 1898-99 EDUCATION REPORT, •snn?ji3ddB oypnaps pm? ‘ojtu -nunj‘sSuipiuiq ‘spiiaoaS jo atii'BA • • ■ • 000 ‘08 000 ‘ft 7,000 10,000 40, 000 0,000 10,000 100, 000 24,800 10, 000 7,000 25, 000 21, 000 20, 000 22, 147 •Ajvjqp oq} ut saranpaA jo jaqiunsj; pH s\ o • iO • rH • OOOOOOOO O © O © O CO • O O O CM OOOOOOOO OOiOCMiOO . o O O rH rH H C ri M H CO H O O CM rH 1 — i rH • CM O TJ8 CM GO rH • •pup Xinxiprui ur laqranji o (N •sivaA ui asanoa jo qtSuaq; 61 ! Hft^Tft^r^cOCOCO^CMCOCMCO ^COCOCOCO^'N'MCO^T^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ainmaj X pH XT' O T— 1 rH O MOM • T* O O o o • GO • O •ap?K £■» ! t— i o * 1 CO O rH Cl O H • O CM rH 0> rH • CM • CM Gradu¬ ates in 1899. •aperaaj 91 O T— 1 O’ltXCCDHCC^CO CM CM O GO O O O rH rH CO rH XOH •aiurc 15 rH lO O CO O Cl Cl CO LO O rr CO O rH CM O rH rH CM rH CM O CO Preparing for college. Scien¬ tific courses. •ojumaj 14 O rH • CM • « 07* O • HNO •0[UK pH T— 1 rH • CO • • r-< rH • CO i—i H Clas¬ sical course. •oiciuaj 2 CM Oi O rH * CO • • • Cl H o O rH * ■vr1 rH • ■ai*K 11 CO CO CO o ’ CM • « • O CM i — I ... CO rH t— 1 * CM O ■ Ele¬ men¬ tary stu¬ dents. •axumaj OX O CS O O Oi © o o o o o o o ooooooooooo T— 1 Hj1 •ar®re 55 O rH O O rH O O O O O O O O OOOOOOOOOOO rH iQ Secondary students. •atumaj; X OCCOOCOCOCOtCH(MI^03l UOO^wOUNXN^ CO diOrinClCOOruOr-iM O O CO N (M ri n!N^^ r-l rH •ai'BH h O O O H H M O i-C lC O X O ^ <£>OOOOidO'OOOr-t:Xj (MHNtOHOEMNHrt CM H lC "M H CM n riCOC4 rH Second¬ ary in¬ struct¬ ors. ‘opeuiaj I2> 1-HOrHrHi-HOO^COOOOO CMOOOi—OOOOCMO . -ai«K m hhhCOHHNHHH^HN CO CO CM CM r— ■ r— i H H CM rH CM Depart¬ ment or inde¬ pend¬ ent. *— < 4JHP4J-UP^-PHH-P p,&&p<&a6aac.aa.a & a a a, & a, a a. a, c. cu OOHJDOOOOOOOJJ® flflfifldfifiPPQPQP RPPPPPQPPPQ Principal. w E. W. Stevens . Alii ton E Rest. G. £ ! a Raymond H. Wilson Wm . Minster -U q- C z c PC rv Jno. R. Hunsicker . A. S. Martin . .T C. Sneneer John S. Carroll . R. N. Davis . W. M. McDonald . P. H. McCabe . Benj. F. Sandt . W. S. Gruver . H. L. Reber . I P) Hermann Peter A Fishel . M F. Cass . Virgil R. Saylor . W H ITnnrHrst E. D. Carothers . Harry F. Stouffer . H.E. Gehman . Name. High School . (in c 'C o c nd'c c (•C up . op . . op . . do.* . . do . . do . . do . . do . High School (south) . High School . _ e Danville . Ra.nnhin i ,« A a c Downingtown _ Doylestown . Dn Bnis Dunbar . Dunmore . East Brady . East Mauch Chunk. Easton . . do . East Stroudsburg. Edwardsdale Elizabethtown ... Elkland . Elk Lick . Emnns Emlenton . Emporium . Ephrata . ^GOa)OH/NW^^,ON3D05 O r- -M CO Tf O D OD Oi O COCOCOrfTTTrrjiTPrT'^T^^Tf lO uO iC iO iO O iO iO iO O O C. Diehl SECONDARY SCHOOLS •2027j o o o o o o o o o o o O GO O to • o • o • CO o o o o . o o o o o • o o o o o • o o o o o o o o o o o o o o o © o o o • o o .00 • 00 • o o • 00 • o o ■ 000 >000 • 000 00 • o o 00 • o o 00 • © o o o o o o o 000000 OCINOOC j>io hco 04 »o O lO © © TT* CO 000 00000 Ot-hO'OCOOiOO 00 rH CO O O <© OOOOGOOOOOOOOCOOOO OOOO 01 O O D O O o CO D C l O OOOD CM 04 ^HCO T-1 OOOOO o o »o >0 o ^OCOOO 000 iO o o Clr-IH r^COCO^^COCOCOCOC^COr^^^T^COT^^COCOCOOJ^CO^COCO^C^COCOrr^r^rj'r^O^COCOCOCO^COT^Ol^^'^C'O^Ol 1C 0 • rH O . . co • O H 0 Hfi O O O O O O 04 ’0 04 • • rH rH • 04 • O • O 04 Hji • O • CO O • O « * . . • • . • rH ’ O O CO • rH O • 04 CO • • CO • rH <04 04 <04 OhOh(MhCO • Ol CO • 04 04 • 04 • O • 04 04 Ol • rH • rH O • CO • • CO 04 H • O iO 1- • QOtOCOCOHiOl^^HjiCO • r—i rH rH C0040t^(NGOCIOtOOCOH r-i iO 04 rH • 05 • uO ■ M CO O iO GO CO N H O O X O lO O C • rH rH ^ rH T-i D- 04 rH to r-i O rH rH uO I> CO ■lOtOCOHCOO^iOCOh' COOOCO^HHOOiOOOl HT" rH n • 04 ■ uO O ^ H H ^ Ol Cl O OO O CO 04 ^ CO h • tH t-h CO CO 1- rH O rH • 1 — 1 ■ • 04 O • O • • • tO rH O O • O ... 04 • • O rH • rH • O O O ■ 04 • O • 05 O ■ • • • O ^ : 0 0 • CO O tO 04 t-H o O 00 CO O T*i o o o 1^ © H CO rl Ol O ri n nrirlCOlMm-iiO 1^ rH lO ^ 04 ^ 1—1 CO n rl (M ^ OD rl CO r-i © n 04 04 04 © 04 04 Ol Ol 04 04 r-i 04 0> O r- i 04 rH O r—i O O O rH r-i O O r-i O O r— 1 O CO O r-i CO r— i O rH CO O rH O rH 00 04 r— i O O 04 O O tO l'— CO © r— i O 04 O O r-i O ! r—i 04 CO n t— i rH CO r 1 04 04 CO n H 04 ri Ol 1 1 rji 04 1 — I r—i rH rH 1 I CO CO rr 04 01 rH +i+J+J+J+j^+J4J^-Pp^)+i-U-P-P-P-U-P-U-p • «H> CL)^>^;lDCLCDCi«£l(©,Q«©.CL,pLC2CLQH£D£LCLCL CLn-* Cu . CB S J ’oP. P Ci" pn; P!oP alpS 22 & £ r^3 3 o SK 9 S^P^. 00 P H 0 1 >> I cp p d’Sp^S^.S^ui p! 2 • ^ O n • ^ . ra p g S 3p^.p S 2 O G — h . 1 — - . w—h 1 >—} CD r-~ & h- <1 5 tn c3 pH O p" h‘D P<3 2p CO P 2 o . o crMH t~j 1— 1 s-j CQ P5 3^‘p 42 p P “ ' CD N -3 +-> 42 g c OHi PH. pS Wfi . H. JdP S 3 pRco o o o CO K 00000 p CD op i’8; o c Oo“ 222^1 o.S3 3K moo _, o o Wioo* 52So HHP o 0 _bc 2c 000 oooooocooo 000000000 00000 ppppppppppppppppppppppppppp 000 ppp P K ® G M o ^4 Ch a> ci ci .£ ^ W9PPP 22 O c O S 9 G j_,t_ij_(Cicicicicici oootepsppp <|2 _ O ^irO a . .. ’h ^ -p N ci d >»o CD -9 CD > ,o G G ' >> CD _ S3 c3 G CD *r ;cn o Sod’Hi't'g •'Ggsn o-f ri > o ^ 2 -.54; o r<»; „ 2 t» H Li+i Otccij % 2 G G c § O -S O G ^ G G G t-5 1-5 P P P P P p P P .PPP p 2 2 S P43 & CD PP P bc.92 cb O '2 G Oi-(MooHiocoi>ooo)Or-(iNWTtHOOb>ooaiOHcqeo^iocoNoofflo l'- I'* N !>• I>* !>• on QO cn Xj cn (/) an C/) CTi CTi ^ ^ rb rb -Tb / — \ / — \ t — 1 - — > ■ — V /— > • — > C— i — v — HC4CCHICSOD-00O3OH _ _ _ _ O'OCOOCOCD'O'ODh QU TjiniH}iTliT}ir^'2-iTjiTT'TTiTriHllT^T7iTjlTjiT7iT-iT}iTt(T^irjirJiTjiTjlTTi CW w w ^ -A/ u- DJ OJ 03 C2 Jj 03 OJ U U U U P U O U U U r- H — ■ — — - — ' — ,^HjirJirjirflrTi'2jir7l'2j(T7(Tjirr',2ji-2H'271r7lrr''T2r,Hri-riHr''2r,Hr’Hr1Hji * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 2028 EDUCATION REPORT, 1898-99. •sn}Tut?ddi3 ogrtuaias pux; ‘ajuj -uunj ‘sSuip[inq ‘spunoaS jo anjBA 5* o • o • c o o o • o • o o o o • o • o o o o o • o o o o o o o © o o o o o o o o o o o o o o o o O 00 qi[ oqj ntsauuqoA jo jaqransj | nO i-< O © © © © CO no O 00 © © © O -r © © -T1 co i-i co -r o © © © o © © :o io © © © o o © r-l rr XuO q[Tjp AXBjqiui in joqranx e OOlO © O r-l 7—1 CO O CO © o o lO © 'Sj'BdA iii osjncD jo qjSnoT; C0C0-f,C0C0CM-HHfCM-FTT'-f-H-rC0Tj © O CM CM O CM '"M CM Tjt rf O t-H t— < r—i rH © CM © CM iO CM GO CO © © rH Preparing for college. Scien- tilie courses. •aiuraaj 14 . 0 ■ 0 • ; 0 • O • • 00 •a[UK t-H • © • © • ■ © • Ol • • © rH Clas¬ sical course. •aiuinaj pH CM GO © r-H © © rH © © Ol Ol © CM ■apdt 1 1 0 0-1 © rH © rH rH rH © CO © © Ol CM OQ •ai'Buxaj % ©©©©©©©© rH©©©©©©©©©©©©©t>rH© rr •ai'BH ( 53 ©©©©©©© ©© ©©©©©©©©© ©©©©©H8© • ^ ■axuiua^ 3C ©oo©rHr-Hco©nocMCMnor^-©CM©©©r^*©Ht<©Ht,©©co CO © CM CM rH rH 00 © CM CO CM CO H X CO Cl H © CM rH CC O C O C 'C o • ITi •arBFI iO CO CM © CM © rH © -*« no CO '"H CO CO © CM CO >7D -f CO CM »— > CO lO CO CM ^ HriHO ’TCJnrtT r-< CM CO CM tt Cl rr CM © ni A g- S 73 m 33 =° ; •ai'BinOjj ■ £ r— ! © rH © H H © CM r- i © CM © © n © © CM \ •aUK i 1/5 Cl i l rH CM CM rH rr 0-1 CO rH rH r-H rH ? -£ +G O • S 3 3 e S o g t g o G 3 ^ d ft ‘3 -*G> -*— > •*— I -*_J 4-P -4— ' +-P -*—> 4— >4— > -4— > 4-3 4— > 4-P 4-3) 4— > 4-> Q-« ©< © ©i © © HH © ©i © ©i © »—« © ©i © !«-H © ©< © © © © ©« OQaJooo^oooaiooo^oooooaiiDCJajiD GGGGGGGGGGGGGGGGGGGGGGGGG fO CJ rn o O § B og O a>. C As3 ft > G © o ~Ti X'O d I A © s* o-1 GG © ; ! * CO r n o o o o o o c X'O'O'O'C'O'C'G'C'C fcc 5 >000000000000 ;ro-0'0,C'0'o!’ororC'0,c'0' : O no 5 © j.S CC p ^ 9, « © N ^H c © O % gW © « o.G C © ^ 0) rn O 0 13 > © 3 bcC fcx> © > © ^ 5 a 5 b 'O -t-H ,q A G di2d©©mC©G?>x:r©'SJ!-'?,©SA?> . . s g § ^ ©^ §g .© ^©cd-a.a § © -f-'t*Od^©©©©dddddd©©©©.rH.rH.rH.rH G 3 G G G"S SSS159*3 sNCOTtuCCCNOOOO'-iClcO^iOcOt^oOCiOHINMgiOO HHHHHr-Hrii-iCINClClC'J'MCl'NCl.OICOMWfOCOCOCb ibiOiCiOiOiOiOiOiOiOiOiniOiCiOiOiOiOiO'OiQWiOO^ H^^^Tr,’,71,,3iTj’Tr'TTlTji'»TTj o o • o *00000 • ■ o OO • O • • O O • O O • O O O CO O • O * 0> rH • O *00000 * * o 00*10 • io • • lo ci • ci o *ooooci *o • o • ci • rj^ ccT lo* c r • • cT rH d * Cl • • c-l rH 1 H CO * O H Cl rH • TjH • d • • Cl • • lO • o • o • o • lO* • oo O • O O OO LO o o O • iC O O O Cl o o O • d O O O LO o o o' • co'lo'cTo'cTio -H • HOlOdiCH • oo o o o ■ OtC iO • CD CM Cl • OOOOO *0000000000 • • • O lO >0 O • CD O O iO O lO iO O • o lOOOOO *Ot— lOOOOOOO * * * o cc co »o • O o W IO b o * o -H >h lO lO • CO ^ N CO Cl O O Cl H ■ * • iO T1 O CO • CC CO TH io • LO • o • o • oo iOOiCCOOOOOlO Cl O d O O O O O Cl H O d O LO O ' A h.-* 01 * rH iii i • ^ • fill 1 * rH rH CO rH CO CO C l CO ^ CO CO ■H^COCOrr'COH^COCl^H^COCOCOCl'rfHfi^COrH^T^HH'^ • HP • CO tH CO 1 • I • • • ^ CO COH^T^^H^COdCOCO • • o o OOOrH • • O * • O •CO'^rH O O * * O • Cl * lO O HO • • O O • • O • •III III! •• II • III! III! II l.l co o Cl O O • O O • • r-H O • d • • • *010 rH CO O Cl • • CO • • CO • Cl CO Cl rH H ■ • rH • rH • O r-H O • • Cl O • • O ■ III! III! II II 1 1 1 1 1 1 I I 1 •• II o o CO O rH • CC iO • • CO r-H • rH • • OOHC1 OOCOOOHOHt^COrf. COOCOOOCICOCOHOCCHlOOOCOOCOO 'ONOCOOO n rH d O 00 O • Cl O O r-H O rH rH • Cl 1h O CO oo O CO O CO O H CO Ip- Cl O H O O • O • 'O • • O *COOi — 1 * • • • • ■ o * • o « o • • * o • o o • II II I I 1 I 1 I I II I III I • o O * * * rH * CO o * • • • • • • * t r-H O * rH • • hF • • r-H • Cl Cl • • • • • • O • • O • O • • • O • O O « it ii • • ■ i • • • ii i ••• i ci • II II 1 ■••••• II I III 1 • o • rH (*C* • • • • cl • • • 1 • • o • • • t • o i> 1 — i • • co • *o • •■'CrH . •dciO'^’ — io * * • o • o • ■ II It II I 1 I I I I III 1 I • o O O O • rH • • Hfl • • rH • • • • * 0-1 • • co Cl • • tC1 • • Cl • • CO Cl • • • • • • H d t"» Cl H H • • • o • o • • o • Cl O rH d • •• • Cl • o o o o OO^OOOOOOOOOOOOOOOOOOOOOCOOCOOOlOOOO rH TH M Hj-H o o OOlOOOOOOO CO o o o o OOOOOOOOOOOOOrHOOOOOOOOOOOOCOOOrHOOO r-i rH rH rH 1>“ o o OOCOOOOOOO Cl CD O rH ~H Cl CO Tji rH HHlOOhOiOCIHMOOOOOCOONHOiOCCCIONOCJCOOOCCCOO d CO Cl Cl CO Cl CO CO TH oo O Cl Cl rH d O CO lo TH vO d r-i r^ CO Cl Cl r— i t— 1 rH IO o I- iOhOCOlCXlC^CI nC c dPHn^CC rH cr H CO r— l TP O OOO^^QOCO(NCOHOO(MC5iOCCO^iCOOOCC^^(MO^OMCiOOOiNO O rH O M H Oj CO O H Cl (MH(MH H (M H (M CO ^ CN CO (M n CO O Cl n CO ^ r-i O rH r-i r-i Cl O H r-t lO lO H ^ H (N CO CO H Cl Cl rH r— l rt1 CO IP- OOOrH rHOOrHCQOOOHOOCO^OCOOr-Ht^rHCOTHO^OOOOOOOOOO COO O^HCOHClOOi 00 4J -p -p 4J i 4— < 4— ' -+—> -*— < -4 — > — i -*— • -pi 4 — > 4— 1 4 — • -pi 4-n 4—' -pi 4— ' -pi -pi -4—i -pi -4-i 4-3 4-3 4-3 4P> 4-5 4-3 ->P 4_i pi QaP-> iO Ph P-, pL, P-t p, p^ pi, P-, P-i P-, p, ^ p, p., p_, p_, P-, p, p., ^ p., pi, ^ Q) G) 0) 0 OiO^OO'OOiDOOO'OOOOOOOOiOiOfDOcDOCL'aiilOO'OOOi OPfifl QafifiRflfiQfiflOftfifififlftflfifiOfififtflftPfifiPfififi 4-3 pi +0 -p +3 -P -P -P -p -P -P PhP-1 QhQ-i^Q-iPh^QhPhCh o q;ocdo(Do Pfl PPPPPPPPQ • o <3 ri a; H a ^ o O £ .a 2 81 df2 pH h a 4_r bOKjr; ‘m ’55 P S o "3 tf tc 54 -C iO iO lO i.O »OiO ^ iO iO iO iO iCiO iO lO iO iO iC iO iO iO iO iO iO iO iO tO TT^ Tf H?* TJ1 Tjl Tjt -r}1 Hf rj* T* rf! Tf< Hf1 rf T* T* ',T! ',C HT1 Tf< tJI Tjl T^I ^ Tjt Tjl Tjl Tf '*T' TP ’^T' ^CMX)OOHClCOH r- cc co oo cc oo lOiOiOiOiOiCiOiOiO rr'^'^^Tr'^Tp'rr'-Ti * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 2030 EDUCATION REPORT, 1898-99. •sruuiBddx? OBpua ids pin? ‘oan; i -tiunj ‘sSuipjanq ‘spunoxS jo outka o o O O o o • 0 • 0 0 0 0 • O O O • O O • O • O • 0 • 0 0 0 0 • O O O • O O • O • O • 0 • 0 0 0 0 • O O O • O O • O • O • Or • o ic C4 O • io'iOCO . 0 O • \o • O • CO CN CO CnI • 04 • CO rH • • rH • fH | • CN V\jujqi[ oqj ui saumjoiv jo joquiux I « I 00000000*0 000^0000 OOO— ■ tOOOO'NiOOCOOOOuOO OCJOOOOlOMH^CW Ul College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •0IBUTOJ Tj I O CN CO rH f-4 ; rH O CO • Cl O N Cl H H 0 •ap*TC £ Odd« rH CN rH ^ • oociooci^co Gradu¬ ates in 1899. •apraoj 0 ! MMNPIMOiMMddiOIMiOCCCOHOOOOS^COdbU- Cl H lO rH - T— i rH Tji CO •D[T?K Hdindill'OblWiHOCOWdNOdOOWOblHtiNN Preparing for college. Scien¬ tific courses. 1 •D[1UUDJ ^ O O O rH O ^ O N • 0 « * Ol Ol ^ • • r-H •DfHK cc fH OCIOH lO I- X) 0 O • rH • • O X 1-0 Clas¬ sical course. •01UIU9J & PH OOH« OO • rH 0 CO 0 CN CO N »0 CN OH Ol Ol •3I®H 11 OOXH OO • rH *N) N iO 0 CN HOOCICID o a as. GO © 0 qmaoj I ® I M cooooooooooooooooooooooooo CN (N •0[X?K OlOOOOOOOOOOCOOOOOOr- lOOOOOOO ^ s- CD D C «a a a r\ CH . d'' aiH © © o © a 32 ■ . _ o > ©6 : ©d ‘^ei dd be; 3 O d 0 CD ^ a q «+H 'H a^ £ le=i H 4-T O ^0 ®Q a c >0 t o • >- ■•p-. H ,M S CJ i’ Oy O o Id cS ^ o .-PH ^.55 3 g a a 60 0 a d o d ^ i_, 0 0 ©t; o gga o > _ n o a ►— 1 O . GO d © s d a o o o o o © cccc- 00 o Suo be ,3 53m © _ bD'_ o . — o o ■ a o Cg 'D ■ ’ 1 oooo'-'"""oo O'q,32 6 a32 ooooooooo 00000 "bo 33 00130 3 0 0 00'3'0'C'Dli'CD'D'O * be 5 o 0 6 s.2 d«

■ 0 g§ w P. „ tUD O0-- «0W a £? •g 3 Q* -t-> - o © aa; © 00 bo 0-0 0ffi t. bo o-- 60 pi 00 > D a a cc • a >.r^ d — > ^ qj ^ x >-.22 o ^20 -•- a a d •dd.^ooo^'35 C7i g 5 73 aj 55 ^ ^ a 00 Caaatf0acccccbci2o2cj2cocccccococo © .. /a >.s- © (1} >0 >.3 O 0 © — ■ . bo^5-g SS.S0 Si 3 lO'ODX^OH'N^l’fLOONCOClOH'MCO^iCOUXO COXOOCCOOOOOOOOOOOOOOOOOOQOOQ iCiOtOiOiOOiOiOiOiOiOiOiOOiCCDOOOOOdcOCd SECONDARY SCHOOLS 2031 © o • o o o • o o o • o © o © • © o © © • © © © © • © © © © © © © © © © ©©©©©©©©© . © © ooo©oo©o© ■ © o ©©o©o© o © © • © © © CO © © GO iC © © I ^ CM CM r-i CO © © iH © © O O © © © CO © r-H i — t NT* © © © © © © O O CO © CO CO CO © © © © © o © © o © o © iOhi-i © CO © © © © © © © u: o o rf o ^ o CO © rH © (JO © © LO © CO CO © © © © © © O © 04 © © CO CO o © © © © © o O © © © lO © O r— t 'Y CO C4 HT< i — I CO C ! CO CO CO CO ' CO CO CO CO CO rf CO CO C 3 CO © 00 CO CO CO ' © ^ CO CO CM CM CM tH CO ' rH T-i © CO • rH © © rHr^C0©00COOl'^©i CO T — i I — 1 © © © Ol © • © • 03 © • © © • • CO ©©O-H©C0C0©00C0C0©C0iO©' rH xjK rH CO CO © CO © 1- O © 03 CO rH H © H CO © © © CO rH © © 03 © CO rH © CO 03 © H ^ © lC H O CO ^ C'l H H CO H © © © • IH © O3©©tHiH©©C0 ClOH^ CO ^ • © © • © CO rH O »©©©©COCMCO© • © tH © •© ©OOOOO©©OClOO0©©OiO©O©OO© ©©'-0OO©©GG©OC0©OfG©C0O©OO©©©O© CO © Ol r-i CO © CO -h ©©000000©iH©0rH©©©0©©000© ©©i-©o©h©oo©i-o©co©d©©oooo©oo H CO iH l- CO i-i i — I CO 0 3 * ©CM- O OO O H OI H O O © H N (M lO CO © CO O O OO CO iO © H Cl H *G O CO © © OI Cl H O iO ~h © © CO © O i- H ri H H H CO (N Ol H rH CO hrin n 03 H CO t-t r-i l> © CO 03 lQCO©tHCOCOtHt-i © CM CM CM CM rH © H © t — I CO rH © i — I © © CO O H © H © © © O 03 O © i — i © © CO CM CO © © rH O CM rH CM rH CM CM rH © © © © CO tH CO rH O CM CO i — 1 03 i i 03 CO 03 H CO ^ rH r— l H ; — 1 ^ lH H rH r l rH 03 ^ rH CO rH 03 03 C3 i — i i — ! t—H tH i — \ t — I CO H n ’ — I rH i — I H rH TT* i — 1 t — l rH CO H H ’C1 CuPh Q< Qh Pk P,Ph p,p< p4 P< QJ O d)(DOO(DC;OO(DO!P000Q)0ODD0'0O fipfisaflafiafipafificoacfifififia A, AH A AAA A A A AAA AAA AAA A AAAAA A ®Or'(i)Cjaiaj(iio5jU®oa®© O op G W o CD a®- P-, HjH c5- ^ o3 « p G £ SSo a r~ ^ Kco. :< O £>■ rp , ''xU -P I-} t, °7; ip op a) co Ap HHPj O jT G p G g oS a a • f4cir >9 o o Aj2 Zfl l-M A A 5* a $« a c . u *-3 O pQ c -p* p o ^ o 30 S g s « A £ >3 , w G pA >-•: — . rH OC C2 T H r1. H PP GJOtH p Sh HH rH CC ,r^ pqcoHWHco « ^ 5 CL)' G _ ” § SAA ; a f3Sg&®-g: g e P G r_. PH ^ g rH ^ r o d ^ 'WMpjf - .■ •■ ; • .CO G . oh: CD . rH cH r 0) q' k G •Goo fl c!G - P K. O ' G Gj O^c! be o rr O , o OOOOOOOOG^O< GGGGGGGG aGI G Go oS o g: co o >00000 :rG'OrGrGrG o CO o o bO OOO G'G'G OOOOOO GGGGGG cc bo, •p o ffl o A A Spec G ^ °A s-i bo °‘P «K o o o o b» CC CCi G bo ©■" P G, 0 0 0 0 0 0 0 GGGGGGG bo o P O u o O O >^0 o 0 a: bo > o G O Tp *ri rH fl t- > © ^ ^ ^ H C3 ? > fe- > G »" r . “* G G a> o o O o u J3, ^ >iG © -G fer • h bv )r~i » G * 1 bop « Gb P© >Ggc3 G G G fflffl GG^GGGGgGO-poa- -iAOraOOOcjgoB - H E-i A EH £ G ^ G O r*-. H— > ,0^ - ^ CO ^ p w h w G&idl;; HhgPPPPPt>!>l?E CO L • CO -H rH Cj c5 C3 TA co G d> 0) O ><*“ rH ^ © h m:o h ic o co oj © :.i ci co h-io co co© o h ci HHHHHHrHHHHiMCl C3~r 1 C-J CN C^l Cl CM Cl CO CO CO © © © © © © © © © © © © © © © ©©©©©©© © CO-HuO©r^CO©©rHCMCOH©© ©©©©©©©© Statistics of 1897-08. Table No. 42. — Statistics of public high schools in (he United States for the scholastic year 1S9S-09 — Continued. 2032 EDUCATION REPORT, 1898-99. •sinmuddu oijpuoiDs put; ‘oju; -uunj ‘sSuipnnq ‘spunojS jo 9U[t?A w • O • o • o • o' • u* • . o o • o o • o o • O i-O • CO C4 • T— » 00, 000 i 17, 000 20, 000 150, 000 10, 000 6, 000 000 ‘05 •Ai'ejqn oqj ut sauiiqoA jo aaqran x H o o O o 420 900 OO^OOO co O O ^ O lO o o Oic, 04 00 ^ rH o O O T+< o o o HMN 1.0 Ol lO CO •pup Ajupput hi joqian s[ © | • mi : : . . . . • • •sj'eaA ut ssmoo jo q;Saoq fH CO COCOCOOl^COrt^^^CO^CO LO Students. i College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. ■oiuuioj; 30 o o o o o o rH • • • *04 • rH O O 1 — 1 O • IH» CO •oiupi 17 r— 1 O O 0-4 rH i-H rH • • • ■ ^ ■ rH r- ( rH O 04 • 04 CO Gradu¬ ates in 1899. •ojiuuop & FH CO CO O N1 00 00 GO 00 O *t Ol H H ^ H 1C x H oi H ^ 04 04 04 rH •01 -K >9 C1! CO O lO rft 00 t-l | ^ OOOOOCO ri -H CO hH CO to H CO 04 rH rH Preparing for college. Scien¬ tific courses. •opunap 14 • • • O O i-O • • • 70 rH O ■ H CO • CO O O O ■ • • O rH • • ... •0[t?J\[ fH • • • 03 rH ’’-t* • « * ryt *0 O * rH L^» • 04 O rH rH • • • i-O Clas¬ sical course. •stmuoj M • • • T—i • CO 1^0 04 'lO ' • rH • • • • CO lO • rH • * ' • • • rH •opq\[ ll • • • * OOOl 'iO • 1 rH •••• C"» CO rH • • • • • • • rH Ele¬ men¬ tary stu¬ dents. •opuioj © M o oooooooooooo O OIOOOOOO CO 04 04 -UR © O OOOOOOOOOOOO O I'-OOOOOO 04 H H Secondary students. •opunoj * U- OOXONMCIONOOO^lO -H rH go O Tf co o tH CO CO 04 04 CO tO 04 04 04 CO O 04 04 N H 04 lQ 04 iO CO 04 rH t—i rH •eroK i- CO 0 4 GO rH O CO CO CO rH CO 04 ^ O H H O CO O X 90 T”! 04 04 04 O 04 tO 04 04 rH CO 04 H H CC H iC 'GO 04 t—i rH Second¬ ary in¬ struct¬ ors. •oiinuaj o O HOHHSIHI'OOOMH 10 ft H OJ M O lO N •0UK vfi rH HC0HHO01^0J0?HC0H rH CO H H OJ H 04 lO Depart- | ment or inde¬ pend¬ ent. _ -*-> -4-P-f-ift— ft-P ^3 4^ H H H -P -P dl C)OD(l)iD ft ftftftftftftftftftftftft ft ftftftftftftft ci O s o a a o ft . d « 03 ° ■ft to P5 ft o o M ft CO M JM a> d A! - ft“^ 03 d P lift O . § a C C pA ^ P O 0) : O COM ft u o • « d ft o to X d fH O ft CO o c. a2|da d t- 1 !>i_a o ■„ OS 03 O-Sr. rCrCrGrcZrZ fc'O 5 1 ft S p fc o K o w PH o Pi co p ° Pd p p O 03 d 03 be ft > 03 - ft o - ^ O b p ft-P o o Pi 03 m "bo ft ft o ft .kf 55 r p cO ft - Oft K be _bp 5 o o o S ft 03 ft 03 be o Pi ,_ -w P* P o ci jS otto ►> _, n mr- 1 oim ic,c aid d » ftS !z ‘P “ P B Stn '2cC'^l03Pai.PcOoifta _ -ft O ^ ft ft ft tiCnP S Sft S 83.^53 ft£gg p fO -«) ft CO M ft W P P £ O o3 W rP ft > 03 3 P.'S pLi • H a; c^- g5ft ° • p • Q3 :o : p . o d be^ .£ ’o ft fti a _o ft to 'P +=" -ft1 >• ft ft .2 d CO CO i-" P eS ft 03 cj d 03 CO tD CO CO CD CD CD N1 Tf N ^ ^ N1 N* SECONDARY SCHOOLS. 2033' o • • o • o • • o • o • • o • OOOO OOOO OOOO •OOO • O O O *00000000 • o •OOO ■ OiCO *00000000 • o •OOO *OMO • M O Td *D O X iD iO ■ O o o • o o o o o • »o o o O O • CO o o OOO OOO O Cl o o o o o o o o o o o o o O O O M O O LO . • • iO • O • • Ol • rH • • co' CO *0 LO rH rH CO 0X00 • 0X00 • O X O X • OOlO • O O Cl • tH Hd rH • • O O X - o • >D lD O • iD • M iO • CO • oooxox *o ■ O • o • CD Td HT rH i i CO , v/”> • X M • * • M o o • o • o o o ■ . o ■'T1 kO * • kO • o o • o • ^d o o o • o th o ci Hd • o CD O TH • rH Td | rH rH | Hd H H< TJ< rH Mf< • X X Hd Td X • rd * Cl Td CO M rd rd • X Td • • • CO X • • X CO Hd Td X x Td th Td x x- • O X O rH • Cl rH C^l o o • • X O ^d • rH • • O * • rH Td 1 kD O * * t>* 0X00 • • T — 1 • • • rd • co • *■ • Td CD O CD • CO rH Cl Td o • » tH M O • rH • • • • rH * * rd O * O O • • O M O O O • • ( • « • • • • 9 • • • M • rH • • X O O X rH C l CM i"- Cl rH O O CD • • X M Td lD H • ‘O ‘TdHXHkDO • • Hd lo co o o nd x rH O M O "Cd H X H Cl » • • C1HHX CD rH CO d rH (MOO • •iOWOMH • • rH 'OdDHCO • • O M O O O rH X OOO rH M rH M M X o • • O O O • • X rH • o • o • o o • • • • 'dd • • • O Cl 'OOOO • III • • • • o • o • II I rH O • CO • ■ ci o nd t . rH X 9 6 : : : •X • • • O ^ • O T-H o rH • : : :° :° Cl rH • • • • X O • • • X CD M • X ■'H X H O X O Cl rH rH •OO • M Td Cl rH vD rH o Td • • M • • 0 o 01 CO M • Hd O CO O • r. rH rH • » • • • o o • • • rji lD CD • O • M Td I> H X O O rH rH • MO *XI>MrdOMOO • •HH * • lO e • X * O Td M • H CD t> O * * o o o o o o OOOO TH X O Cl O »D >DO O o O O X X O X O ID O X HiCHH hiOH XX O O O 'Td o o x ^d OOO m sd O O O 1^ O X x Td o o o o o o 0 0X0 rH iHOMOOiDr^rdOOOsdOOMOt^XO rH X M Td M kO rH X *D rH rH M X 00X000 OOO Cl X O O O O O CT CO CO CO CO Td iO Td CD T— ( ID CO Cl C l X H rH CD Cl rH X O M O X O r-i X LC N d (N O iO C H LO C CO O C iC i-C O H iC O Cl Ht^ClH CO CO n Cl n n M rH Cl Cl X O -d M O O X M CO rH O- Ci 0X0 M X O O O CO O M CO O M r-1 M M L- HINOO^^ CO H *-C CO CiC M nuOnri r-t rH H ri CO CO r—i n r— ( C-J CO CO r-t HCOnnOlH HOlrlH Cl O O O lO H CO O i < rH O O rH O O th i i O *-h M O H O CO i-O CO r— I O CO o M rH CO O rH rH rH Cl rH C l rH rH rH rH rH rH rH Cl CO O rH tH O tH & ft ft ft ft Ph ft ft ft ft rrt P -PP.lt — • • i • • i i i • i • i S :S : •••'P i i • i 0 » i * i '-P-P-P • . • H> +n H> -U> . . H> . H> ( r0 ft A ft ift ftr^H t0 ftr^ ft ^ ' c A a o o o a; a- iflftfifihll a> o PP -4-3 H> H> H> -H* H> ft ft CLJftft ft H> H> H> . H> Hi H- Oh ftf^H |Oh CL PhP QPQhPP PQ B 6 o O CD "O rC- O ^ ■g^ - o3 A PS S 3 r^ kC A > ! O ' < m > u iS 4 ci 2 hP! > o o +S £3 cs hg?H c^" PfJ 'd d M ro c- (1) o 03 o c u o® H §5 o o p o Cfi £ P O H 2 8® „ a?& tad ,d“S £ 0.2^5 £ oWfi'S^ ■— 1 f— i ^ H ft O eg H > — I 0 t~> O y~j Ct Q GJ r-> ‘Ci ,rH Cl C ^ be S 1? — o 2 6p&«| SU " .£? d ^ o ci zri . BOKKS 6 o 'd _ a> Q3 O A4 d o CD 2 2 O o o > >rCrCrC d 8 • ■ PP ci >4 o o o (-*] o Ifl A kQ^ ffi S c C? bD c3 CD s-i ■ D ;cc bo O d bccj to 6 Sow . o ■ cc d? B O c 01 .d cd ! a> e ’d o CD g d o o So o — c So •5® 2 1 "bib 5 •/c C HW O ■Sg ^ dB oW c Pd 03 <| d to . KdH dS a ►>r rv^ kC HHk' c3 -4-> ;_< *> CQ f-x — cj ped ^ P-1 o m O p| §. :/: 5C ^ 2lS 8 &d- D1-5 A :'d|- be 0 b£c3 O ■ O fQ * C — o C r; C o < -d x ' o„ . K'C J o 33 SE "So S d « tH dP 0 d.fcH O >■< ci O Cd Q ci s a>.^ o PPG a> Od^H O di k bee ci CD WW O rHClCO’^iC ONOOO ao oo oo ‘X> co co ooooooco CD CD ED 99 — YOL II- -128 CO C O h Cl CO h r Cl (N Cl N’ t^- i'- nr ^ rr nr Tf> '? Statistic^ of 1897-98, Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 2034 EDUCATION REPOET, 1898-99. •snjranxddB ogtjuops ptnPajtu -uunj ‘sSuip[iuq ‘spuno.xS jo onpaA. o o o o o o C/0 iO iO - oooooooooooo oooooooooooo ^©©©©OCO©©GCCM© r-T (CT GO CM~ rH r4io' •.LT'Bjqi[ aq^ ni soturqoA jo jaqnin^ 21 O • rji • O O O O o o o CCUOH cm' o o o o o O T-H Oi tH O © lO © © o •Rup Ajurrui ui aoqtnn^ © &} : : : : o ■ • ; : •SXB3A ni asjnoo jo qjSuaq ® CO Tj< Tf • CO lC CM CJ T-H CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •epmiOji X p°l O rroo o rH •apif h o CU^OO o rH © Gradu¬ ates in 1899. •3JUUI3J © pH o o HCiHO o ■’T lO © CO •9P?H pH o CM CM O'- rH O o o CM © o © CO Preparing for college. Scien¬ tific courses. •a'mnoj 14 o CO o • • o o © © © •3I*H pH o t-H Tjt . . AJ CO rH © © Clas¬ sical course. •ojauioj 2 O CO CM CM O 1 o O H H H • rH no O HHlOiO^CMhO •aiuj'j pH pH O CM H CO rH • lO CO rH 'M CO t-H lO CO O Tf< O CM CO CM o rH o o o o o o O O O O O 10 o P S p. 1 £ •■8[,BIXI8VI © HHiOHOOOOCiOiOwOCCHOHGO^MO^UOOO lOHT^H OO T r-i C 1 CM I-H O rjt CM CM H CO •9-^K MOiONOOOO^^CODOODO^^HOOOiC^OO lO Cl ^ M CO rH CO CM 04 i-h h H Cl CM CM HP •8I'BUI8ka; X c <*> 81 £ r co 33 HiO^OOCOOOHDHOiOOOOJOMCCClOiOXO^D H ft rH © CO rH H D H H CM rH H H rH CM •01 VJS[ 1 O iC CO o: (N lO O O lO CO 1 CM T— 1 rH T-H I-H CM Cl t: r p.; o , O r O r Cft G *0[,Bm0j •0FK -h a> . H H rr Tl C ~ ^ ~ -h |suEg c3 ft o fl OrHOOOOCMrHOOOrHrHOOOrHOOOrHOOr-HrH *3 O rH rH rH H t-H t-H i -i H H H Ci i — ICMOHt-HHt-HMHHCM 4-> -,H» . 4-> 4-» • 4-> 4-» -*-> . -+-> 4-> • • • . . . . .4-3 ft ftr-H Ph ftrrH ft ft ft“H ft ft^H ft ft ftrrl »H r-j i-—; HHH'H ft o;c)H(Da;H(i;(DO^4)0H^ a> a> fiftftftftft!QftQftiftft>-HQftfthHftrHft!ftftftl-Hft W CD be cj ng ' t» uJ og rQ . ui M <4 ft H 0) <5 2 S-H a> ft ®3 ft f} ft a; : c : q3 '.S bi • o< c S i» S 0) >> c s S a, o ^ 43 ag o c5 s H .2 H . l-5 ^ , , rfj zn _ • M _ * ft . ft « g 2 K 2 w g • ! H c3 05 ci --G O o . a> EhH P oS 40 CD' yco H O S? . S g ^ n O ■2jo •ft ft v £ j ft ft H SOHft CD 2 & o So •3 2 ■ft 'O rC cj be OK .£?8m8-.SP^ o'g-gJ'g8W§ * * S “ g “ o H o -2 ocd^aj^ci^^T 'OrO (D'tS-fi ° >> a o ri o ce « cs3 +4> VI < M a> 2 ^ %& ° a w g H « P O J.S be ^ .2 o o b O 11 * Sii > ~ rd •r hl^-ctfnPA > c e3 O O es" a, G C- 'dC'S ci oj oi riOCDt'«0)OHC'lK)'!)liOcOI'«)®0'-iMMH'iO!Ot'(XI cj oa c~i cn c O H • • !>• i ••• f-4 • i • • o O ’ • cl O • • rH • » o O . O CO CO o * CD ■ • CO CO Cl . o • i • co OHiO • rH O O O O rH O '000^0100001—1 • • C~ o O * O CO Cl 0*0* • CO * • * * •• • i • i>* • • • • • rH O tH • O O 'HT< ■ • o o • • • • « • i • • 91 III ••••• 1 •• o O • o • • •I. o i i • i c > • • * lO CD • d • III ••••• I II • a i O • • i • • CO O rH • o O 1 * rH rH ail iiaii a ii III till! • •• o rH • o • Cl 113 1 III! I • ( • a CO ii*. p£i i . . CO Cl . O . a . io .... 'cooomcoocio' • CD tH » CO O • • CO CO O • • • • l — ( * I ii • CO 05 CO I I 1 1>. . *CS . W^COelOONH ■ CM o o o O . rH -CO iOH • lO 4-5 Oi Pl< Ch Qflr-j ^ ^ ^ rri : irr*j ^ ^ QQQPfiPdPPPPppCjpPPdPQ 4-5 . 4-5 4-5 4-5 « Qm r?3 Cup* 0) H O 0) 0) r< p Ppppp 4-5 4-5 , 4-5 4-5 4 da f *-' j F ? j gi’ j | w r-< w w w w r- iwsi^OCD f-i O D ppppppppppp ppp 4-5 , 4-5 4-5 4-5 45 , 45 4 Pm1^ Pm Pm Pm Pm”^5 Pm i 4-5 4—5 4-5 4—5 Cl P. Pm 0)0)0 0 ftftfip S3 « d ci; f ©'gtT > >.P ipcop’ idP © © 2 b ~ b 3P 5- O •— < . F =5 43 o 0 b P O S o d © 00 W rH L ;PC |s H U3 <1 03 © b bP O ° Sd 03 b .43 > O d P © H © 03 . • s 2j®53©^PiS©a M ft . C/3 jvj ao b 44 ^ «|^.Op|S|3 p p d d p p d d 3 c3 hP; O ^2 - ^ c * w o w o p c s^o g.SP rZ! i ^ -rP O C/4 'rJ -r-9 -< -H ^ CO ^ rj >-4 T1 Sh o V* > §P bJDOJp 111 IIs, l!l?s _ - w O O w 1g,:W>Oco > Exu c/2 p> >; oSppppppo rd CD CD t-i tn ©^ . 93 O O o p o CO p © p g3 pH o o o o cc p_ _ e.bc o ©p'd 2 S 43 5 s^5 ©.-S O* CD d'P a p MS o o pp o p g JpH^Pm O O O o fcJO OW rO >» o o §§ d o 02 4P> da 2 oc Sp QP d > >‘d -t— i HP dp ■ p2 PH.a'b d © P ^ GO £] * . #co g cq ^ k~4 H-H r ' -I 4 O P r^ppr^pppp © q5 {jjq • ^ h.n • d hfi rr OS g.d'op o o ©_ CO o r- O idco |WW >2; © !pp ; +-■ cj 1 1-2 © © d O Qm d tuJ^H pp ‘ds^a o©©®©13©^ — te^J t» 3 41/42 2 bcbe>pS © d!-1 ^ d g 2 2 o-bPP gd ” C 2 g Sh C4 X -r-H S-l •<-« O _4_3 Qm OOQH0HpHfl4CC4pHP^C/2COC/2O}O^ ,2 &o Sh d O to ZZ: JO T ’f-4 o 00^^ assa a. b , © © 44 O ccccccccH b _ _ h-i • b -- “ 5 2 Fbb ESb 2^.^ hhPt>?? S3 g 4-5 o O O d ® p cP d • -aaa o G O 0-0 x o 02 rd GO _ _ Of) O'O • rH O G d-S Ills o O rH (M CO — 1 LO O 1^ OC Ci O rH OJ 00'-^ iO cc I> 00 T4 lO uO) 1C in 10 'O lO LO lO lO PD O CO PO O O *0 OD CD Ls: 1^ ^ ^ ^ l " i'- i — 1- O r-H D) CO O d l> CC D O rH N CO -f lO CD CO t- 1^ co rJ0 oc 00 co co co co co L- L^- l^> t-- I'- L- I- I " t— 1- PT’^PfPj1'^1 T^TjlTjIpJlTjIPjlT^TT’Tt'Pr'P^ -Jl 05 O rH DJ CO 05 05 05 I - I> pt "cr * Statistics of 1897-98. Table No„ 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 2036 EDUCATION REPOET, 1898-99. •sni'BJ'ndd'B oyijuaios pue ‘ojiu j -uunj ‘sJguippnq ‘spunoaS joanp^v i _ 1 w o • o o • o o • o o • o t-H • ooooooo • o o o o ooooooo • o o o o iC o o o o o o • o o o o ciddocobio ■ 6 to to io rH rH Cl Cl rl CO rH 1 H H ^ H o o o o o • o • o o o o o • o • o o o o o • o • co o h ci id . oi • rH H H • tH • •A'jwjqif aqj ui saumjOA jo jaqtnnsj OO^bOOiCOlOOOiOt^OOOOOOOOOiOOOO iH u cj ojCM.goiomfloooioiooraooociooo i IS IS i — 'IS r-i CO tji UiOHMr-UOLlr-iHiICOHlCMW ^ tH •pup Aj^ijiui ui jaqranx © ft •sjuaA ui dsjuod jo qjSuaT; pH THCCCC'^^'COr^TtiT^^C^^r^'^'COCOrfiT^cO'^cO'Mr^cOr^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. j -oiTuuaj X pH o o o MOiCt-fl • • CS O • 1 — I ! rH ^ CC CO • — (HO CO 11 11 M M Cl fl H t lO X 11 K H M 3 Cl I C h •aiBH OHOCiOO^COO'MOOHiOCrJiiOCOCCiO^iOiOrH'O WNHCOC'lHHr-l^HCOC^H +-1 C-, £1, Qh Qh pH Oh Oh Oh Oh Oh O O O O O Oh,Oh O-i Oh Oh O O Oh O O O^a)O)(DOOa;OO(UOa)O0O0G)iDa)O)OOO^ QpflflfipAOPflflflPfiflflCflpfififioqq d O ‘o .2 An M o o c Qj d &£ Cfi g dW c -d C S-4 o o 0Q O I* C 1-1 * § be S P g o H-> C3 C Oh go © § p '-So • c o . W . O : a • © .a I^Sfc! © t4 O £ a <1>hh O HH © © O (d a «r h ^ C W e4 .2 ® , _ « '"S o S xi W C/5 »~a d ^ > o (D 0 <1> a c3 £ ft be 5 oooooooooocooooooooooooo drd'drd,d,d,drd,d'd,d,dTd,d'd'd'dpdrd'd'd'drd o cx ■2 8 §£ © © cS U2 < . Hirt O o W 0 2 >5 S i© 05 — dOOflfiQWrXOffixK^i^^iPP © O >-. © OSHP> c £ -2 © o C. +J -H» © +J X2 £H d © d >>•2 r*~ X- MfiOtDt'OOOlOHMCO'fi.O'XI'OOaiOHC'lWHiLatCN ooooooo C'OOOoooooo.-^t-h.—i.—i^.—'t-'^h i^i^r^i^t^i^t^oooooocoooooGoaococcaooocoococccaooo TjiT^'^HTjlT^^TjHT^IrTHTT o • c> c> • • • 04 • O O • • • • rH CO • • • • lit • III • 1 • • • O • iO • • o o o • • O • tH • * O O O • • rH • • • rH 04 rH • lOO . o o 04 1-0 'Old 04 • 04 00 i i : : i CO ^ CO CO 'rEf CO •TfCOTT(COCOTr(rJ< <04 CO CO CO • CO rf< CO T' CO • • 04 O 04 tt1 • rH . • CO CO '’T* • • • • • • • • • Ol CO • CO CO Tf< • • • 04 * ^0 ' O’ <0 * 4*) i (04 • O OHO tH • O T— 1 • • • • • • • • • • • • * O O • T1 * 04 • • • • • i " • • • • • • • • co • *04 o * * * 04 • O * O’ O * O * to • rH • O rH O tH • rH <0 • • • • • * * * . • • * * rH C*H • • f— | • • • • • • ■ • • • i • • 04 ■ -to CO !>■ • O ■ 04 *0^000^0 ~rp 'O^OOOO tH -0^0 • o o • • • O O O lO o CO o • Ih *OOl CO O *0 *04 • O H O O O O CO to • to CO O rH O »H • 04 O O • 04 O • • • rH O O rr1 O rH o • • • • CO • 1-0 to O J • ■ (04 • 04 t-H • O O LO • • • CO • • 04 tO O CO * * O O 1 o • • 1 II • • • rH -^OOOI • tP . rH * • • • • i • CO o • • CO • • CO * 04 O'! • O r— i i(0 * * • > i • 04 • • • iO • ■ 04 O O 04 • • 04 O * rf • O • Ot O O O 04 • iO • • 04 CO • • Ti • • • O • ■*^1 * O O * * • 04 • O • O 04 O rH CO • 04 O • O • lOO • O rH O 00 • • ■ • *04 • tO • • ‘04 04 * * * • iO • O 04 • • • to *00 • O Tf< rH rH O • O O • rH • 00 rH • rH rH O O • • • • rH • • • • i • • • • tH • tO • • • rH 44 hOOOiOOOOCJ^LOOO Th O O rHlO'Eji O O O O ICO O CO 04 04 O CO id O O id id CO iO CO HidO HtOrHOOtOOOtOCi lO CO to TT< Ol rH CO CO o o to O O rH 50 OOOOvOOOOOrHOOO CO O CO 04 O GO O O 04 O lO O 04 tO CO 04 O O iO O O i — l o o Oti( CO to 00 iCHOOiOhOOdid rH CO L"- lO rH tO CO rH o o o o o TH 04 00 LO O lO O t-O O O 00 O Ol to 04 H CO H 04 00 tO r— ) CO 04 rH HOOCOO^b 04 04 HnH iO 04 id Id Id I> Ld CC ■^T1 H t — 1 CO CO Ci 04 iO iO "H1 04 tO tO O i — ( HHriHnnTjiCICI O 04 Ci O to rH 04 O 04 1^ H CC- id H id) CO-iO O CO O to CU'' rH H CO r-1 ri H Id CC CC id CO O O O X rH rH CO rH 04 iO O O O O H O lO OnH -rp 04 O’HmdCidOOHt^id 04hh04HHH01h O N Ld CO rH rH 04 04 rH o rH O O t— i O O O 04 rH O rH lO rH 04 O H 04 O H O rHOOOOOrHO rH O rH O i — 1 rH O rH rH O O rH O 04 O (M HrtCv4rHHHH04 0rHH CO 04 O H H H H H H H rH rH 04 04 04 H H H H rH H H rH 04 H 04 H rH 04 04 04 CO Ch rH Ou Ph P-i P< Q-, P« P-.^ P-i’Td P-1 Ph d) H O O d) 0 1) Qs-Qj r-< CJ V q qqqqqqqqqqqqq 4-G> -J-J 4-) -M -4-2 H» 4-3 O 0 0 0 0 0 , 4-J • i -4-^> 4^> , 4-> 4-j . 4-* +Jpp+Jp H ^“,rd P^^d P*^ '‘d P< P-1^ P« P O & d> d §*£ =1 bp 3 G 2 O j^PpE t^>W 0) > o ^ » ‘G +J O 'O ?3 rG V ci f-i ^i*Ti>!^^|->>>-C3 c3 h * >» s be s * bo s O O be • o O°2k'0 egk >.eg 'C o . G o f-im'P See c o W - - _ 0^^rCr^^rc!rCrO'C>£l H-i >H> ‘ Pd ^ ^ c . o ^ a, £ <-. d) S jj h ^dp *5 v g w a c ^ S££pqCH£ eSE^ HW> >5 & o oO —I o w§ t- _ O 04 C-G c c Ci *“' d ,rH •3 j . PCP EG eg ,_] Or^ t-5 Em G £ 5? w S3fi p| 3 • d 0> O E4 ■ O o t- G> o c^E • — < tE ^G,-i 4WS gl.o | t:-oa ;Jz; 3 ^ cif . co >■ • * HH d q G G *,2 3 ~ 3 S G G G Cgffi G G > s-. 2 -G rh Hr^> w ^ H *w 4W44ffi fco _ §w * a ot! t OOdS®^ o "O 2 Co -G M o o m To be ci <£ bo O'" m cqa^^K a> 'O G G o -S "S bl'V G G EG O M > << o cs be ^ o too O -r-t O ■^■11 w o z£ o o o ce •G d EGffl § be w ,d EG > o ffi® O 'G o£ GG > o tG Mi S S,?°GO« 5^§.iU3 SIDOiihMjG pqpqcqodMPGoo bo o o 5 o 4 'O bo To 4 c ffi oo > G >G2 to o S G ^ O ® f) TE c GE G rt'~o o o T3 -» oS t^o 3^ (U G * Of-I g4 g o o 2 <§3 >iQ ^ O bo P O) W Q., ^PmK o O — §>» G -j o 03 O o a) -G bo o 0) *EG n GG _b0^ O S OO O r3 tc) i|| a if P 04 d o .. ~ o ■3 ^ E? G bo C00003P £ MrE,8 rQ n ^ c . G C — QQP O O o o rGrerCrOrC G bo j£ g-o = 3 G •p g o Go icK^S O (D G a) ZG 2P G >>'C >44 -WWfiiEi G |! 4 s GE _bp tc W M o o 0) IS 4 G Sp c o G5 o <® , EG ^ be ®£GG P‘o EmO O G2 O O O OO G 0 d EE B‘> ^3 o3 pp: OSOr-(!NCO^LOtDt^OOCiOr-l HCI(NlN(NN(NINO!lNWCOCO OOOOOOOOCOiOOCOOCOOOOOOOOO •^1 -^1 Tj< TJ1 ■’Tf TJ1 TJ1 TJ1 (M CO rf id. C » co cc co co co co co oo go oo oc oc cc oo' ^ TJ1 Tji TJ1 TJ^ TJ1 05 O H O! CO ^ Id CC CO'T?,Tf'"rt,'^rr^'rf'rt< oooooooooooooooo NOOOsOHMCOrtfidCD N CC Ci O H 'f4i^iOididiCiOiOiO id lO id CO 'O 00 00 00 00 00 CC 00 OC CC CO 00 00 00 OO 00 rfi Tji rr TTT? tO 'OOiO • OOlOiOOO OH cT . CN of t-T 01 • Hco'co' • O oT r-T of CO" r-T 0> VT • 1 CC/H M ! •.uujqi[ oqT in saunqoA jo joqnni^ i ^ O o o o CM CM »0 o »C 1 O CM CO O* ' O O O -H o O O • O CM O I O O • 01 r— i rH lO O lO . -H CM « X •pup A.nsipjm at joqiun a © •sjboA ui osanoo jo qiSuaq © 1 ! 04 CO CO CO CO CO ^ 1.0 CO lO CO vT ^ CO CO vH • College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 181)9. - 1 •oprniojj tj ; : : : : cm it | ~ : : : : •H H?* H8 ‘ • • CTi CO • • 3 | | ■*vm | 2 iO • • • • CO OJ , — ( rr\ , ' * CO : : Gradu¬ ates in 1899. '0[GUI9jJ © j MO CM > Oi O m i ^ ^ : rH kO ^ CM rH CO LOC5 co O O 1 •aUR | * lO TP Cl • CM O rH * CM rH CO CM U- CO rH O rH Preparing for college. Scien¬ tific courses. •0[x?raoj F*1 O • • rH • CD 04 ■3[T?PI CO • • o • • CO • *CM • rH # » r—* O C r. si J2 ci ^ t? o * 5 cj •0[iiuraq » • • lO • lO CO • rH CO • . — 1 . . ■ HO 04 •01GK ii 1 10 CM ' I> rH • CM : • CO rH Ele¬ men¬ tary stu¬ dents. •oprraoj OX i^O OO O O CMHONOOO OOOOOC1 CO Tjt T-i CO CO CM CO •oinit coo oo o o t-hooccooo oor^ooo CM ^ COO CO CO Secondary students. *0 j i?ni0L>j X CM CM tO rH CO I- H CO O CO 'O 'H M O -i* O O lO O CM CM CO 1— l CO CM CM CO CO ^ m ^ O eO lO CM rH r-i CM •3[BM GC O i— ' H< 04 hDODOOlO H O CO ■ — < iO iO n H rH CO m CM CM tO i — 1 i — i 04 ^ CO rH Second¬ ary in¬ struct¬ ors. •0[t?UI3ki © HH hOH CM 04 rH O rH OO CM O O rH O CM rH rH 13 rH CM rH rH rH rH tH rH rH rH CO rH CM r— i CM rH rH rH O Depart¬ ment or inde¬ pend¬ ent. Dept. . Dept. . Dept.. Dept. . Dept. . Ind . . . Ind . . . Dept. . Dept. . Dept. . Dept. . Dept. . Dept.. Dept. . Dept. . Ind . . . Dept... Dept. . Dept. . Principal. M G. 0. Van Meter . J. W. Manning . W.T. White . W.M. Rogers . J. R. Lowry . J. W. Meadows . W AT Sivnrm ' ' * *'*• ^ . . J. N. Crowder . Geo. B. Henegar . J.L. Hilbert . Robt. W. Smartt . J R Fdmnns;tnii Green P. Hamilton _ N. M. Williams . J. H. Burress . W T-T Marti n Chas. Mason . J.G. Johnson . Miss Ida V. Cline . O a ^h School (col- i School . Avenue High loxville High Female Acad- r»l • o < • . o — ' • 1 H O « High School ). h School . gh School * . . . . nl ! o ! ! p l • ■*-* • -r-t 7V 1 • 2; 3 £ Institute.. Austin Flip ored ) . Girls’ Higl: Highland School. North Kn School. Male and emy. High Scho . do _ Graded Sol High Scho . do. * . . dn * Kartreeht (colored Leath Higl Graded Hi High Scho _ do _ Masonic Ir High Scho State and post- office. M TENNESSEE— COnt’d. Kenton . Knoxville . . do . . do . . do . Laneview . Lascassas . Lenoir City . Lewisburg . Limestone . McMinnville . Mnsrm Hall Memphis . . do . Milan . Mi ltnn Morristown . Mountain City . . . Mount Horeb . 04 CO ^ lO O (DO COO O O CD O U*- I> t'- t''- O Ih Ih C^- X OO C/D GO 00 00 OO COGOOOCOOOOOOO 00 00 X X X GO ^ rr tt1 hf tt* tt1 ^ ^ ^ SECONDARY SCHOOLS 2039 100 o o o o o o •ooooooooooooooo •OOOOOOOOlOOOOOOO •OOOCMiOOOOOIOiOOOtCO O O O O O O O o o o o o o o o iro o o o o no o o o o O rH o O o o o o o o o o o o o o o o o OClOOHKflO OOOOO OOOOO O Cl O ic o of cm" o CO CM ■ (NHH rH cm' 00 co" 'X' cm" ^OrlH CO O rH uc Vf0 ci rH rH rH lO lO Cl TJ7 rH ci ci »C rH G ci Cl • o • CM • O 'OOOOO • • Q 'C o o . o o • *oo • ■ o t » O CC* iO C> * • O t>* CO 'O • Oi • • Oi lO • • • 'CM Hr 1 ri ' • 1—1 CO CM* • • TT1 iH • • OOlO • no x • X CM • CC> • • Oi o • • uOO • , 1 r-i CM • O O • ic o O • I> CM CO CO ■ ^ CO • CO CO X rt* CO 'COCOXCOCO 'COCO • • Cl^XCO Cl CM TJ< X X lO X rH • ••• • • • t I • • O • • • O *i—4 i — 1 CM O . . !•• i atiii • • • i • • • i • t a a Cl Cl ' • ' aa aaa 0 1 ■ ' ' *1 o I a a a c • O • • • O • CM i— i rH O ■ • ■ ■ ■ i iii t ••••• • •!• • iivt# • • Cl 1 — 1 • • ' • CM • O • • aaa « • o • • • • a aaa a H • ' • CO r-A Tf XT' T— 1 Tt< 'OOO3;Ou0flOMOO0(HOHH ' •0b-i< • 'CO ^lOiOO O '(MO • O r-H , O • CM O CO r— ( •OOOOOHCOCMCOOOCClOOOH • « x ci • • ri< O CM X O O -HO 'CO i^1 : 10 • 1 • ■ t-h O • CM rH T^H • O • • • • t • « 1 • • ilia • • a • a a alia : : :° : : : • rH Cl • O • • Cl o • X O • -Cl CM • ilia a a a a a a alia Q j— h a lC rH <0 * Cl a a a a a a a a a a a a a a • aaa a a a a a a : : :^ : : : . X O • O • • O LO • ^ O • -CM o • a ' (M a • O 'rH • lO ' • • ' CM • aa ai a a a a a a a aa at a a a a a a a a . a CM ' • lO aaa a a rH ■ CM lO • o • • o • • II II • O ■ • O) CM CO • • a aa a a a a a a • a a CO * ' tH • CM • CO ilia QQ a aa a a a a a a a a a aa aa a a a a a a a a a a tJ4 • • lO aaa • • CM • OX • • rH • O • • Cl • • • X • 'Cl o o o o OOrHOiCOOOOOCMOOOOOOOrHOOOCOrHD- rH ’T1 HT1 lO uo O COi1 CO*OH CO O O rH O Cl X O O O O ^ iCH OOXOO HT< o o o o (NMO(NiOCiOOOMOOOiOOOOOOOO(NHO CO TT1 KO XX -rjH uO CO X O O -H Hr* CM CM o O O O O HT* O OOOOO 21 425 125 ^ 1.0 Ci CO ^ O CM h* lO CO O C Cl 00 W O Cl CO iO >C O Ol X rH rH H CO Cl H CM rH 00 rH HCOH^tM CIOOh n ^ OO CM D N O Oi H CM HT th rH CO Cl lOOh G* CM X rH o 1 — 1 o o lO o CCOOHiOiOCOiCCiOOOCiTjiOCOCMOiO^OlO^C'M CM rH CM CM CM CM CM rH X i— i Cl OO rH X X rH Cl lO hH CM Cl CM X -1* O X Cl rH Cl CO rH i — 1 rH OOOOO lOCI Cl rH CM to Ol o rHOOOrHOrHrHOOr-H O rH O rH i — 1 O O O rH O rH O i — i OC1HO rH rH rH O O O rH O O rH Cl CM CO CO 7“ i rH rH rH CM rH Ol CO CM rH rH rH rH rH rH rH rH i — rH rH rH Cl rH CM i — ( i — i i — 1 rH Cl rH rH Cl CM Cl rH Cl Cl rH rH O o> G CLP* G CL CLCLCLCLCup^'CLCLP^CLCL CL^ ^ ^ ^rC Tl O^)iDa)(DH)Q)(D(DQj00 flfiOfiHfiQQOfiQQOflflflflHHfiflHHP ‘ pH Oh CL » O 9 ft 9 g is) ? iss Sa< y ft O Ort o CO 03 o g p o 03 03 IT-. -^90 9'gft &>£) bOft OftbcgoSos-a o^so^og. ci ^ ft 02 ft IS I? y ^ £ 9 9 > -g ft ^ftft ft H o ,2? 9 o >>b y ft ft o P3 "K ft ^'P’E-h. ft ft ft ^ q ft ‘ ? ft ft eq ^ ft ft m c/5 W. P? o'ft ft >— j P" H ft EH f— i d o a 73 w. p cj T5 0 9 9 ft yi bD P r> ft p B ft 9 ci ft p HH <4 d o> CD i-4 ft ft d o 6 y G H L CO O •< 3” ^ CD gg 2 5ft. *2a ft^pq p .ft 5§ft o 9 *0 K- -o 2 .. D d m b£ft ft H • c/s w Ci QH 3 9-M ft ^ ft ft ci 9ft ftCCg o | d 0 h ftftftSft o : o a . o v—' • G 'o g o c r H P a CD G "O 9*5 >- o ft ° ft y O C/3 CO (—1 ft To.=? be •H ft * ^ o o (.ft ft fto 9 1 ' 'U rn 2* ° 9 ut, 9 > ft ft ft ft 5P5? o dro.^P : g <1 bC ci d 9 ft O y °(? & ft ft w Oft o °H o rC ^ Lh . o P o . QCOdCO 0 ■ ftft ftft be be to IKK o o ft >>33 o CO bO ! a 5 CD P P o _ i^CDrjftftOcU O * flCod oft 9 . • c rirnrw O jJ O o CO o beft 5co6£ccoWo _ _ _ -.- -ftftnOftftft o y = SAft=g|» :|2|iSS3 tftft . <1 ft hK O ft ft 5 Ci •“5 O o ft . o • co ; §§ HH ft ft o >,co ft ft o y ft ft ci ci 03 1-1 ftC 9 O i-i bo ft g . ci — • ft y * 9 CO >■ «s - g o o 9 o 'S-SPft ft ft Ci U ft y ft < x ci ft=gft> >> o e o „ ri cc g rO rT, 0) ft 9ft Sft be ci be & ci o CO bo B o o ft o ft C/3 0> 0) Sh «*h p t> o C/3 o3 O CD ol . S a a ?9 ftio A > r-< • ft -■ Obi 9 o'* Sit :_bo • "55 ftW ”' 9': be , oft - _ — „>o>a;2iftftftr’’ — ' y ■ ^'a9_g5£9ft'3 75'S'dWy- —» Ci 9 K > ft X ^ ^ g >•• S g^ft £ be £> © 9 p ft , ft 9 i C c & o 3®Soo3icdfi ^ftftft d C ft 9 ft o P O : oft >^>+-‘ (T * , y 9ft y c i ft ft T1 i i 9i c3 QTJ 0) ^ o c 53 t" cc c3 L*; Lg to P £ *5 Q (Z3 ,®2 a; rp CTs CJi CKi rjH * Statistics of 1897-98. Table No. 42. — Statistics of public h igh schools in the United States for the scholastic year 189S-09 — Continued. 2040 EDUCATION REPORT, 1898-99. •siU'BXBddr? ogpuaps pm? ‘am) | f) ■jiunj ‘aSuipiinq ‘spunoaS jo ani«A | M OOOOOOOOOOOOOOO • O UO O O OOOO OOOOOOOOOOOOOOO *00100 OOOO OOOOOOOIOOOOOOOIOO ‘OOOO OOOO cT © G' lc* o' of co of cc o' co co • to co of co co of o' r-T CO r— i . T-I 04 Ol \CjBjq][ oq) in somrqoA jo aoqnmx i ^ o o o o to o Ol 01 n OOOOr-HOO'O o *r: ic ic rr 01 CO •pup Xitqiqia ui joqinn>j ^ a6JBd.( in osjuoo jo qjSaoq O £ . ,gw 4C o S ^ o ct € ^ ?? ** £5 * •apraiaj X O G c3 I £ •opjiaoj ; ^ z? x v-cr © ci •op?iv 10 bL © C be •EA ci t; o. o © ^ IP. A © §£ £ C'i •epmoq | ^ I CO ■0™ M O -r ' T4 , 4) £ ft © ^3 O "x O 1 ■ 1 ^ , cc © c C 6 H — © 7 ft £ P £ .g oc © A 73 ■9I«H | I © •apniiaj i ~ CC CC CO Cl rd CO »o CO CO CO CO OlOOOOOOOOiC O' O 1-0 o Ol lC 71 CO 71 I- T •oiuk I ^ Jh CC £ ri a O P oj -*-• CO ” •ainuia^ •opK C A i; »i O . G s-> © *h o G *_l +d OQ « i -apjuiaj © ! O O O 01 - 100^0 o CO 01 r-H •01UJ\[ 01 r— ' Ol 01 -t* 01 — 1 S c'g'S*5 q,© C G G uQ'Z ^ Q G » 4-i -4-> G G G G G « .GGJ , G G Gr GOGGGGOGOGOGOGO i G< G G G G G G G h G G G G G GrH GOG Q G G p. — ft A) iA, >A( i — i hE & ft O G M a ?) fti; ft: cu o C OJ o t~ p ft p . ft ft O o ft ^ • ft i^co r g C g G 3 S5hSP 73 >jO d G N — * . G CC q b£)G ' N • ft§ b'S a> ci _g ft^c« >S‘ W ci Q ft ft : to r -i ^ ft G ft A M G > ■ g a £ Cft Jft^^ ^ |da >c&< o o ft o ^oocodooo ft'C'G'GTGft'G'G'ft bo c ft T3 ^ rtB 2° oi CC 03 © G a ft G o o >> 3 g r~! Ch cS S.S ™ w . K) C G ft l-l o C«3 ci_bO ft ’ ^ ft ^ ft ft ft Hi . c ■ G vr SZ rof cc.$o G © ft ci © O.bC ft. C S 73 ft ft r-i OJ © _ ft U. o c c 05^ ftftftft^ftft*3^ c ^ c! G G cd r— i • OftKftft O’ © * cc O'" ft ft ft cc ; bo ‘3 © c ft a O S ai 73 ftft > o'* ‘iftft G G: © ^ 2 «c i5 >.ft « ft o n od 5 c ^ G3g0?icici©© O^Gci©©©©© . . - - <^G O > !> 73 C O O 2 Si *i t-l %-K WWWPQ CO N X 05 O rM Cl CO ^ 1C 'sO N 00 05 O H N CO (OKM^NrM^KNCOCOCOCOCOCOCOCOCOCO^T^TT'Tr' ojapc^o^asopc^cr-c^GPOicrso^cio-o^aiCiOpai diOON ^ ^r1 rr rr« C5 Cl O O O' O' SECONDARY SCHOOLS 2041 o • o c • o o • • o o ■ o o o • • o o • o o o • • o o • o o »o • o o o o o o o o o o o o o o LO o o o o o o •CO *000000 •OO *000000 •OO *0010000 O O O O O O • • • O lO O O O O • • • ODiOOtOO • • • o o o o o • o o o o «o • o o o o ei • O O O O O • o o o o o o • o lO o X o o • o o • o o Ol CO • o • ei o co co co rH o ei • o . Ol o . o o o • HOOCWnxfH • O Tj< OO O T-i O -ClOO o o ■ • ■ o • • ' • • • o • • rH • lO • • Tt< O • • T-t O • ■ -00 • o • ei • • • O Ol • io o ei h o io o o • : : :^ : • CO • r~d • o • • lO O ■ • CO o • • • 01 • o • h ; • • rH Tf • Docicio -i* CM O ■ • • iO • • • • rH 'CO • • • ei : :° : : ei o • • • rt* • o • iO • ■ ^oe • • o 'roie rfi O • : i-« ■ j I • T—i ' lO • • o rH o • • • co • o • ^ • •COO^ • • o • CO H CO 0000000000000000~*00000000000 0^0000000000 OOIOOOOOOOO CO T1 Tt* O ei CO t-h i OOOOOOOOOOOOOOOOOOOOOOOOOOCOO 0 010000000 0 0000^0 1-000000 CO CO iO iO 04 CO t— i rH^C'.OOCClHCOCCOCOCC.rinOiOOHiOiOiC-T'OClClOOX MOiOCOOOOC'lOOOCiOOOOJOCfJOiCX’f OOH ^HrinCOiO^OJHWTnOCOnOMiOWOiCICOOHM^ 01 CO r- h C O rH lO lO r-i iOn^ Ol O CM r* r-i 01 rH CO ’fDOiOO’fCOOOOOOfHCOOOC'l'MHr-iOHLOLCCOiO^H O^OCO*f O-f 'M^DLCOOXiODiOhOOC'lh r-i T-i Ol 00 <01 <01 Hji CM CO r-i CM Cl H W Ol O Ol Ol D rr n Ol rH Tf r-i O rr rH Tji Ol CO 0-1 XT CO rH »C 0 1 -r1 HOnClHiMOWOCCOOOOHCHriMC'lOClCOOOnOO HnCCr IrHOr^OOO^iOrHOrHrHOOOr^OO CC Cl H H rH H H ri Cl Cl H CO Cl H rf rr Cl H CC H Cl Cl r Ol H Cl 01 H H uC CO Cl H H H ^ ri Cl H H H Cl H CO H Cl C Cl Cl (Q1 . tC . fO | tO ■ CO . Oj r - - v - ■ '■ - ■ C'-j <*C O . CO . t**) . CO CO . 0s . O' . CO , CO . (*d . CO . Curr-* CO , CO . CO . CO , QQpPPCspHQQCiMQQpCGQPiQQflp^PQQCi PiTj ►— 1 P" Pi P* Pi Pi Pi Pi Pi Pi PilTH Pi Pi S- H Pi Pi Pi P* Pi DHtD^djanDOdXDaXDO^QOai^QaxDtD QMfiGGQfififiaaOfi^fiQGQQfiQa R X c3 o go d d 1 HI 5 25 Mh ec-^Ph’o R ci O > R “ 07 ad o s o o o 'o o o c~] o o CO 02 ( dp rP ^ .fcj^bo KH HH hM Ph oog ®d o ^dd R cc ' O O O h db ddd; e a 2 ; ® c Ao c . |Hh CO c,cod o« c G aigi'C ooc- 'R'R'R.g ; co !§> id :o ai’o So 0 0-0° Sh b£ cj bJO a> ?h • -r wdod R o d % d ; b d ; <1 co R — a> o G 60 g Cg G be R cc . 6C g co 0) e/. c/7 > i>, a -y a — d d R ‘•R ci S-*. r— — dO pH O dd go6 ^dd ?dd _ „ g E ffi g.cidd d^ . vu . - . • .J Ei W d ^ CO d ^ ^ 7 M , ? ci ci ei :> ' d ;_6c e'd o S— i oxi r! O o d o o o o o o o o "O ^ ^ rC 'TO r coo 'O'O'O.R C d'C d «h R o go d O O O o O O o eeg O O o o m3o« ^ r )C ^ -S,o Win . O d dd! o< rfl O O o p . s u-i d , oil ^ PU. •gSS o o o 2 o o o* (-) o CO CO CO qCO'O q q q ' rO r: 73 73 TJ 70 OJ rC5 rO 'O §-§££| g* o. • Sh ^ ^ m Rd ^ oh® oo a a-o r ° 6)0 si cj c3 oi oi O 'S > R M ® fcltSo'O oi O co ci cs W'3'3'3 g-S £ Q o Gd o „ _2 qo >, R . cog 'Scor'd 0) O HO ■Jr¬ 'S* So §■§* : o* r -r-i . o 5 M c or d or ei 6c — ad a> cd R R • ^05(j5C^C>05QCi05G30C5C5 0iGi1^0000000000oco0c000xc750505010ic:a5a5 C5C5QC5QGC5CiC50iCiC5C'CiCiC>C5050 0'i05a5- T^Hf. '^T3iTT'rHTJlTtldr'^1Tf'073Tji'^irr''r71'07lT7lHfr71-^irr- ^ .Statistics oi 1897-98, Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 2042 EDUCATION EEPOKT, 1898-09. •snj>ut?ddt! nypuaios par; ‘aatu \ ^ -iu.mj ‘sSuipjinq ‘sprincuS jo anp?A I CO O O OOOdOOOOOOOOOOOOOCOO o o o o o o o o ooooooooicoooocr OOO OOOOOOOOClOOiCOOiOOtOOO tH o O CO Cl ci Cl AJ'Gjqu oq; in saran[OA jo joqinnj^r ! rH ! « o o 1 Cl •Iiup X-nqiirui ui jaqmnx o-hooooooo-h O O O O O tO O tO »-0 C4 O i — i pH d C4 t— i O O Cl O O O O o o o o o o o iOt-uOhCMiOH •sjBaA nr asanoa jo qp8aari pf co -h co ^ ^ co co 0-J co pFtFtFCOCO^FCOCI be ~ O 2f * i c£ 4-p ; •>— i • r-, C/1 »— ■ ^ rv* O •3[mnaq .3-5 toss •ap?K FH :-* : O O • r— ( • o • • * • • i q i ■ Q (•••I Gradu¬ ates in 1899. •a^raaj r-i i- co o r-i Ol • • 1 1^*004^-00 -O-CXOOCOOOO >dOn • t—1 • ci • • • 1 • ° L <-• i v ^ Cl • • 1 1-0 O Cl Cl O *OOXOr— -H ac CJ r-J o o •opK 11 Jxub . • lllll III! X 1 O Cl O CO h • • Cl • • • O O • • d ■ • • lllll III! i a >. ■ -2 •a[uuiaj; © OOO Cl OOOOOOOOOOOOOOOOOOOOO x ^ •apK oo° ooooooooooooooooooooo b% . S- -y} r- Ci •ajmuaj » O 00 CO lC *!T CO rH i—1 O MO X"f H lO O O LC O O C O lO CO O O r- o C CJ CC CJ C Cl CO 1 — CO C ”T 1 — 1 ~7* O O CO Cl CO Cl r-1 X C 3 c ce> 1/2 •ap?K t- CO •,-t< O X Cl lO 1-f 1C 01 X H lO H X LO Ol X Cj h kO O O h c Cl H CO CO Cl CM -r Cl Cl Cl Cl CO ClOCICli— iCl r— i -*— » a ca; ■aparna^ © ClOi-tT-iClT-HOOT-lOClT-iO^fOOOr-lrHOO 5 >5 £ g a* PQQ aAAAAAAAAAA-! ojoojx>cj£>Q;ajQja>, QQQjqqqq.qCiPP; .4— >-*—>-*— l-*—>-*->-U->4—l-J-j-*-4> i aa.Aa.cxao-pi.cu iqqqqqqqqq cb A ’3 .2 *Sh A CO In 02 rS CO o cS - • DC Qi P -T Cw o CD CD C O o rj -m c 03 es PC =£^ o o OH S3 PC o c C 0 44 O -*-> -*-> .,-h (/2 :« • 3 O 44 fc, — 2 &c-4 H © 2 P C S c O Bi , _ .. u’C3iC^?io • t-i cfTcP’P'SC^O* . (3 >• O a,.- g ^ ^ H pq H x pq fo £ 6 d .£ w dHi-iS^b-JOHcfi^CCOO o CO 4) Oh 4 cb > OQ K £ Ppq ad xQ o a o3 o „ ° OO j-Sg OX Pfr.S O O o go ■§ 9 00 « o5:^oS'o : : : : : : : “^^“^“ooooa^ooooo 43 _ +3 043'0x:r0'0'0r0'0 — r0r0r0r0'0 be— 3 £ be <3 bO ‘ • • • J . . ■— ci o> w — CJ — Kwo K<5E o o, ■SI _g CQ gj <1) A £ >3 8 So 3 > 'O 3 oj oo cb r* CQ W > 0> cue OS CD >.- SS43' bdg a 3 ® * a) 42 'O S P i-9 - hw'C^B$a) 42 rr g ci ci O d.H O O 4 4 - CD > O O O O O 4C4C O CJ 45- **6o 42 JO 'O'O bio be ss a. cd TO — O* 51 CJ 2 x-g o'g60 -C-0 4C « bo oS o-Koc^o g g<-g § ^alo^o ,Sa-o:(oao42ijocO ai a> (DOC OOO '3000 ooooooossskskm :ssss fl s c o ce — ' 4, -H> CD o la a id a ’“S 4-s 00050 HNM'fi/5(CN®0)OrtNW4'iO®M»010H 05 05 O OOOOOOOOOr—r-'^J'— (— .^-IT— lr1r-l^4'NO» 05050 o o o o o o o o o o o o o o o o o o o o o Tf TJ1 L.Q lOLOlOlQlOOlOlOuOlOlOlOlOlWlOlOlClOlOliClO SECONDARY SCHOOLS 2043 o o o • o o o o o o • o o o o o o « O O O O lO o OOiOOOO *ooo 0 0*0000 • o o o O to O O O O *0^0 •ooooooooooo •ooooooooooo • ooooooooooo • 00*000 • o • • O O 04 O O • O • • o o *o *o o • o • OOOOOOOO 00000*000 04 o O O 04 O >0 o T - 1 ■ 00 T? CO 6 rH CO rH CO rH T-H O O • lO CO O CM CM • rH rH CO •OOtOOCOrHCOiOOLOCO 'HHHHH T-H rH • *6 co ht< • o • • • 04 • H o 04 T-H -T r-H Ol 400 • O O O O • lO • GO O O • rH • (M O tH • OOO • lO O O O rH o O^ • CM O lOH CM L-O • rH JH CO 04 • O O O D- »0 • o O O • i >0*0 0X05 -OOO • • • 04 04 IO 04 • 04 CO 04 > • • O i z£> • 04 • o • • o o o o o • • • O 04 O O o • • i CO CO 04 O • O O O O • O o • o «o *1^0 • O rH • H • rH ■ rH • rH • « : : : ^ ' rH ' H^T^C004C0C0C0Ht< 04 ftt1 HT* • hh hC< CO CO iO CO •Hff’sffCOCOCOrfftfCOCO'^ • CO CO 04 *0 H* • • CO CO 0 4 > CO CO ftr' rj< CO • • O CM O O • T-H o rH • • • • CO O CO • • i i rH • iO O Hf H CO 'OS • • • i" rH O • • • • O *0 • • ••■ i • O • * ' *040 iH • • O r-H r-H O • CM 04 O • • • • ^ H O III* tH • 04 O O H C4 >04 0 • • • • « • i • • • iii • rH O O • • • * tH LO • •04 • • • • 04 rH rH tH ’ Cl Cl ^ O O o HOH • • 04 O IS- O CO • • rH rH 1 O O O CKO ■ ht1 Is- O « • • rH i • i • • • • , o t-h O • • O • O CO • • CO CO ' O O Cl Cl • 04 rH • O rH rH rH O rH 04 04 O • >00X010 • CO O O rH 04 • CO O O • • • • • • O O • • O • rH O ' • 04 T-H ■ O O 04 CO • • CO rH • • • • > o • . • • o o • • co o « « » • • o> • • • O • iiiiii O • o O CO • • • rH • O • rH rH • • • • • o • • • • H-< CO • • 04 rH « « • « • Q • • i • <•*•■• y— ( • 01 HOI • • -X) • rH 1 • 1 1 O • • CM CO • • • tH 04 hJ4 . . . • CO rf* CO O O • rH • ■ 04 HP CO • r-H rH • 04 • • • • • O • • O • ' ' 04 • rH • iii • • • CO CM ■ • • HOI Cl • • • • O 04 • • it, i et^Ol >04 • • O O OI rH • • ' • rH rH • O i — I • pH • • « • • cO > I 9 01 0 0 0 0 0 0*00 o 0000^000000 0 0*0 00000000*000 C4 O O TJ1 LO HT tH OSSCOLOOMOC5 T-H TJ< 04 CO 04 r— > OOOOOOOO CO oooooooo O lOOOrHOOOOOOOOl— OOOrHOOOOOOOOOO»0»OOCOOH4 04 O rH Hd O Hd 04 CO 04 CC 04 rH H OOOCOOOOO CO r-i A1 'N O O CO lO O wot - ^ O ICO (NiC Cl O ^>0 ^ OO O CO lO H rH o CO L.OD O OC1! iO CO O ^ CO O N O ’O N O CO iC -i_> -+—> -t— * 4—* -4— • 4— ’ 4— » 0.0,0, OPhOO-O 0)0(1)00)000) QQCjCiQQQft L CLhh CL Cur-* CLQ-CuO-CLP^OhOh £LrH CL £L CL CLh'! CL CL Cd )O)H(OO)2o)oo0'O)ODO)'O)HO(i)a)CL)2a)O)aj * ft HH ft HH h- iftftftftl—lftftft QO(DCDa;rHa>a>a>rir-'S75J''L)^S CL CL CL h CL CL £L CL z* a: * _2 o in jp'ft :dtd' ftft ft W ft aa S ft P 7. b£ Oft ‘ fH 0 pec ft rl • . ^ ft Eh 23^* :>< ,2 -G ft ft G Oft bo ^ P 0> s cj.fto [» 01 03 r P 01 01 In bJO 30 *- 'll d3 3C“boP- ciaioi.— Ojsjjcs tpftftft^ppp £?ft2S 03 g — p C 01 O X rO 01 01 01 — P ppppp o o ftft 3 ° o o 8^ -CP 'CP' cO bo Hft • \ *■ CD o o H G o c\ '-h 0 h ^ H c*_ , ■ LG H r^ *— < O , — ' £>• '^3^0 •/— Q^rjoobdbcicioa) 0.^,.^ OOO^ .0 OCC > > & cs :s5ftoooftft Cl CO H LO CO N 00 05 M M CN4 04 (M 04 Ol 04 oooooooo iC iO uO iO iO iO iO iO O H Cl W ^ lO CO CO 05 O H 04 CO lO CO 00 05 O M Cl CO H- CO N (Z) 05 O H Ol CO 'CO CO CO CO CO CO CO CO CO H H H O1 H -ft H H h HilO iO uO iO i-O iO iO iO lo lO CO CO CO ooooooooooooooooooooooooooooooooo iOiCiOOiCuGiOOiOiGiOiOiOiOiOiO»OiOiOiOiOiOlOiOiOiOlOiOiCOiOiOlO co to co oo 05 o CO'OOCcOCOwD oooooooo OiOiOiOiOiOiCiO * Statistics of 1897-9S. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1S9S-99 — Continued. 2044 EDUCATION REPORT, 1898-99. •stun.iudd’B otjpuaps pm* ‘ajuj j -uunj ‘sSuip[inq’‘spiinojS joon[v?A i ** o o o o o -c O LO CM •Aa'Bjqp oq; TIf saiun[o.v jo jaqinnsj P=4 O O CO lOOOO lO o o ^ o CO O CO o o o o o O to CO O CM iO LO to TH CM | 00T •pup Ajbuiub ut jaqtansj ! ® •sjpaA ut asanoo jo q;Suaq F°i CO CO '-f Tj1 co co co co co co co ^ co ^ CO CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •apmaji 18 • o : o o 05 CM O o 04 o •ap?w ! o • o o rH o 04 o CM o Gradu¬ ates in 1899. 1 '•£ •0[uniaj | ^ • o o O T-1 05 O O O lO CO H 04 CO o to o 00 •ai*M tH • O I-H O CO o O O Cl CO ^ 04 Tf< O lO o Preparing for college. Scien¬ tific courses. ■a[niuaA ii 01 o • o CO rH •a[<:K pH ° lC CO 14 Clas¬ sical course. •anuuap pH o^co rH Ol o ■ CM I> •aicjA ii j OJ CO rH rH rji o • 04 CO o o o o o o o o o o o o o o O CM lOO^O I r— I lO 04 TJ< rH ooooooooooooo lOOQOOOOOOOOOO QOOOi IC'O O 00 O O O iO o Ele- men- j tary stu¬ dents. •aitmiaG ^ ® OOO0C'OOO^8OOOOOOOOOr8OOOrH-HOO tj^lOOI CO rH iO iOOCI ‘8[«M & OOOCOOCMOrHOOCCOOOOOOCMOOOiOOOO Hr* Hf' lO 04 rHTfO'dT'CM Secondary students. •air5iuaG T> 05 Cl Cl lO O CO O H O O 05 to Ol CO 04 iO 04 X O O to >C O THCMCMrHtOCMrHlOrHtH HdClHCO^Cl'trClO CM CO rH rH •aptH t- ^OOiOOOG0005iOCDX^OCOrOHiOOi0 04CO^HiOO HHHiOHiHTf riH H ri lO H CU.O H C4 M rJ3 CM CM CM - Second¬ ary in¬ struct¬ ors. ■a[t!utaj | OriHHOOrt«OOOOHMHOHHMHMOHHCt 'SDK »(5 04 rH rH rH 01 H H H CM H H H rH 1^* H 04 H 04 04 rH rH rH rH H H Depart¬ ment or inde¬ pend¬ ent. +JpiJ+j4J4JH . . H> Cd Oh C- C- P, C-. Ph C-P-ChQhh-PhP-(P-iP^P-C2C1(P, P,h h (DOiaaiaioQiHOOoocnotDDaMPaMDciiOrrHO PGQQqQQHqqQQQQflGQQQQQflSSfl a .s Ch c C c a; ci ‘--jfiS'gS CM o 2 O S O Cj 3) O ,2 sj d?c ag g a m S •r > t £ ^ ci _ ^4 < ?h H Cl • »-< Sh •— > — 1 — 1 r* 4-> GO H H! ci > 2 o ^ eh ^ ® h s n w a W d ^ o ^ H h4 h d ^ _• csi e-! pq ^ H d d H H d H d d d >4 &q H pq ei o h d ■ o : oq o . * *_ . “cdoooooooo X^'O'C'^'u'O'O'CS'O'C tc ffl , . +-> „ bo_ • o . '2 02 0 % m : ■ : : : : : : c .a .a do.* . I~,0^0 ^CC0cj000C.00^,!jQCc« d^JfcJ'O'C'C’O'UJ'O1^- ^ — 02 -, ' be Cf K O .bp^ .bp oSoS o Oh cciE a> ° -t-d c3 H> CQ 'C -D 3 c3 O c3 o3 c2 P bJD C "C o, CO c3 rCS 0 0 —' ° o d? S O H £h JnpOofid 'd,^,C,OCI>d;'o;o= ’Cb^d^'S a S S ^Qco g-o g®-9 cs P bo O O' X! 05 C3 d O O >> P Ow /S^/5 3 S S S $ 03 03 ^ a> ^ 0-0X3 a Oh C^pQ pQp^iddPiidPQOHpQpHcncococnccaicccccn o ^ 3s ccc/oEh H-H^dO*fiOO!>ClOCr50--ibJdC O O — H O oooooi—oooincooo • o o Cl Cl o I- o o O O O X TT • X »C O I-- Cl O' 1C Cl o ooooo-roicocixucx . o o LO I> Cl c '1 l - CO X) • X Cl Cl rH re Cl r-i x CO d Cl X Cl Cl Cl Cl TH • rH rH Cl ! ! ! O • • X • • • • X • ! ! ! ! . . . . . . ^lOCOCO ■ CO CO CO CO 'H N1 Hi CO Cl HCOC1XHHXCOXW rf rH CD rr1 ^’-Hre^~t,rHrHrHrerHXrere • "H1 rH JO O D o •00X0 • o • o • rH . • o Cl 1 • X rH O Cl • • lO Cl Cl O rH X Cl O X rF • o o • o o Cl o Cl o • O O - 3* o • o • rH • o • • 0> rH • • rH lO • • o d 1C O LC Cl T—i o X d L- • O Cl ■ Cl o • • rH rH X o I> • o o r> o o o O Cl XOXOCIO -COCO X • • X MOOCCdOCrJir^ C 1C d • X rH Cl Cl • rH • • -H rH Clb CO o Cl Cl • O O O o o ^ -H t — 1 rH O X O O • rH o O 1^ • . r- COOOMiHOOO. d O O Cl • Cl o ; 1-1 rH rH • rH • • T— 1 rH • i • (^i • <7C • o • O • • • • uC O’ 1 Cl ■ • o • • iO •reOOXOOOlHrH • o o • o • r“l ! : : : ^ : : : • • rH • • ■ O5 CC • O' ; ^ ; X • . . >HO • i — 1 • • Cl • * o ■DOClHOD'OiOCO • O Cl ; ^ * ■ • • (Cl * ■ • It! ■ It . • rH • d • • • O rH • o LO • rH • • * Tfi Cl lO * * rH • Cl • • lO OOOr^OrHOrH • O • O rH • O T-H • t • • d • • 1 H • , • • • rH Cl • • • i o Cl • o • o • Cl • • • X t-h o • • o * X • ! \o HXOhHiOCIO. • o • o o • 1— rH • rH • • i r-i • * • • • X CO • O^OOOOOOOOOOOOO OiCOOOOOOOO OOOO OOOOOOOOOOOOOI>Od 10 m co ci t-h OCIOOO OOOO CO OOOO OOOOOOOOOO oooco oooooooooooooooo CO LO CO CO CO r-j lO lO O O lO LO CC D (N ^ C O O lO O X d O >C O rH Cl M iO GC O X O X rH O t-h X 1^ >C Cl CO O g ci ^ cno h o h h cc^ d d x « 10 ^ ci cc h r«HnO ^ ^ ci ci o co co n n m ci n ic co rH 00 rH re rH ^hHTfLOiCiOO^OCOHOiO iC O O O O O O CO 05 iO tCOrfO lO t — 1 O CO X X X O Cl X O Cl lC L-'- O ’’H rH O', r- 1 0< ^ ri O ri C^rt rinNnO^’V^COClH Or— I >C COiOr- 1 WCInCOf COCC r— Cl T d rH d r— 1 rH d X O T-t rH rH rH O O CO O rH O OrHOOOdXrnrHO X O O Cl rH Cl d O Cl n rH rH l''- Cl Cl H H H H r-i rH X 7— i d ri H t-h rH X Cl H lC rH X H dH Cl dXrHHrid Cl CO Cl Cl CS Cl rH rH n r— ( rH rH Cl rH rH rH rH rH O' Cl rH Dept. . Dept.. Dept.. Dept.. 1 Ind... 4-» +J 4J , P H p H r« Qi Oi Qh Qh Ph 'KooOr-OQoa) pqqq^fipQp Pnrr! P p Pi P p p P p i. E° Sh S-i >. ‘si S ® 5 g te , c3.gv ’WiJ P'-P l; > p ^ p .• £ C3 <*> S Pp- eg P ts o o 3, +-> C o c ^Pp o 2 | 6 S’ as WP c3 cc O C> > iio ®» Vh P c ° H a°0^ aX- o o,p . p p P p *j o ^S5»- X o o O p . «scgP. > ^ ^ a> -M c3 o af^ gs«s 9 bo X bo afwnS o o 'w' ■vU -4> VX^ •— H T-l M HHHPPHPPPS o P o C «3 O A- ®3. 33, O ->-' OD bo s o o o o3 O C' _ _ o S c3 in A o o S P* <1 H P o o ^r~| O O} bL 5 fco „ •S g A S S ? as ■< •A p , ^ c 32 C ^ O O 3J T3 bo s C boo „ n O O'h 2 f3 ^ CO.P ►P " 9 c_ o o cc bo O o - o 4> °s c ~^ m PM Y ^oP JbpSp 03 OPPa} ; _bc p3 bO.S _bO ;S5POP bo C P (3 g o P JKJ P.P' p C bo fc- g-2 P o boS P o3 0) o PH O O O p OrP o.^A r-c-^+j ^,0 p-b1^ x fici 13 Ot^COOOHClCOHiOONCOO O O O 05 O o O 0 .0 O O o o o O O O O rH i~- t-H r— \ t-H *— < rH r— i r-< »— < iO lC iO iC iC iC iO iO uO iO iO uC iO iO OHMCOHvO^NCC'O rH r-i rH rH rH rH H rH rH rH rH rH rH r— 1 rH H rH t-H t—t r-i iCiCiCiOiCiCCuOiCiO HiOONGCOOHClWOliCOhXO Cl Cl Ol N CJ Cl CO CO CO CO CO CC CO W CO cc H rr T—< T— < rH r—> r— * 1 r— ( rH rH rH ri r-t rH ri » — > iCiCiCiClOiClOuOiOiOlCiCiCiOiCiO * Statistics of 1897-98, Table No. 42. — Statistics of public high schools in the United States for the scholastic year 189S-99 — Continued. 2046 EDUCATION RE POET, 189S-99. 'sm'turrdd'B 3tj.pi naps put? ‘ann -iujuj ‘sSuipiinq ‘spuucu3 jo aiqi?A •AXBjqi[ aq; ui saranjoA jo aoqranyj o o oo • o o o o o • o o . o • • o ■ o o o o- o oo o • o o o o o • o o . o * • o • o o o o o o oo ■ O'O o o o • C/D O • o • • o 1 c o o o O ^ H x 1 H D lO lO O • lO GO • CM • • o' • CM CO O r-i O'! • r— i CM • i — i • • CO • CO CM &7 • oiooo O • o o • »C O O TJ< • O O in o >o • CO o o o iH 1 ^ 2 r,(j C _ 2 ! ^ O 1 • r— 1 O rH lO ■ Hf lO CM O OJ • co o o o s\ CM rH rH CM • CO lO • iO rH ■ rH rf CM • CM 'O CM • rH © e> ■ ..it •pup AJtqqim ui jaquinyj; ■siua.? tit asanoo jo ipSuaq; ' r-t -+i n Tti co’ co -v rr co co co rjf College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1 1899. •aiuraoji 18 HO^ • CM ■ O CO OO CO O O OO O • GO ■ ‘OCOt^rH ! ^ •9[Mv U OO?! ■ CO 1 H H Cl i — i i — 1 O O O O O ‘CO • ’OOiOi-l Gradu¬ ates in 1899. •ajutua^; O Fd LOCOl^rH DOHrfOOOOOHOO) *0*0 • CM CO lO rH rH • • CM rH •ap?I\[ 15 CM CM rF rn CO O t-h CM CM HHOOOHH • r8 O • O O O H Preparing for college. Scien¬ tific courses. ■atuuiaA 14 •OlOH HCIO^ • i — i CO rH CM • O CO ■ O • O Oi O H . . . . • r-H •ap*R 13 • O t-— rH «ClrtO ihOHH 'On ■ X> O 'OC^dlCO Clas¬ sical course. 1 Ai oon • o ■ • eo o o -r o • 'O • • o o omoo i j— | it till t p-\ •aiuj\[ M rH o CO • GO • • IH CM rH CO O ■ • O • • rf T-H ■ CM GO GO O Ele¬ men¬ tary stu¬ dents. •apiuiaA © M O O CO rH Ob-O'OOOOOhOOOiOOOW^OOO OH rH rH CO CM rH O •a[ujs[ © OO O rH OtOO O OOOOrHCMOO ’O' O O GO O O O O O rH rH CM rH CM CM O Secondary students. •atumaj 30 01 O CO CO O D M O O Cl Cl U O Cl O O iO iO D iO O X’ O CM" t-h rH" rH CO rH CM «0 rH- CO LO CM rH CM CM TH O N H H m Cl •a[Ujt 00 O LO rH X lO cc ce H O iO h Ci LO CO X CO Ci O CO iO N o CM rH -H rH 07) rH HH CM CM rH CM CM 'Hmh rH lO 04 Second¬ ary in¬ struct¬ ors. •a^uuiaj © HOMO CMOHCOCMHrHrHOCMOCMrtCOHHOrHOCM H H H H HdHHHrHHHH O HhOhHOHCIhO n Ol C C C o ar 4 oj • 4-> -*-i 4-> • , Cl-t* Cl ClPuPmO^ClCXC^P^CuClClClClP-iCL'C^ Cl 'Cl ClCl o D zs QDO(2c;a)Doa)0ejooooojODD^ © © n © fidQSQflPQqfifiQQQGPQqqq oi a, © M CD ©3 oi ci iso n r* k© , 4 co 3S _Jr-3

. O w Kg Tgj O o T? £ ^o> O _Q O) CfiO © c© 5 -I-sPh S3 d Pi ^ > §K d c3 c3 c©^ 3 i£ <3 a 2 ss . S© wh C CO K oS.jfl * r*"” * ^H ce©^ 0) a o3 K o o. 'd g e.2 ciitt d° n> cS n CO « o H ci s- . K ° d o O r-t O o A * S •o o d Si ci t- PO 1 5 d >. • a o s o rr: .S3 C3 O gi/J a 0> 33 ce—* a O C ° n i t i • I'M Kfi t • ■ i i i • o ZJ I H SC o S3 PS H A4 L— i _j ci ^ > S3 Cl. O ^ q ©g ©-§ P r-d 3 >-7S 3 >. • be : © I C/2 -I j§2 a a O be cd ok pH >-1h .... be o©K S3 ac > © A H d 9 o 'p g"g 'CrC3 bsjoOOOPofSs) cj«.S O 2 S^Sg&^KK^©©© Q*K © « © © - d g.'d a d_ w - a *1 d>- ^ g co a ^ O H Oa 0,0 fl o c > «H -H *J 't*. rrt “a cs a c3 ■*— * 2 o s h (m tj c ** c 2 S3 dS 2 O co d fl S3 cC S3 3 5S O r-f CM CO lO cc N CO J3 O H C^J ^ ^ LO 'O X O O H C'l CO rf -cji rr -11 tji ^ ^ rr tr »C iO iO iCnC iC iO lO iC iO CO to CO r—f rH r— < rH r-dr-Hr— Ir-Hr-Hr-Hr— i r— ! r i»— ' r— lT^r-Hr— I i— f *— I t— < i — * rH rH LOiOiOtO iOiOiOiCiOlOiOiCiOiOlCuOiOiOiCiOiOiOiOiO SECONDARY SCHOOLS 2047 o o o • © o o o o • o o OCO • o o • O .OO • O • O O • O • O O . 0 0 • 0 0 • 0 0 O O • O O • O CM • OOOO OOOO lO iO iO OO • OOOOOtOO 'OOOO • O O O O O H* O 'OOOO • 10 CO 00 Cl 07) CO 'OOOO ; O O O O O O • OOOOOO >0 0 • OOOOOO Cl 0 •OlOOOOOthO lO'O o • O 00 ZD • H H • 10 • 0 0" • CM • CM CO • CM O • r-H TT1 • T|i ZD rH • CM 06 r-H r ! CM - CO • CM CM 0 ! O rH tH ■ ci CO CM od tH tH 0 • rH . • O LO o o . .0000 • 'Xr-ilOH '0 • O O ■ O • O0 O • CM ' CM • O O ' CP O • CO : : ■OOO 1 to to CO « • 1 • 1 1 1 • 0 0 • • • • 0 0 • • • • ■^r to • • 1 • O 1 O O • • • • • CO • ill • 1 1 r • • (O • <0 O • ill) O • ZD • • 1 • 1 lO ' • TJ< ■ar< Tf Tt< CO Tf • CO CO CO CO CO CM •CO^COCO^COTf-^^T-H ‘CM co CO CO • CO C4 HT -JH HJH CO .r-H * tO O O O rH CM O • O • • 0 Cl CM • • CO • ■ O O rH O « • • rH -CO • O rH H4 • • ■ O ‘CO • O T-H • C3 Cl O ^ 1—1 T-H O • C-^ ■ • 0 0 • 1 Cl • • CO • • 0 0 CO 0 • • • rH • Cl • CM r— 1 CM • • ’cm • Cl ‘OH • 0^0 LC 1- xjccoo ■ * O lO •OOO CM • • CO O • 0 O rH 0 • O to rH • CO • O HP | • O rH O O O O rH • tH • • HTf CO ■ CC 'HHCi • r-H O CM • CM 0 CM D- ! 10 0 6 . CO CO CM O • HH • 0 CO rH co • • 1 1 1 — 1 • • -H O O O O O 1^* OOOO O O CD OOOi-»_j4G>4->4-}4-44-'-*-> 4-> 4— 4— ' P^ P- P, O 02 PPP 4-G 4-> 4-> 4-- 4-4- . 4-4 4-4 4-^ . p4 Pi P P P rH p P PrH OCDPOOpOjJOOp: +2 4J-P P P-i P-( Pi P -r^ P-i p P^ p 1 P • £LrH (P P | P | P^ P | p , oo2a) a>' 0)0)0) o> p o 02 02 Q hi p ft Q Q a a rH _T O O P ' O CC: ■5p3 3ft 0.52 © gtogK-^ « 2 %^£6o£’o^> © ® ^ -g 2 ft d K ft ft ft (=4 g W ^ ad g d 0) Ph .s6 a a >..« ■ u •— a c £ ©73 PnlUd^H^coa^d OEM >,pl P o to.,' <2 a EGeS £ • DO’S • OK rj » O C <2 P2 P. a u 7 g .2 O) PrPrP •h CL O S?.2£ >“n' g^d ;Oz ;«E :b* : j?g. :SPh*! I . iWJ ! ^ k o co . H P O) 6 o) o ;p o P CO p p ^3 3 o_, P 1 W Ph > c/2 ^ W & 8>a 5.® •2 a ^P p pi co f— » >> O) >i p 4-4 T-x CTh < — ' dg d o P rH a O ez; K b w d w > 0 d Ph d hi d h- 2 -7 o‘S gw h4 1 f-7-r-n o ^ ii m I® g ;fi:s . g .SS cd :dgg 0000 ro "c "c ra 2 ai ci a. a o gSo g: o 2 S^o . . . o o o o ^ r3 ^ 'O 'C 'O _bfl ci _ic Soa OCO rO 'C ^ o 0> >• p oc II o-G C/2 ^ ^ rj So g to c 0 xs P o <1 p r- o 2 c' O 2 Per, cr 2 Po t-P1 to cs p to 2 •— >-y HH /P HH o o , OP :JrJ2 } H- 1 dc: c-x o C rw O h; op 2 O 2 cep: cn o'g^'g o OKP a 1 01 2 o Qj »— * » — 1 Px • O O bLTT ^OO ^ o °aa , -g *Gce cc oog^^d'g rOrOjip: ejCfl tojD a c3 O o EE 3d _ d§_ O O O O O^P O) o O O) C/2 02 CD OC. hh t-P o o s ■geo ag © a 2 c o^ -5 o 2 2 c 2 Go® ST* 2 -O _ r" 2 cc sg toco to to «~.to EEoo! 'O'C' hr 2 O fH to 2 a d gs g “ -**»—« «i - P » ’ r dd -rH 2 to^4 o p.S gg saa^ sii.a o |g| 'O 2 P fcX) ^ p P-C x c3 T3 rO O ^H a © Oh CO © Oh Q C3 Sh OO O to O fH iff > p cJO in hr 02 2 2 ©•— 5.52.0 ©r 0 - ~ a br © O •rH • 2© p •2 o 'O , O C; p; C o © >o ci'SrO'H-i pj oooiT;p3(uppppa pqpQMfQfqpqpqcqooooog o oE tn a o p: o o to >'*lo ; x P g 4 o ^ O » -S.2J ; go ^ S tD 2* O) P 0) 0101 iCuO iO uO uO iC iCuO iO iO iO iO iO O OOOOHNiW^iCONXCOHClCO^iOO^COCOHCOCC^iOCO^OOCO M^COCOCOOOOOXXGOXGOCCOCOCOOCOOOOOOOOOOOH HH^HrHHHrHrHHHrHHHHrHrHHHr-T-tT-Hi—iCOCOCOCOCOCOCJC'ICOCl'M lOOiCiOiODiOiOiOiCiOiOiCiOiCiOiODLCiCiOiCiOOiOiOiOiOiCiOiCiOuO * Statistics of 1897-98. Table No. 42. — Statistics of public high schools in the United States for the scholastic year 1898-99 — Continued. 2048 EDUCATION REPORT, 1898-99. •snjTUttddB otjijueios pin* ‘ejtt; i -uunj ‘s3utp[tiiq ‘spunoiS jo au[HA i ** o o o o o o o o O O lO o lo'lO'th Tf r— I T— ( • 0 • 0 • 0 • 0 • 0 • 0 • 0 0 0 • • 0 0 0 • • CO 0 0 • 00000 00000 00000 • 0 0 . 0 0 * 10 10 • 0 • 0 • 04 • 10 ■ cT • tt1 • of 10 • 0 o' o' CO T-f COHTT H • I> of • I>f • 10 ‘AJllJ iqi[ oq; ut so mil [o a jo aaqransj i ^ 000:1^0 iO iC o o ^ CO Ol CO •[[up Aju;i[tui ut joqmn^T ~ o o O lO 04 OOOO O O LO 04 CO iO *sjt*0A ut ositioo jo qjSuoq CO-HCCCOCOOl^T^CO^^CO^CO CO^COT^COCOr^LO 0 .' be G >» 0.9 r-> (/} , . Jl f, £ q CC "G q 3] 25 •ai'ernaj • O O 04 • O O Ol O • Ol • O • O • • 1-H 0 T— 1 • ZO • CO 7 ""Sc ZS 2 3* ^5 tc« •aiUK II l •OOO • O O O O 'Ol • rH • Tt< • • rH 0 O • Ol • ^ Gradu¬ ates in 1899. _ 1 •a[T3tU0jI 0 »C iO O *0 00 0 0 04 0 CO 04 CO H H 1 — 1 T-1 r— 1 1— I O •tONO'OOHOCO • ’PI1 • T— 1 •3[BK pH 0 0 00rr000004040c004 O 'OlMOOOMC^ . co U O . CC C3 t") ^ §CG 2 •0I1HU0J 14 • • ii •• •■• • • • cqq • • <*qq • • • • * rq-) • • • • » •• • • • * • • •• •• • • • • O • ' O O • * O • T?4 zc bo 00 0 000 CC LC CO CO oooo^ooocoo HT 04 Tfl S-f 72 c3 tl 1 § •ai^raoji T-t 0 1^ Ol 0 04 0 LO 0 0 0 0 0 0 OWnCOnnnntO^riW-riO 1—1 t— 1 r—t 0 0 Cl ^ 0 0 I.C 0 0 0 TfCOlOOOM?Cri^HOO LO G G in ^ ■91 'BH O iO O O D 'f O IO O CO iC O CO O Xnnnrtn Ol 00 04 r-t 0 O O CO 0 lO 0 Ol 0 LO COOU^^Ht-ihOIHCO 01 g.S^ o . s £ q b±3 o 0 , -I—* 00^“ ■aimua^ ! © MMOHC); • 1 — I G1 '-G i — i 1'rtHJIOI'OriOM -M •ai^K k0 ■f3 -u 0> < £ d G> G G H 3 at: 8,® Q o ^r^?lCOHOHHHCC G« G. G. G. G. G-*r; G< G. G. G. G. G. d G. G G-^ G< G. G- -. a> oj rh X ■ G) Qj W d S S W®Wh5^ ° w — d Q .g 1- d^HdS- G a CS w * T3 G O ^ ”o § 0 G _ Cj _ _ OO^OOO G o <5 o o o _ GG-.GGG >>CO -G G G-^ G G G P _ G CO CO g ^2 CC 02 ^ 02 g: be C ® GO * o O >.G3 . 5G G G jq? Sh g co'g 002 l-h w ^ 1 — 1 rC ,-C^rCrC5rd^rC^rOrC3FQO^ ba ba*^ ba ba tuo <3 ba • bp c3 fcuo c3 ^ bo ••-< •.-« ^ .M .M .M o d ,rO o CD WKOKKCd.G5 g g o S«J 'Zj'CA c3 be ^5 o G. 'C 3 oifi in > u G0SrO '§'° ^ r'Ti G >> t-q be be :o c • G 03 :SS cq ■£ M as G G - <- 03KGsg.o,OO ocSao d.£ jS -q g g -s ^ tC « b « GO o.^ 9-^ x 03 ^ — • O G dd T3 G G C^i- 9 gS g q « _C G ^ q C © oS ti 1— 1 PQ G be3 S 3 L'G ■ - ' - P ■ aic2cc5c/Q^^c/}c/2 •H°°ce£o HCJCO^iOCDt^COOOHCJCO^ HHnHHHHriH'NCIClCKN 040404 0104 0101 04040404040404 lOiOGGiOiOGGiOiOGGiOiO in®N»o)Or-ioJco-j* 'M CN "M CM CO CO CO CO CC iM'MCM'M'MCMCMMIC'ilM UOGGGGGGGGG SECONDARY SCHOOLS 2049 OOOO OOOO COODuO rH O CO rH • O ■ O • o • iO ■ • o o • • o o • • o »o • • co'cP • • rH • o o • O Id • o >o • oc od • rH • • o • . . o • . . o • . . o • • • CO • 000 01 • © o o o o • O O O lO o • O O O Id o • rH o O OC w • CM rH • O O O O O O • o o >o CO o o •OOHHOid • O O o COr • rH CO CO • >c o o •DOiO • O l- • id ci • rH 150, 000 25, 000 40, 000 7,000 | 20, 000 7,000 8,000 0, 000 rH O Cl O rH t — 1 • o • >o>o . . • • rH >o ' O • o rH ■ CM • S Q S ° ° ° l-‘ ° lC ° o O o id O O O O O »-C • O Id O >0 H lO CO t^r-iOCOCMOidOOidi^ • H CM rH CM CO H n Cl CO CO CO H CM rH t— 1 CM ~H Id ©©©id© Id ©©o D- © © id © CM © D- © Id Cl CM CO 00 i> H t> H Id rH rH rH 00 Tft • ^ ! co • -H CO CO CM Cl CM • CO CO CM CO rH rH CM Cl Cl CM rH CO 00 CM CM rH CO rH CO rH rH rH rH CO rH rH rH CO rH Cl CO O • • o • O CM CO o • • • • • tH rH • O • O O • 00 • rH • Ld • • O • © • © I'- : : : © • : : • rH ! ! ! rH • • o • rH O Cl o • • • • • CM Cl *00 • CM O • id • !>» • C^l • • • • • • © • © • ©l> © ■ Cl • * o o o ! ‘ o • CM lO 00 lO Cl • ■ O O LC H O rH O O Cl >0 CO H C >0 ' O H l» C • © rH D- • Cl • CO Cl • rH rH • rH CM • ■SH O O ’ • o • CO O tH Cl CO • • oo r>* cm L'- Cl >d i — Cl CO r — iO O O GO Cl • O H O CM • © £- rH y—J i © rH ‘ CM • rH • ■ o • O O o ! o • • • • o CO • CM O • • O • • • rH • • CM • ' rH © 00 1 rH © i o . « • • ■ rH rH • • rH ’ rH • rH • « rH • ■ o • O O rH • CM • ! 1 i rH O • w CO • • O . • • I>* • • r—i • • rH rH rH • id Cl • • . • © • « ,’ j CM • • 1 4 • I « rH O rH O • O CM CO ! o • ! • *sD • CO • CM rH • • O CM OC- H • • • • ; ; : ; D- • CO © « i 4 • 00 • • CO • Cl rH • • T— 1 ... 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I ! ! rH • • rH • 1 CM 00 CO O • Cl rH Cl • o • 1 ! o • rH O • • O rH id rH • • • • III! id • rH • • • C-J • Cl • « rH rH .... i • a • CO • o « • • • • • rH • • OO^MOO NCOOO ooooooo >0 0000000000000000000000000000 CM CO Cl id rH rH o • Cl O O I"- CM O' rH © id © © oooooooooooooooooooooooooooooooooooo CM CO rH id rH r-l CO r-i CO C5 H O CO H ^ CO © 00 CiOODCO^HLO'OOlOHNHCCOOOaOHOOCOOHiCNOOCO^iCiiOOlD lOn T— i T— i rH Cl n rl Cl CM Cl W ^ n n H r-< -H © K) Cl Cl N N H M 00 r—t © CM 04 © n rH rH CM CO CO CO © CO rH O OiO^^ !MHmH rH CM CM C'l^iCHiOOOO^CO'JOOOCOHCOCOC'.OOOiOOLOOHHhnW rH MCI Cl r-H Cl i — I lO CM CO r— ( CM CM H CM r— 1 CO CO O Cl r-t Cl CO o CM OCMr^HCMH OOOO OOOOOT-HT-HOT-HCMrHOr-HOOCMrHCMOrHOOrHOOCMOl^-OOOrHOCMOO H 0-1 H rH r— i O t — / t— i i — I CM HpiCMHT-HCMrH rH CM Cl rH rH O rH rH Cl Cl rH r— i H H CM CM Cl H O r- (OHt'-HClr— iCM rH rH -4-P 4-> -i-i -*— > -+P> -i-P -M 4-i Q[ p p , p, O Oh O Ph Pu Ot 00)00)00 OOOO PQftQCP PPQP +J4J4J-P+J-PP-P-P-P-PP-P+J+J+J-PH-PH-PHi-P-P+i-P'P-t-)-tJ-U+J4.3^p^p p,p.p,'p.p,puP,COpHP,pHP,P.P,P.P < -. 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c c c :rarorc oi c3 gj CP p 2 O *=*;>-» ' Cm' P o o o > w :;W td P„ ^ C30 r ‘ P fH o . D CH O o o o c c ’C 'P 'P ^ 'O r p p a PoP c 8.5 o P C P eg 2 O o X3 CD CC rj boo E3 O OOOp^PPPO ’Or0'0-Pxb'Orc"D’p P bo CD'" ^•1 :§a§g:2 O SOOid oJ P 03 +-- ■w a a cd -HCC o o o o o o o rcrcrcrvra 'a u s P a o p DPd r-, _ _ P P cc cc cc EH Eh O o , ^—i o f-i o O ' 1C C N CO C O H Cl CO "f CO CO CO CO CO ’H rH rr« n CM CM Ci CM C) Cl Cl CM Cl CM iO iC lO >o >o lO >o >0 lO iCCNCOCOHClCO'HJCCNOOCOH'MCO'fLOCNCOCOHClCOrfLOlONCOCO rf< H ^ iO iO iO iO iO iO >C iO lO i O O O O O fO O O C r ' D D D D D X CM CM Cl Cl CM CM Cl Cl CM Cl CM Cl Cl CM Cl CM Cl Cl Cl CM CM CM Cl Cl Cl Cl Cl Cl CM CM Cl Cl Cl Cl CM Of ^iO>O>O>iC)>O>0>OLC>O‘OiCt0>C^C^CiCiCiCiCiC>OiCiC>CLCL0LCLCiCL.CLC:iiCLCiCiC ED 99 — YOE II- -129 * Statistics of 1897-98> Table No. 42. — Statistics of public h igh schools in the United States for the scholastic year 189S-09 — Continued. 2050 EDUCATION REPORT, 1898-99. •snimndde ogijnaps pun ‘3inj -mjiij ‘sSaippaq ‘spunojS jo aupLA. 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O * o O O • tO * 1 • • • " # • o '• • '• xn be d d to dJ ’o § CO g •9I^K M H • • i • * 0s! * Ol CO OJ • cO ••••«•• -I • • • d ° Clas¬ sical course. •e^uioj (?> F*i • • lO O ■ 30 O © • I-H rf CJ »0 rH .co * t> CJ rH • « • ^ rH ! • CJ * 4-4 Ul P4 •era 11 • • CO 04 1 rH C^j 04 • CJ O CJ O rH • CJ -LOH rH « ‘ . cl CO • i men- tary stu¬ dents. •sjutaoj © pH 000000*00 0 0 rH OOOOOOOOO CJ OOOO •oinpi © OOOOOOhHOOO ^Ct)OOI>JO i-H i — i CO 'rt8 rH 1 — l r-l OOiOCJGOOOrHaO CO^HIOHHH^ D H C Cl CO 00 rr-* 1 1 cj +* p H ri • ^ 02 •ar-guia^ © rH rH rH rH \ — ( Cl rH O O O rH rH CJ rH O rH rH <0 rH rH O rH 9 t' H o CO Si 02 •0[3J\[ »0 r-l i-l O 31 31 31 rH 31 r-l 31 31-3*31i — (i — 1 H 31 ^ CO rH CJ rH CJ ■g+j, 01 - c3 PJ 'S "2 P 5 d £ g; P n O ~ H &aaa,c.ac,a o. & o;a)a>a) CGfiASafifinQ 4-4 4-4 4-4-t--»-*-J44>-U>-*~>4-4 4-4 4~> 4H PoP^Cl^CUP^P^ QiPPP o d o oj a) a) a) u 3; cj QpQftQQQQQ ChQh P cS BfcX) Sg O IZ • rH w© IH bp ’> a o , S hV ry* P 4— j bp S.2 23 :P d +j .9 d " Y) , * rr ►. • i , j %" s a .£ 5»co ti d o o “P to a O u = 2>baP ~=k:S saSeHjjfcH! 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O C a o 33 L P© o d P o o r c d. bo i o -~-i C Sh ’ o c o 2® ®"u 'd'p'O r,P d p ■ - - ^.bo 3 S S S 5a flo bc9,p o 9 > ci ftps •I'd bo S ^2 o > tn ^rd. a>dOOoo» O O CO O CM • • CM • MiOOOBCOOlOO ■ rH • • O • o • O O ' i — l • 1 1 1 rH C-l rH o • • • CO • rH CM O CO • O • • ■ O • • rH • • • • • ■ 'OOCOCMOCMCOO • CM CM O • • rH rH • • o 1 Hi i o i • « • ■ .1 * • 1 rH r—i rH o • • * CM •iHOOO • O • • • O • • H rH • -• * • * • OOHOCOHOH • O CO O <• i — 1 • ■ O ■ CM ' -rH • • « • O rH O O O o O O o iO CO (M 00 i — l o CM O O 00 CM CM GO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOCMOOOOOOOOOOOOO CO O CM CC C) H O) H O O C MO O C'LO H O CO C lO CO H D O O C O O CO H W C N C CO O CO H Cl O H W H H C! .CM CO CM H CO I- CO Cl CM CQ CM CO CM CO -H CM H< CM O CO CO 00 CM LO >Tj H C) CC O (M CO O (M H H Cl CO N H lO CO C Cl HiH HOOOCl^HHOCOCMrHLOHCMO^OCOOHCMOOCMCMOHHCMOH^CMr-HHOHCMCMHCOCMCMH CM rH CM 1 — I CM rH rH CM tO CO rH CM Cl rH CM Cl — 1 rH tH H* Cl rH r-H I — I r— I CM rH rH Cl vH i — I rH i — I rH i — I CM l — i rH iH CM rH rH rH rH r-H t— * CM rH ■P H P- >- >- A Ph dm --m S.|Ki &5PS fcoS - 5Q H • ,nd < — I eel f— ( P £ n § > iPnt 2 q ®o _ , o a s m q fejoi o “ H Cj O W a r O >v co c£ o y d? 0) 5 & gg * "-5 . *=5 -2 , -i o « 3 g h ta S cs =3 o H > -2 H o m p ^ £> vh 4 a pp £D j Hocc^ d ^ ^ 6 W H jo O jvj ® £ o gq. a ^ Q to £ S a 5 ; £3 H O P3 ^ O :P3 Hi ^ W t— 5 ^4 ft O O O td H-5 S ^ ^ Ph ( O . 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'H CQ o o o 5 vA ^3 a a m A 'c fcJO o do c c c o c r< ® C O C C c o c c c c o o o c o c c c o r— AnDX. q-c 03= AAnz C5 cj 'd ^ dp,oi'cirq'Tq'o!<0"q»--H • o ’onA ' J- H CC 22 p St — ooRg topj 2 2 o3 oS a S 23 i> 4P> KX 2««Jco f-< ^‘r—i r— \ r~> 0$ C3 CD CD rCn «pqaram c q bo b.s_g a a o §§§ 3 raw q c3 td, O a OJ 53-D 7p O >q C q-p'rsa o s-. q am Ph Ph mm la ci ci QO <13 ,;d m « i> d 03 d tn C T3 - 03 - <33 o 2 q ', , _ „ OOdpbOObDS ooQQaaflqfiR <33 bjj ci A'V H ~i< in co o o o co ob co O O O N CO C O H M CO iO C N CO C O H Cl CC H O C I ' CO C O H (M CO H lO C N CO C O CO H iO O D CO C O H OOOHHHHHMHrir-iHMC'IMC4C'l^'NNCM(Mo:cOCOCOCOo:cOCOCOCO'f-T'r'-‘^H,H'H,-r*tOiO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO * • 00 CO I"* OClOiOOOOiCO ‘OOOOOOO ONONOOO0O ■ O O O Cl O Cl LO lO lO lO Tji ^ CM • lO CO lO CO Cl CO H rH CM~ r-T •pup ajbjtitui tit joqurnyx © ■b\i«a.C iii osjuoo jo qjhuoq C> M CO H”* CO H^HTrC'H^COCOHf,'^,'FT(CO'r^rtl 00 CO Students. . College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1899. •ojpmoj GO CO lO 1C H T— i Tj< CM CO 00 rH©© • CM rH • OO H © © H •3UPI pH Cl 'O O CC H Cl CO CM O rH CM © rH • 00 CM • H< © © © CM Gradu¬ ates in 1899. •ojuraoj 16 NlOOrlhOO^ CM rH CO Cl CO O O Cl O H CO H O CU^ CO IO Cl ^ rH rH r-< CM ■9FK 15 CM OO CM © 1- CM CM rH Ci Cl Cl N O iO O Cl -t ^ CO O lC O H CO 00 rH rH Preparing for college. Scien¬ tific courses. •axxtraaj; 14 uC 'O O • • rH * • o rH • rH©© ■ © • o • © © • • rH • • • •0[UIST CO pH CO ^ CO o • • CM • • -* rH • rH © © • CM © • ^ • © © • • rH • • • Clas¬ sical course. ■O[muoj & fH ^ CD Tj< CO • rH CO *> o • • © © • O © 'H • rH © © • •31 ii CM 00 © tH • rH (M 00 rH 1 •OO 'OOlO 'OOO • Ele- men- 1 tary stu- dents. •0TBXUOJ © iH 0000000000000 0 05 1-0 oo o^oowoo CO CO r— t rH •3FK © OOOOOOOOOOOOOOCOlOOOOOCOOCOOO CO CN t-h Secondary students. ^[rraoj 30 VO O O CO ^ O 05 IO NO O CO iC CO LO CO N OO to CO N N O H Tji H ^ o O CO © CM CO © O Cl (M^C^Ol^'MCNHHH CM r— 1 ■3D-H lOOtDNtONOCOHCOiOCOOOHHCO'fCOlN^Cl^iC'^ rH rf. CO Cl CO CO r— 1 lO H H H O M H CO CO O CO n Cl rl H Cl H t— 1 rH Second¬ ary in¬ struct¬ ors. •opram^ © H'M^MCOOHOCIOHIOCOCIOOHCOCOHHC'IOHO '3PH t<5 H H CO H H Cl 1 — IT — 1 Cl H Cl Cl HHHHCOC'PMHnHHHH i Depart¬ ment or inde¬ pend¬ ent. H .q-J ,+J -iJ P -P U -P H P* P, Uh Oh P» Ui( Oh Oh Oh Oh Oh Oh OnrrH Ohi-t^ ^ ^h Oh Oh Oh Oh Ph Oh O)O)O(l)OOGU)^fDa)Oa)C0IO0(PQ)iD(Da)Oai QQQqQqSfifiqqfig^qSqaQQQfiQQfl Principal. M rC C c: £ < u a £ M PC £ c o U b. “ a £ * East Troy . Eau Claire . Edgerton . Elkhorn . Ellsworth . Elroy . Fttriek Evansville . Fairchild Florence . Fond du Lac . Fort Atkinson Fox Lake . Friendship . Glenbeulah . Grand Rapids .... Green Bay . . do . Greenwood . Hartford . Hayward . Hazel Green . Highland . Hillsboro . C'KO*fiOtONCOO>OHMCO’fiO-J3NOOO>OHC^CO'1(ifl® io to to io to to imnoo^® i; CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO i0i0ini0i0i0i0t0L0oi0i0i0i0i.0i0i0i0i0iCi0inic:i0i0 SECONDARY SCHOOLS. 2053 o o o o o o o o o o o o o o o o o o ooooooooooo ooooooooooo OOOOlOOOOOOiO 0 0 0^0 o o o o o O O O 04 O • o o ■ O lO • O 04 ooooooooooooo ooooooooooooo ooooooooooooo o o o o o o o o o o o o • o • o • o ooc/oooooooo ooooooooooooo oooooooor^or^cooooo»oooooooot»ocoooo O O O CO O O >0 — ( CO O r-- o o o -r O LO o o O 00 O O lO o o O O 10 lO 'GC O O O O o iO o O o lO O O C-l lO o o o o COOCCIOHO^OO^^Xl^t^^WW^iOOW'OTf'^WiOCODO'fHOOOOOiOOH H *X) O N N 00 N lO N 00 04 CO H C'l rH • O • CO ■OOO • CO rH rH • * O O O O rH 04 rH rH • rH • O • r-i 04 • O rH rH 04 rH 04 • O O O 04 • O ri • O 04 • 04 04 • O • 04 • r-i O rH • CO rH rH • • 04 04 00 O CO 04 04 H • O • O 04 • to CO 04 04 0 • rH • O r-H O 00 • 04 rH • O 04 • 04 C.' ^ Cl O CO Til CH^ CO (N CO N ^ CO Ol Ol O O O ^ CO 00 ^ (M O MM lO 1C '-O C H CO rr< 00 CO O ^ 05 H OJ O CO r}< XT' rH r— 4 rH Tf1 04 i— It— It— I CO rH rH LOl^HCOCO-fOJCOlMONilOCOOC^N^tMHON^cOiOrHiO^COOlCOCOHCOOOOr- ICOHOlOOOICOiOOCO^COOO 04 CO tH rH rH C-4 r — I 04 rH OOOOOOOOOOOOOOOOOOOOOOOOOi^ OOOOOOOOOOOOO LO OOOOOOOOOOO O OO CO N O ^ N M CO O CO 05 OO N 03 (MN CO I> 'O H lO CO O) Ol 00 CO LO CO H Ol CO 04 r—1 r-i 04 >0000000000000000000^1000000000000 HCOCONNCOOiOC5N^'OOOHHCOOCOC^NCOlOCO>XC5NCDCOOXiOOOO CO 04 C O Cl CO CO CO O N T — I CO O CO O O O CO CO CO CO CO lO 04 CO CO -H CO r-i Ot> 04 ^THHi0^HNNO010000Q0^O04i0M04i0^C0 01O00»Of.CNC0C0C0HO'v0O01C0NOOOH00a3's0ONC0i0L0O Ol'O n lO Ol 04 »0 l-** iO 04 CO Oi CO L'* i — l O 04 O CO r — ( CO CO rH CO CO t — ! 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'oxULua^ X fH MOiiOH ■ 'HOHOOOHtlHHOM 'IO 'NOO * • 04 • • •siupi L\ O (N Ci O -CO ' 'iOOOC-lriHNT)lHLOiaO "03 • r-( rH O Gradu¬ ates in 1899. •opBinaj © M (N © © iO © CO H O rH © CO -CO CM 04 r-i *3I«H pH © © CO r-H CO Ol © ^ 04 © CO 04 (M iO tH Tf( © 04 00 lTD CO 04 03 04 rH Preparing for college. 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Sh ’■ bJjdl a ^p ®,So 2 'S oj ci ci 0) o; .a .a w r-> 'ao qj _ f c u q S.qq c r; p c O Oi Cl. m — .'-Ci OOOOHCqDHCHP(COPHPl?HOH^(0,PldCC3(4(2C!3P3 o OJ* ci di- >--d XtJ > p°§ c-i » c-; ^ O X j-. ci sj CO X!C0 COC?50T-ICCOC50r^ TH -OH • • iC O • < • •»• ‘CO • 1 00 O • • OO • • 0 « « * lO CO 01 . 0 • • > t> 0 0 • 1 ■ ri 1 * • . it* • • ii •• 11 111 • ■•• M ■ ft) Cft • (M -l>OH * • CO rH • ii ii •• iii •- i ii • rd< . • O O ‘ ‘ 'M iO * « nji 1 • *OOOJ ■ O • • ‘COOO • 11 rH 11 •■ iii f— -\ f— ( • ••• rH • •• ii ii iii 1 ••• O • Cl rH • O • • O t-H * * * O * * * • i-O O • • O O * 'M * • > O O uO * O 1 • 1 ^ O O ■ •ii 11 1 iii • iii • ii*’ ii 1 ••• 1 iii • O ^ : ; : | • O • • O rH « • • O 111! II I III I III * * * ■ (N O * • rH O *C0 * * « 1 — 1 CO >0 • O • * 'HOO • •it •• 1 iii 1 iii III! II 1 III 1 III • 0 * * • 000000 oooooi>oo-oooqoocoooooooooo-oooooooo kO CO O O 0 co 0 0 iO “O OOOOOOOOOOOOOOOOOiOOOOOOOOOOOOOOOOOOOO rH HJ1 00 O O OiOOH 0 0 C»OHiOiOHONOIH(NCOOiO»niO)OOC3(NOOCDNCOiO^HHaiO>COOOHtOOO^H(MLOO(NiOO^cOOC001CJ3HaiNl>iC>^^CO H CQ OO (N H (M C'l CC O H N Ol iO (N CM H (N H Ci Cl O D O Ci ^ CC CO O Cl H Ci I> H Cl Cl r~ 1 rH 00 ce Ls» C l rH HHCOHHNHNHT? H H 01 H CO Of O) OO O Of H CO uO CO h OHO » ce ce ^ r— ^ bo O 2CJ rrt m- ' —t • i— r-* _ 5> C'i-ft Sp ®-s . 3ft ro^'S r's-<» S Jd Iftft^S^pftj I^OhddBfl |ftPi^w. p^Hd^Q^pdp'd^HddSKHHddPPi-ioppKoS o rcfrcs ft O ft c ft ft ft ft CQ bO o ft o OCCOCOOOOft RR'ft'-O'C'C'C'O'w O Oj 000 o O C O ft0* 000 000 c}^ rj 00 o 02 0101 jSbl!o#&0 553 ft ft O O O r- ^ g o £ 0 ^ft ft CQ * * - ode ~ 1 o >>2 k ft I, „ o fee p a ft ft ft ft r c b£ b£ ft ft W. S >-• ftp p ^ ft C P r OR O o _ s-< 8\ ft O o to ft bn '5 £ 2 oj.ft ■bO o o. o?J O O co ft o §2n £cq?K ft m _, c - ~ M o o o ftft ftft ft o on 3H on o o R 5ft O o hj . O bD • ft O 5 £ 8 ft R 5 rl >KS'j ■ °.2 ft a i JZJ P P CQ PS d^Q'5! o CQ bn ~ a; oft » -#-> J3 3 ci Cv 7* 00 G — « ~ *rH . , ^ ■ ■ — < -ui £ O bO^ {H C3 C3 • • scjj)Qop3ojj,cfiap,ofiaS ft ft ft ft ft X) O ftft-dft oftftOOftftK- ► K. ^ . ft X X ft ft ft X ft ft- X ft X' X ft ft P r "• p s S R S S ^ R R cj ft ^ ? ft ft ft ft 0~ O Q O M CG r- -f- P "> P-* - X GC M ci Q O Q >- >• <: ^ Q*g Z: 7: 9 £ ^ f£.o § cj £> ^ 3 ^ 0^ ci M*^i0C0L'C003OH(NC0^i0C0NC0a3OH(NC0 tOiOiCuOiCiOiO^OOCOCOOO^^OM^D l" nr -t' ’-** -r lOiOLOiOiOiOiOiOiOiOiOiOiOiOiOiOiOiOOiOiOiClOO LOCOISCOClOHiNCO-fiO^NOO^ 1- i> 00 00 00 ce 00 00 00 00 GO 00 ) iO O iC iC iO lC iO iC ud lO O iO O t-h 01 CO -? iO O O O O O O ir.o l6 io o o * Statistics of 1897-98. 1 o 8 4 5 G 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools, endowed academies , seminaries, State and post-office. Name. Principal. ALABAMA. Ashville . Auburn . Barfield . Bevill . Birmingham . _ do . _ do . Birmingham (207 S. 20th st) . Carrollton . Centerville . Clanton . Crews Depot . Cullman . Danville . Demopolis . Elkmont . Enterprise . St. Clair College . Auburn Female Institute . Mount Pleasant High School . Pelham High School . Pollock-Stephens Institute . South Highlands Acadamy* . The Taylor School . Zelosophian Academy . Carrollton Male and Female Academy. Centerville Male and Female Col¬ lege.* University School . Trideka College . Polytechnic College and Ladies’ Institute. North Alabama Collegiate Insti¬ tute. Marengo Military Institute . Elkmont High School . Enterprise Male and Female High School.* J. R. Jarrell and L. A. Smith.. G. W. Duncan . W. A. Speer . W. F. Cooper . Mrs. E. T. Taliaferro . Joel C. Du Bose . William Pirrie Taylor, A. B .. Rev. J. II. B. Hall . L. V. Rosser . J. D. Cooper . E. Y. McMorries, Ph. D . J. M. Walton . D. Y. Smith . Josephus Shackelford, D. D. . . W. A. McLeod . E. I. Luna . G. W. Carlisle . Fayette Fayette Academy B. N. Lowery and J. S. Van¬ diver. Flomaton . Forney .... Fort Payne Gaylesville Greensboro Grovehill. . Gurley .... Flomaton High School . Cherokee Wesley Institute . North Alabama College . Gaylesville High School* . Greensboro Female College . Grove Hill Male and Female Academy. Robert Donnell High School . J. W. Agnew . Thos. E. Wilkinson . T. C. Belsher, A. M . J. A. Lowrv, president . W. G. Keady, D.D . M. B. Du Bose . Rev. H. L. Walker, A. B., pres¬ ident. Harpersville. . . . Healing Springs Huntsville . J oppa . Keener . Lincoln . Marion . Midway . Mobile . _ do . _ do . Montgomery . . . _ do . Nat . Newton . _ do . Opelika . Pineville . Pushmataha. . . . Roanoke . Springville . Sulligent . Talladega . Towncreek . Trussville . Elm Hill Academy * . Industrial Academy . Huntsville Academy . Industrial Normal and Collegiate Institute. Wills Valley Institute . Lincoln High School . Marion Military Institute . Midway High School . . Academy of the Visitation . Hunter’s (Miss) School . St. Mary’s Select School . St. Mary’s of Loretto Academy _ University School (boys) . Green Academy . Haptist Collegiate Institute . Marianna High School . Opelika Baptist High Schoool . Pineville Academy . Pushmataha High School * . Roanoke Normal College . Spring Lake College . Sulligent Academy * . Talladega College . Town Creek Normal School * . Trussville Academy * . A. G. Spinks . Rev. W. J. David . Frank Puryear, M. A., and John E. W'iatt, M. A. Wm. H. Kelly, A. M . S. C. McDaniel . E.D. Acker, A.B.,LL.B . James T. Murfee, LL. D . G.R.Hall . Sister M. Ligonri Fox . Miss Sallie E. Hunter . Sister Louise . Sister Evangeline . J. M. Starke . Albert D. Luethi, A. M . A. W. Tate . R. J. Holston . Rev. I. T. Simpson and W. D. Slaughter. W. N. Dale . R. H. Adams . R. M. Crawford, president _ Griggs and Smith . G. W. Tate . Rev. Geo. W. Andrews, D. D. . . J.T. Ferguson . P. L. Acton . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2057 and other private secondary schools for the scholastic year 189S-90. B.eligious 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. Prepar coll Clas¬ sical course. ing for ege. Scien¬ tific courses. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. d ci V— < d s f=H d Cu V-H & d Cw a 0 d 73 S d ci a 0) CD r3 >cH d 73 3 0 d WH rn d 73 a 0 4 5 6 7 8 e 10 11 12 13 14 15 16 17 18 19 26 21 99 Non sect .. 2 0 76 0 30 0 40 0 40 0 0 Sio 000 Nonsect .. 2 i 20 4 15 3 15 4 4 0 4 0 2-i 700 1 5, 000 Nonsect .. 2 2 40 38 44 68 20 20 19 19 6 5 0 0 4 0 0 5, 000 Nonsect 1 2 20 15 20 20 3 9 0 0 0 0 500 Nonsect . . 1 1 42 38 36 32 12 7 3 2 5 0 4 1,000 3,000 M.E.So... 1 3 23 14 86 64 3 2 3 1 4 3,000 R.C . C 9 0 10 20 40 0 0 0 0 Nonsect .. o O 0 30 88 40 46 0 0 2 3 0 0 0 0 4 42 378 8.000 Nonsect .. 2 0 38 22 40 27 9 7 3 2 0 0 0 0 3 0 43 3, 000 Nonsect „. 2 0 37 38 70 65 1 0 4 2 4 0 4 0 4 0 75 3, 000 Nonsect . . i 1 25 20 15 15 Nonsect . . i 0 18 11 27 27 2 3 9 3 9 0 M.E.So... 2 1 50 45 20 20 35 30 1 2 1 9 4 0 400 4.000 Nonsect . . 1 5 100 110 75 80 2 3 0 5 4 5 1 1 4 0 12,000 Nonsect . . 1 0 17 12 32 21 Nonsect .. 9 1 13 15 95 29 1 4 0 4 0 j 3 0 4, 000 R.C . 0 1 0 ii 32 40 0 0 0 0 0 2 0 0 4 0 700 Nonsect .. i 1 19 20 24 20 2 1 1 0 2 1 9 4 0 75 2, 500 Bapt . 9 2 23 17 59 46 Bapt . i 1 2 40 40 21 1 0 1 0 1 0 0 '■ 40 2 O00 Non sect . . 9 35 99 2 1 12 14 2 2 9 0 4 0 87 7' 000 M. E.So... 9 0 13 15 26 30 0 0 0 0 4 0 1,400 10 000 Nonsect .. 2 1 44 39 5 8 5 4 4 2 1 0 1 0 4 0 '500 3, 0001 Nonsect .. 5 2 82 35 111 47 23 13 27 15 5 3 5 3 3 0 200 5,000 Nonsect .. 0 -8 25 10 15 20 8 3 9 2 0 1 0 1 5 0 600 25, 000, Cons* . A 1 29 33 13 20 6 4 10 99 1 4 1 , 400 15 000 Nonsect . . 5 0 55 0 18 17 20 0 55 1 , 500 40, 000 Nonsect . . 3 0 19 20 60 65 2 1 .... 0 100 500 "Friends _ i 2 29 24 45 0 0 2 6 9 4 0 . 1 ”4 0 20, 000 R.C _ _ 5 0 99 0 12 0 0 0 0 0 4 4,000 Nonsect .. 4 0 50 65 65 57 6 15 30 35 4 5 4 5 3 so 500 5, 000 R.C . 0 4 0 17 42 90 0 1 8 0 220 Nonsect . . 3 0 28 0 19 0 1 0 17 0 8 0 8 0 4 0 500 8, 000 Cong ..... 7 0 77 0 38 0 12 (■ 40 0 15 0 15 0 4 93 1,200 150, 000, Nonsect . . 5 0 45 0 5 0 0 0 45 0 16 0 16 0 4 0 5,000 20, 0001 Epis . 1 13 0 48 15 49 0 22 0 12 0 7 4 0 1,800 So, 000 k:c . . 0 5 0 12 30 163 0 0 0 0 0 2 0 1 0 0 '250 R.C . 0 1 0 14 75 101 0 4 0 4 0 4 3 0 1,000 106, 000 7 D. Adv.. 3 2 42 39 67 74 11 7 5 2 0 '642 42! 485 Christian . 2 6 0 45 0 40 0 0 0 0 2 Nonsect .. 1 1 IS 22 0 0 1 1 4 2 1 1 1 1 4 0 400 5, 000 Nonsect .. 1 0 10 0 11 0 1 0 1 0 .... Nonsect .. 3 1 15 0 45 0 6 0 6 0 4 15 2,000 40,000 Nonsect . . 1 5 0 80 0 23 0 5 0 2 0 7 0 6 .... 0 15; 000 R.C . 0 3 0 50 75 50 36 0 0 2 0 2 4 100 10, 000 R.C . 0 5 0 25 50 125 0 2 4 Nonsect . . 3 0 15 0 30 0 0 0 7 0 4 0 1,000 Nonsect .. 0 0 99 0 11 0 10 0 12 0 0 0 0 0 4 0 '300 20, 000j 51 52 53 54 55 56 57 58 59 60 61 62 63 61 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 10S 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 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools , endowed academies, seminaries, Stale ami post-office. Name. Principal. 1 2 3 California — continued. North Temescal . Oakland . Oakland (964 18th st.) . Ontario . Palo Alto . ...do . Pasadena, (49 S. Euclid ave.). Pasadena, (124 S. Euclid ave.). Petaluma . Red bluff . Redwood City . Riovista . Sacramento (12th and K sts.) . Sacramento . San Diego . _ do . San Francisco (925 Frank¬ lin st.) . San Francisco (Dolores st., between 16th and 17th sts.). San Francisco (1849 Jack- son st.). San Francisco (2126 Cali¬ fornia st.). San Francisco (2234 Pacific ave.) . San Francisco (Fremont and Harrison sts.) . San Francisco (1901 Powell st.) . San Francisco (SE. cor. Eddy and Larkin sts.) . San Francisco . . . San Francisco (671 Mission st.) . San Francisco (3300 Wash¬ ington st.). San Francisco (2124 Cali¬ fornia st.) . San Francisco (2014 Van Ness ave.) . San Francisco (1718 Sacra¬ mento st.) . San Jose (165 Devine st.) San Leander . San Luis Obispo . San Mateo . . do . San Rafael . _ do . . do . . . Santa Barbara . Sacred Heart School (Curls) * . Convent of Our Lady of the Sacred Heart. Horton’s (Miss) School* . Chaffey College . “ Castilleja Hall,” Boarding and Day School for Girls. “Manzanita Hall,” Preparatory School for Boys. Classical School for Boys . English-Classical School for Girls. St. Vincent’s Academy . Academy of Our Lady of Mercy . . Academy of Notre Dame . St. Gertrude’s Academy . Sacramento Institute . St. Joseph’s Academy . Academy of Our Lady of Peace. . . Southwest Institute* . Academy of the Sacred Heart College of Notre Dame . Hamlin School and Van Ness Seminary. Irving Institute . Murrison’s (Miss) School . Our Lady of Mercy’s Academy. . . . Presentation Convent . Sacred Heart College . . St. Brigid’s School . St. Vincent’s . West’s (Miss) School for Girls Ziska Institute . Sister M. Gabriel . Mother Delphine . Miss Sarah W. Horton . William T. Randall, dean _ Miss Zladie M. Brown . Frank Cramer . Stephen Cutter Clark, A. B Miss Anna B. Orton . Sister Mary Philippa . Sister M. Helena . Sister Mary Cecelia . Sister M. C. McGarr . Brother Vellesian . Sisters of Mercy . Sisters of St. Joseph . Miss Way and Miss Kinney .. Madame M. Gorman . ! . . . Sister Julia Theresa . Miss Sarah D. Hamlin . Rev. Edward B. Church, A. M . Miss E. L. M unison . Sisters of Mercy . Mother Mary Josephine . Brother Florinus . Sister Mary Vincent . Rev. E. B. Spalding, L. H. D . . . C. Brier . Miss Caroline Cooke Jackson. Madame B. Ziska, M. A . Arthur Washburn . Sister of St. Dominic . Sister Mary Conception Gar- vie. Rev. George Wallace, A. M _ Rev. W. A. Brewer . Mother Louis . Rev. Charles Hitchcock . Arthur Crosby . T. H. McCune, M. A . The Washburn School-University. St. Mary’s Academy . Academy of Immaculate Heart of Mary. St. Margaret’s School . St. Mathew’s School . Dominican College . The Hitchcock School . Mount Tamalpais Military Academy.* Santa Barbara Collegiate Institute Trinity School Urban School * * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2061 and other private secondary schools for the scholastic, year 1898-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Length of course in j’ears. 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 courses. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 4 5 6 7 8 9 io 11 12 13 14 15 1G 17 18 19 20 22 R.C . 0 o 0 15 0 85 3 400 R. C . 0 2 0 10 0 58 0 10 0 4 3 $500, 000 Nonsect . . 1 5 2 18 50 73 1 0 4 M.E . (a) :::: Nonsect .. 0 5 0 25 0 0 0 19 0 8 0 8 o 9, 000 Nonsect . . 6 0 23 0 0 0 23 0 10 0 10 0 4 0 15, 000 Nonsect .. 4 0 22 0 21 0 7 0 15 0 1 0 1 0 4 0 1,000 Nonsect . . 0 5 0 15 0 65 0 6 0 1 0 1 4 200 R.C . 0 3 0 24 0 2 4 700 42, 000 R.C . 0 3 0 82 0 8 0 2 3 R.C . 0 2 0 20 37 53 0 i 0 1 3 0 R.C . 0 4 10 30 36 139 0 0 4 3 0 5 0 0 3 0 600 50, 000 R.C . 6 0 60 0 215 0 11 0 6 0 6 0 4 0 O O 0 900 12, 000 R.C . 0 4 0 60 0 140 100 R.C . 0 4 0 30 50 100 " ' o 3 4 Nonsect .. 0 5 0 24 12 54 0 3 0 6 0 3 0 3 4 0 200 6,000 R.C . 0 8 0 28 12 50 0 5 4 1,500 100,000 R.C . 0 7 0 30 0 0 0 0 0 25 0 10 0 10 4 0 1,600 50, 000 Nonsect .. 0 5 0 61 7 56 0 o 0 17 0 2 0 2 4 0 2, 000 8,000 p E 7 9 ° 58 15 47 0 6 0 4 0 13 0 0 4 0 1,500 8,000 Nonsect .. 0 7 0 35 0 35 0 0 0 2 0 2 0 0 5 0 500 R. C . 0 3 o 1 5 200 260 0 10 0 0 3 0 R. C 0 3 „ 31 312 425 o 0 0 0 o 5 0 0 • 4 0 R. C . 3 0 60 0 290 0 40 0 35 0 6 0 6 0 3 0 3,000 40, 000 R C 0 4 o 30 180 250 0 10 0 5 3 R. C . 0 4 6 70 386 515 0 0 0 0 4 4 0 0 3 0 2,500 56, 000 Non sect 8 0 2 49 o 28 o 8 o 6 0 8 0 6 0 4 0 Nonsect .. 3 22 0 40 0 2 0 13 0 2 0 2 0 4 0 100 Nonsect .. 0 8 0 66 17 66 0 4 0 1 0 4 0 4 4 0 500 45, 000 Non sect o 4 o 12 o 28 o 2 0 0 0 3 o 1 3 0 Nonsect . . 2 6 38 27 34 34 38 27 7 8 7 8 3 0 600 6, 500 R. C _ 0 1 0 15 o 111 0 fr 0 1 3 R.C _ 0 2 o 20 40 170 0 9 4 0 150 P. E 1 1 4 12 4 18 4 8 4 Epi s 10 o 50 o 80 0 5 0 23 0 9 o 0 4 50 R. C o 3 o 65 6 25 0 0 0 3 0 0 4 0 100, 000 Nonsect .. 3 0 22 0 26 0 2 0 22 0 3 0 3 0 5 0 250 22, 000 Presb . 8 2 56 0 29 0 8 0 40 0 11 0 8 0 4 56 2,000 50, 000 Nonsect .. 3 1 12 6 10 8 2 0 8 0 2 1 2 1 4 0 320 7,000 a See University table for statistics of Chafiey College. 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 1G4 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools , endowed academies , seminaries , State and post-office. Name. Principal. | 1 2 3 California — continued. Santa Clara . Notre Dame Academv . Sister Louis de Gonzague Santa Cruz . , . School of the Holy Cross . Sister Mary Joseph . Santa Rosa . Ursuline Academy of the Sacred Heart. Academy of the Holy Names . Mother Agatha . Shorb . Sister Marv, superior Stockton . SisterM. Rose _ do . . . St. Mary’s College . . Brother Charles Aul Vallejo . St. Vincent’s Convent School _ _ Sister M. Agnes _ Woodland . Academy of the Holy Rosary . Sister Barbara, superior . COLORADO. Boulder . Mount St. Gertrude’s Academy . . . Sister M. Marguerite . Canyon City . Mount St. Scholastiea’s Academy. The Presbyterian College of the Southwest. Wolfe Hall . Sister M. Callista _ Dei Norte . Rev. J. E. Weir . Denver . Lucia Olcott . Leadville . St. Mary’s School . Sister M. Evangelist _ Montclair . Jarvis Hall Military Academy. . . . Rev. H. Kay Coleman, M. A.. CONNECTICUT. Baltic . Academy of the Holy Family . Sister M. Carine . Black Hall . Black Hail School ( Boys) . Charles G. Bartlett _ Bridgeport (263 Golden Hill) Courtland School (Girls) . Frances A. Marble, Mary J. Bridgeport (688 Park ave.) . . Park Avenue Institute . Miner. Seth B. Jones . Bridgeport ( 416 Fairfield aye.). The University School . Vincent C. Peck _ - Brookfield Center . Curtis School for Bovs . Frederick S. Curtis . Cheshire . Episcopal Academy of Connecticut Morgan School . E. D. Woodbury . Clinton . Dwight Holbrook . Colchester . Bacon Academy* . James R. Tucker . Cornwall . The Cornwall School . F. M. McGraw . Easton . Easton Academv . Wm. M. Gallup . Fairfield . . Fairfield Academy . Francis H. Brewer . Farmington . Porter ( Miss) and Dow’s ( Mrs.) Miss Porter and Mrs. Dow _ Greenwich . School. Greenwich Academy . J. II . Root . Hamden . Hamden Hall . Wm. C. Raymond . Hartford . Mount St. Joseph’s Seminary . Sister Mary Cecilia . Hartford (1204Asylum ave.) Woodside Seminary . .* . Sara J. Smith. . Lakeville . The Hotchkiss School . E. G. Cov . _ do . The Taconic School for Girls . Eliza Hardy Lord . Lvme . The Boxwood School* . Mrs. R. S. Griswold . Mystic . Mvstic Valiev English and Clas- John Knight Bucklyn, LL. D. T. B. Willson . .' . sieal Institute. New Haven . Gile Grammar School . New Haven . Hopkins Grammar School . George L. Fox, rector . New Haven (97 Whitney Jolinstone’s (Miss) School . Miss "Mary Sibyl Johnstone. .. ave.). New Haven (57 Elm st.) _ Orton and Nichols (Misses) School. Rebecca Orton and Emily R. New Haven (56 Hillhouse ave.) . West End Institute . . . Nichols. Mrs. and Miss Cadv . New Haven (33 Wall st.)... Whedon’s (Miss) School for Girls Susan H. Whedon . New Haven (96 Mansfield st.). New London . * . and Boys. Willard’s (Miss) School . Miss Charlotte A. Willard . Bulkeley School . Walter A. Towne _ _ * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2063 and other private secondary schools for the. scholastic year 1898-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradua- ted in 1899. Clas¬ sical course. Scien¬ tific courses. c5 c3 S c5 a CD Ph CD § cJ "ci a 09 pH g5 1 — 1 c3 VrH o5 *73 a Ph 0) CD 0 CD Ph o5 c3 rq O "3 a 0 Ph d VH <4 d 0 0 Ph QJ c3 kH QJ TS a 0J Ph 4 5 6 7 8 9 19 11 13 13 14 15 16 IT 18 19 20 21 It. C 0 2 0 16 0 138 0 , 137 It. c . o 2 0 18 0 182 0 18 0 9 4 605 $50, 000 133 R. C . . 0 s 0 10 0 16 0 10 0 2 4 139 R. C . 0 7 0 30 7 26 0 4 0 12 0 4 4 0 GOO 50, 000 140 R. C . o 3 0 30 341 306 0 16 0 4 0 7 4 141 R. C . 1 0 20 0 140 0 5 0 3 142 R. C . 0 4 17 25 198 226 2 4 42 143 R. C . 0 3 0 19 0 70 0 4 0 i 4 600 144 R C. 2 9; 0 11 50 56 0 0 4 0 5 0 0 0 4 0 60, 000 145 R. C . 0 3 0 9 0 41 0 5 0 0 0 0 0 0 4 0 400 148 Presb . 9 1 20 12 0 0 10 0 2,700 16, 433 147 Eois . 2 11 1 32 7 75 0 3 0 1 0 148 r‘C . 0 9 14 23 236 303 0 1 4 150 149 Epia . 4 1 18 0 19 0 3 0 8 .... 0 2 0 2 0 4 IS 250 200, 000 150 R. C . 0 9 0 38 0 40 0 20 0 ■6 4 600 151 Nonsect . . i o 1 JL 24 0 12 0 14 0 10 0 12 0 10 0 5 0 1,000 152 Nonsect .. G 5 0 41 1 51 0 6 0 G 0 1 0 0 5 0 153 Nonsect . . 2 0 41 0 15 0 16 0 14 0 12 0 9 0 4 0 3,000 35,000 154 Non sect _ . 6 1 55 0 20 5 22 0 IS 0 9 0 8 c 5 0 900 2,000 155 Nonsect . . 0 6 0 14 0 4 0 5 0 0 300 156 P. E . 5 2 35 0 6 0 3 0 16 0 6 0 6 0 4 35 600 80, 000 157 Nonsect .. 3' 41 45 94 no 5 3! 4 0 4 9 4 0 3, 000 70, 000 158 Nonsect .. 1 1 25 30 0 0 5 4 3 8 3 4 4 0 ' 450 5, 000 159 Nonsect . . 0 1 4 4 6 7 3 0 4 2, 500 ICO Nonseet .. 1 0 2 8 9 5 1 0 6 0 0 O' 0 0 4 0 300 161 Non sect . . 1 2 6 3 8 11 2 1 2 1 0 17, 500 162 Nonsect . . 0 10 0 69 0 41 8, 000 163 Nonsect . . 3 9 10 7 28 s 5 .... 3 1 4 1 1 4 0 164 Epis . 2 0 7 5 T ri 9 0 0 O 0 0 50 6, 000 165 r:c . 0 4 0 38 0 4S 0 4 0 0 0 5 0 c 4 0 1,087 200; 060 166 Epis . 2 4 0 19 0 0 0 ry 1,2G< 167 Nonseet . . 10 0 132 0 0 0 100 0 28 0 34 b 34 ■ 0 4 0 1.200 450, 000 168 N onsect . . 1 6 0 33 0 0 0 r- / 0 1 0 3. 0 ‘J 4 20, 000: 169 Nonsect _. i 6 0 20 0 0 170 Nonsect .. 1 0 9 3 13 11 .... 4 1 1 0 1 0 1 c 4 6 500 10, OCO 171 Nonsect . . 1 1 8 1 15 2 1 0 1 0 50 172 Nonsect , . s 1 76 0 0 0 33 0 43: 0 15 0 15 0 4 0 1,000 173 Nonsect .. 0 8 0 38 7 36 0 4 0 6 0 6 0 6 4 0 174 Nonsect .. 0 6 0 16 0 11 0 1 0 0 4 175 Nonsect .. 0 7 0 55 0 30 0 8 0 14 0 7 176 Nonsect . . 0 9 8 1 23 0 8 1 4 0 177 Nonsect . . 0 3 0 15 0 9 0 0 0 0 178 Nonsect .. 4 0 110 0 0 0 7 , 0 4 0 20 0 5 0 3 0 500 75, OCO 179 2064 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools, endowed academies, seminaries, 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 210 217 218 219 State and post-office. Name. Principal. 1 2 3 Connecticut — continued. New London . Williams Memorial Institute . Colin S. Buell . New Milford . Ingleside School . Mrs. Wm. D. Black . . do . Rectory School . H. L. Everest . New Preston . Upson Seminary . Rev. Henry PTpson . Newtown . Newtown Academy . H. B. MacFarland, S. B . Norfolk . . The Robbins School . Howard Willeston Carter North Stonington . The Edgar Wheeler School . Susie M. Lindsev . Norwalk . Baird’s (Miss) Institute . Miss Cornelius Baird . do . Norwalk Preparatory School . Carl A. Harstrom . . do . Norwalk University School . W.G. Chase... Norwalk Hillside . Young Ladies’ Seminary . Mrs. M. E. Mead Norwich (280 Broadway) . . . Pomfret . . Norwich Free Academy . Robert P, Keep, Ph. D . Pomfret School . Wm. Beach Olmstead . Putnam . Academy of Our Lady of Perpet¬ ual Succor. Hill Academv . Sister M. Paula, superior . Redding.... . Fred ,T. Perrine . . Saybrook . Shepard’s (Miss) F. C., Private School. McLean Seminary . Miss F. C. Shepard . Simsburg . J. B. McLean . . Stamford . The Catharine Aiken School . Mrs. Harriet Beecher Scoville . do . The King School . Devan. Hiram U. King . Stamford (5 and 7 Willow Low’s (Miss) Boarding and Dav Miss Lotv and Miss Haywood. St.). Suffield . School for Girls. Connecticut Literary Institution . Rosemary Hall . . . Harry L. Thompson . Wallingford . Caroline Runtz-Rees . Washington . The Gunnery . John C. Brinsmade . Waterbury . Academy of the Congregation de Notre Dame. St. Margaret’s Diocesan School _ Taft’s School for Bovs . Sistei St. Stanislaus . . do . Mary R. Hillard . Watertown . Horace D. Taft . . . Westport . Staples High School . Bessie R. Tavlor . Wilton . Wilton Educational School . Charles W. Whitlock . Woodstock . Woodstock Academy . E. R. Hall . DELAWARE. Dover . Wilmington Conference Academy Friends School . Vaughan S. Collins . Wilmington (4th and West Enos L. Doan . sts.). DISTRICT OF COLUMBIA. Georgetown . The Lint hi cum Institute . R. C. Balinger, curator Washington (cor. Maryland Academy Immaculate Heart of Sister Mary Wilford, O. S. D .. ave. and 8th st. SW.). Washington . Mary. Academy of the Visitation . Mother Mary Agnes Matha- nev. Washington (1342 Vermont Chenoweth Institute . Miss Mary D. Chenoweth . ave. and Iowa Circle). Washington (2520-2522 13th st. NW.). Columbian Seminary . A. T. Ramsey . Washington (914 14th st. Emerson Institute . Charles Bedford Young . NW.). Washington (1811 1 st.NW.) . Friends Select School . T.W. Sid well and Mrs.T.W. Washington (1212-1214 14th Gunston Institute (Girls) . Sidwell. B. R. Mason and Mrs. B. R. st. NW.) . Washington (1312 Massa- Holy Cross Academy . Mason. Sister M. Angelica . chusetts ave.). * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS '2065 and oilier private secondary schools for the scholastic year 1S98-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 09 1 . 0 a 0 * 0 r—H s 0* "3 a & 0* *3 § 0 "3 a 0 fa 0* VH <4 0 c3 a fa d a d a 0) "3 a o5 "3 a c5 r— i c3 6 *3 3 a> 3 § d 3 a < V rv d "3 d r—i a CD ft d 3 d 3 g CD c3 ' s d ' c3 a Eh d 3 k-H d 3 a CD ft d c3 k-H CD 3 a a; ft 4 5 6 7 8 O 10 11 12 13 14 15 16 17 18 10 20 21 22 Nonseet .. 2 1 23 39 4 1 3 2 1 0 2 3 2 2 4 0 3,900 $80, 000 Non soot, . . i 3 20 23 17 18 4 0 2 3 4 0 350 3, 000| Friends _ 2 2 34 34 6 6 4 2 1 0 12 11 4 0 1,000 40, 000 (Ions' _ 0 2 4 13 0 0 Bapt . 4 6 86 69 0 0 59 30 8 0 20 19 18 11 4 0 2, 166 60, 000 Nonsect .. 2 2 40 43 0 0 10 12 3 0 7 7 3 5 4 0 800 15, ooo! Nonsect .. 1 2 8 36 2 4 2 5 i 0 1 6 1 3 3 0 2,000 17, 000 R.C 0 12 0 90 0 40 0 10 Nonsect .. 6 0 42 0 40 0 40 0 2 0 5 0 5 0 4 0 60 25, 000 R.C . 7 0 102 0 120 0 2 0 4,960 175, 000 Nonsect . . 2 0 16 0 49 0 6 0 Nonsect .. 7 0 80 0 0 0 50 0 20 0 20 0 15 0 4 0 15,000 R.C . 6 0 41 0 15 0 41 0 13 0 5 0 100 Meth. Epis 1 12 0 219 0 0 0 16 0 16 4 2, 226 175, 000 Nonsect . . 1 1 30 25 90 91 5 2 .... 7 3 7 3 0 2, 850 50, 000 Nonsect .. 4 0 38 0 0 0 8 0 o o 0 5 0 5 0 .... 0 0 R.C . 8 0 38 0 58 0 9 0 4 0 6,000 100,000 Nonsect . . 0 6 0 46 0 56 0 40 0 0 0 0 0 0 4 0 R.C . 0 2 0 26 0 23 Nonsect .. 2 ii 0 93 0 28 0 13 4 Nonsect . . 10 0 190 0 25 0 28 0 26 0 210 60, COO Nonsect . . 1 6 0 30 12 18 0 0 0 9 0 0 5 500 Nonsect .. 1 1 14 6 2 3 1 1 2 0 0 0 4 0 6,000 Nonsect . . 2 0 21 39 20 17 0 0 0 0 0 500 4, 500 R.C . 0 5 0 51 0 27 0 10 2, 000 Nonsect . . 2 0 28 12 2 4 5 4 4 0 2 2 2 0 4 0 200 10,000 Nonsect .. 1 1 10 6 32 16 0 0 0 0 2 2 2 16 0 15,000 R.C . 0 11 0 60 0 12 0 9 0 9 4 3, 000 Nonsect . . 6 13 0 146 0 10 0 5 . . . . 0 14 0 1 5 ' 600 100, 000 Nonsect .. 3 1 24 0 0 0 7 0 0 0 1 0 1 0 4 23 5, 000 15, 000 Nonsect . . 0 4 0 19 0 14 4 Nonsect . . 0 3 0 24 7 14 0 2 J_ 4 500 10, 000 R.C . 0 3 11 16 4 34 2 0 0 0 | 5 0 500 6’ 000 Nonsect .. 5 0 50 0 107 0 0 0 0 0 0 0 0 0 4 50 350; 000 Nonsect . . 1 0 13 5 3 3 1 2 4 0 R.C . 0 6 0 20 0 80 0 2 4 0 1, 500 Nonsect .. 5 8 49 58 221 236 10 9 | 4 4,600 101, 388 R.E . 0 4 0 38 0 35 0 4 0 0 0 5 1 '500 50, 000 Friends. . . 1 2 9 10 3 6 3 6 0 0 0 0 3 35 1,000 Nonsect . . 2 1 32 15 6 2 0 0 0 0 4 0 350 Epis . 1 0 10 0 10 0 1 0 2 0 0 0 0 0 0 1,000 12, 500 Nonsect .. 0 3 0 38 0 11 0 0 0 0 0 0 0 0 3 0 500 Friends . . 0 3 11 9 19 23 0 50 P.E . 3 0 15 0 5 0 5 0 i 2 0 2 0 4 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 613 644 645 646 647 613 619 630 651 652 20 653 G54 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 EDUCATION REPOET, 1893-99. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. 1 MASSACHUSETTS. Amherst . . do . Andover . . do . . do . Ashburnham . Billerica . . do . Boston . Boston (253 Commonwealth ave.). Boston (458 Boylston st.) . . . Boston (97 Beacon st.) . Boston (324 Commonwealth ave.) . Boston (91 Newbury st.) _ Boston . Boston (319 Marlboro st. ) . . . Boston (19 Chestnut st.) _ Boston (434 Massachusetts ave.). Boston (25 Chestnut st.) _ Boston (401 Beacon st.) _ Boston . Boston (252 Marlboro st.) . . . Boston (231 Marlboro st.) . . . Boston (98 Beacon st.) . Bradford . Bradford (142 Main st.) _ Brighton . Cambridge (7 Garden st.').. Cambridge (34 and 36 Con¬ cord ave.) . Cambridge (13 Appian way) Cambridge (9 Channing st.) . Cambridge (13 Bucking¬ ham st. ) . Canton . Concord (Wood st ) . Danvers (cor. Maple and Poplar sis.). Deerfield . . . Dorchester (23 Allston st.) . . Dudley . Duxbury . _ do . _ do . Easthampton . East Northfield . Everett . Name. Principal. 2 Mount Pleasant Institute . Oak Grove Home School for Girls * Abbot Academy . Phillips Academy . Punchard Free School . Cushing Academy . Howe School _ .* . Mitchell’s Boys’ School * . Academy of Notre Dame . Chamberlayne’s (Miss) School for Girls. 3 Wm. K. Nash, A. M . Miss Vryling W. Buffum . Miss Emily A. Means . Cecil F. P. Bancroft, LL. D _ Frank O. Baldwin . Hervey S. Cowell, A. M . Earl C. Darris . M.C. Mitchell . Sister Frances of the Sacred Heart. Catharine J. Chamberlayne. . Chauncey Hall Private School _ Classical School . The Commonwealth A v enue School. Curtis’s (Miss) Private School .... Female Academy of the Sacred Heart. Flint’s (Miss) and Bonney’s (Miss) School. Folsom’s (Miss) School for Girls.. The Frye Private School for Boys and Girls. Messrs. Taylor, De Meritte, and Hagar. G. W. C. Noble and James J. Greenough. Hannah E. Gilman, Julia R. Gilman. Miss Elizabeth Curtis . Madame F. Malloy, superior. . Mary L. Flint and Kate T. Bonney. Miss Ellen M. Folsom . Ellen C. Frye . Hersey’s (Miss) School for Girls.. Home and Day School for Young Ladies.* Hopkinson School . Private Home School for Girls. . . . School for Girls . Winsor’s (Miss) School . Bradford Academy . Carleton School for Young Men and Boys. Mount St. Joseph’s Academy and Boarding Sehool. Browne and Nichol’s School for Boys. The Cambridge School for Girls. . . Miss Heloise Hersey . Miss Frances V. Emerson . .T. P. Hopkinson . Miss Caroline Naomi Bynner. Miss Weeks and Miss Lougee. Mary Pickard Winsor . Ida C. Allen . Isaac N. Carleton, Ph. D . Sister Cecelia Agnes . Geo. H. Browne, A. M., Edgar H. Nichols, A. B. Arthur Gilman, A. M . Day and Family School for Boys.. The Lee School . Private School for Boys and Girls. Joshua Kendall Mary L. Kelly . . Miss K. V. Smith Sherman Hall Sehool . Concord Home School . The Willard Hall School (Girls).. Miss Sarah W. Ames. James S. Garland _ Mrs. Sarah M. Merrill Deerfield Academy and Dickin¬ son High School. Shawmut School . Nichols Academy . The Alden Sehool for Girls . Partridge Academy . Powder Point Sehool . Williston Seminary . Northfield Seminary . Home School . David F. Carpenter . Miss Ella G. Ives . Alfred G. Collins . Mary T. Jenkins . Herbert E. Walker . F. B. Knapp . Rev. Joseph H. Sawyer, M. A Miss Evelyn S. Hall, B. A . . . Mrs. A. P, Potter . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2085 and other private secondary schools for the scholastic year 189S-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 0 3 § 0 3 a 0 fa 0 3 a a a 0 fa 0 *3 0* c3 a CD 0 £ 0 "3 a 01 &H 0* *3 § 0 "3 a 0 fa 0 § 0* "3 a 0 fa 0 3 a 0 *3 a 0 fa 4 5 6 7 8 1) 10 ll 12 13 14 15 16 17 18 19 20 21 22 Nonsect . . ? 0 10 0 1 0 3 0 10 0 0 0 4 i 0 500 $10, 000 Nonsect . . 0 2 0 9 0 1 0 3 0 2 0 2 4 600 Nonsect .. 0 13 0 111 0 0 0 8 0 12 22 0 8 5 4, 500 140, 000 Nonsect . . 29 0 414 0 0 0 140 0 85 0 94 0 93 0 4 6 Nonsect . . 2 2 41 58 0 0 1 6 3 0 4 16 2 2 4 0 500 45, 000 Nonsect .. 4 5 88 78 13 13 9 10 3 0 11 19 9 10 4 0 1,200 171,725 Nonsect . . 1 1 28 16 2 3 4 2 2 8 4 1 4 o 100 8,000 Nonsect . . 4 0 20 0 20 0 5 0 5 0 1 0 4 20 200 50; 000 R. C . 0 4 0 50 0 70 0 0 0 0 0 10 4 0 5,000 Nonsect . . 0 1 0 21 0 4 0 1 3,000 Nonsect . . 5 6 56 28 33 15 14 10 17 0 33 14 11 9 3 0 500 1,800 Nonsect .. 6 0 145 0 19 0 143 0 2 0 26 0 26 0 4 0 300 Nonsect . . 3 0 30 0 10 0 6 0 1 0 1 4 0 Nonsect . . 0 7 0 50 30 30 0 10 0 3 0 3 It. C . 0 12 0 55 0 0 0 1 , 250 65, 000 Nonsect . . 0 6 6 18 0 0 6 0 0 500 Nonsect .. 3 8 0 58 0 0 0 4 0 8 0 13 0 6 4 0 800 Nonsect .. 4 1 36 14 1 4 7 2 3 0 19 2 19 2 4 0 100 500 Epis . 0 15 0 90 0 0 0 17 0 3 Nonsect . . 1 8 0 35 0 0 Nonsect .. 7 0 110 0 0 0 98 0 12 0 35 0 34 0 4 0 75, 000 Nonsect . . 0 6 0 26 0 8 0 5 0 10 4 40, 000 Nonsect . . 0 8 0 40 0 5 0 0 0 2 0 1 4 0 500 '300 Non sect . . o 12 o 76 0 18 0 22 0 0 0 12 0 8 5 0 Nonsect . . 0 6 o 40 0 71 0 4 0 14 0 0 4 5,000 150, 500 Nonsect . I 1 o o 0 2 0 1 0 1 0 0 ' 500 16, 000 R. C . 0 5 0 26 0 43 0 0 0 0 0 6 0 0 4 1,580 130, 000 Nonsect .. 6 0 48 0 27 0 40 0 4 0 9 0 9 0 5 0 300 4,000 Non sect __ 2 13 o 74 0 0 0 11 0 0 0 Non sect . . ] 1 5 0 o o 4 0 1 0 0 2,500 Epis . 1 0 0 6 0 0 0 2 15' 000 Non sect 0 3 5 5 2 9 3 2 2 0 2 1 9 1 4 0 Nonsect o 5 3 12 3 5 0 2 4 Nonsect . . B 0 15 0 6 0 8 0 4 0 4 0 4 0 2,000 25, 000 Cong 0 5 0 10 0 0 0 3 0 0 0 0 4 18^ 000 Non sect 1 1 q 8 0 0 0 0 0 0 0 0 4 18, 000 Non sect 0 6 o 18 0 2 0 8 0 3 0 3 4 Nonsect .. 2 2 30 20 0 0 10 6 12 8 2 2 2 2 4 0 3, 200 60, 000 Non sect 0 1 o 8 3 1 0 2 0 0 0 0 0 1 Nonsect .. 1 1 14 25 7 8 0 1 1 0 2 3 0 0 3 0 7,000 Non sect 4 o 27 o 8 0 10 0 12 0 5 0 4 0 0 Cong . 9 0 118 5 6 6 41 5 18 0 18 0 12 0 4 0 2,500 170, 000 N on sect 0 17 229 0 162 o 0 53 0 30 0 11 4 0 5,584 375, 000 Bapt . i 5 0 24 2 6 0 6 0 3 0 1 4 0 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 4J \J t 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 ‘738 739 740 741 742 743 744 EDUCATION REPOET, 1898-99. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 Massachusetts— continued. Fall Fiver . Academy LaSte. Union desSacres Coeurs. Dean Academv . Sister Mary Aidan . Franklin . Arthur W. Peirce, A. B . Edward J. Van Lennep . Great Barrington . Sedgwick Institute . Greenfield . Prospect Hill School for Young Ida F. Foster and Caroline R. Groton . Women. Groton School . Clark. Rev. Endicott Peabodv Had lev . Hopkins Academy . LL. M. II. M. Thayer, B. A _ Harvard . Bromfield School . Lilia N. Frost . Hatfield . Smith Academy . Howard W. Dickinson.. Hingham . Derbv Academy . S. G. Robinson . Leicester . Leicester Academv . Allan M. Parker Chase . Lowell . The Rogers Hall School for Girls. . Tabor Academv . Eliza P. Underhill . Marion . Dana M. Dustan, A. M Merriraac . Whittier Home School . Annie B. Russell , . Milton . Milton Academv . Harrison O.Apthorp . Monson . Monson Academy . Arthur N. Burke. . /. . Mount Hermon . Mount Hermon Boys’ School . Henrv F. Cutler, B. A. . Nantucket . Admiral Sir Isaac Coffin’s Lan- E. B. Fox and Miss Gertrude Natick . . . casterian School.* Walnut Hill School (Girls) . King. Miss Charlotte H.Conant,B. A., Miss Florence Bigelow, M. A. Thomas H. Echfeldt.. New Bedford . Friends’ Academv . New Bedford (523 County School for Bovs and Girls (Home Charles E. E. Mosher . St.) N ewburyport . Preparatory). Putnam Free School . Geo. A. Dickey . Newton . Newton Private School (Girls)* .. Preparatory School for Boys (Cut- Anna M. Goodmon . Newton (429 Center st.) - Edward H. Cutler, A. M . Northampton . ler’s). The Mary A. Burnham School for B. T. Capen . Norton . Girls. Wheaton Female Seminary . Rev. Samuel V. Cole . Norwood . The Norwood School . William Chauncey Langdon, A. M. Arthur J. Clough, A. M Pittsfield . The Berkshire School . . .do . * . Hall’s (Miss) School for Girls . Mira II . Hall . Quincy . ‘Adams Academy . Wm. Everett, LL. D . Quincy (12 Greenleaf st.) .. Roxbury . Woodward Institute for Girls . Miss Carrie E. Small . Notre Dame Academy . Sister Julia . . . . do . Roxburv Latin School . Wm. C. Collar, A. M . Sherborn . Sarvin Academy and Dowse High School. St. Mark’s School . Charles S. Webb . Southboro . Rev. Wm. Greenough Thaver, A. M. Wm. Gallagher, Ph. D . South Braintree . . Thaver Academy . . . South Byfield . Dummer Academy . Perley Leonard Horne, A. M.. Joseph H. Haughey . South Lancaster . South Lancaster Academy . The Con well Academv . South Worthington . F. Burnham . Springfield . “The LI ms,” Home and Day School for Girls. MacDuffie School . Miss Charlotte W. Porter . Springfield (182 Central st. ) . Taunton . John MacDuffie, Ph. D . Bristol Academy . Wm. A. Lackey . Waban . The Waban School . J. H . Pillsburv . Waltham . Waltham New Church School.... Benj. Worcester . Wellesley (Grove st.) . Dana Hall School . Julia A. Eastman, Sarah P. Eastman. Edward S. Benner . Wellesley . Wellesley School for Boys . West Boxford . Barker Free School* . N. B. Sargent . West Bridgewater . Howard Seminary . Sarah E. Laughton . Westford . Westford Academv . William E. Frost, A. M . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2087 and other private secondary schools for the scholastic year 1S9S-99 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military flrill. 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. Ph CD d 3 O) d ' ~d d 73 a CD P* d *3 d a 0) d "3 d 3 a d 73 S d a to d 7i W-H d 73 a 7 8 iO 1 1 12 13 14 15 10 17 18 IB 20 21 22 Unitarian i 2 9 25 17 15 1 0 0 0 0 1 0 0 3 0 1,471 $9, 000 Free Rapt. 0 ] 7 6 10 7 0 0 0 0 4 30 6, 000 Nonsect .. 1 0 17 11 3 4 3 0 2 0 4 3 0 0 3 0 4,000 Fpis . 3 8 0 23 0 2 0 4 0 5 0 2 4 14 900 26, 000 Epis . 38 0 356 () 0 0 118 0 52 0 Nonsect . . 3 3 32 52 18 18 5 3 11 7 3 4 o o 2 4 0 3, 927 65, 000 R.C . 2 2 70 0 130 10 4 0 1 o 3 0 Nonsect . . 13 0 263 0 0 0 250 0 60 0 70 0 60 0 4 0 1,700 200, 000 Nonsect . . 0 4 0 126 0 110 0 11 0 0 0 28 0 3 4 0 900 100, 000 Nonsect . . 1 1 15 30 4 10 4 0 300 3, 000 Cong . 2 1 28 23 9 3 2 . . . . 1 5 4 2 2 4 0 200 25, 000 Nonsect . . 0 2 9 7 3 3 0 2 3 0 i 0 4 0 600 8’ 000 Nonsect . . 1 0 15 15 0 0 2 1 3 0 50 10, 000 Nonsect . . 1 3 26 30 17 8 3 1 5 3 0 0 4 0 1 , 600 70, 000 R. C . 0 4 0 100 0 250 0 2 R. C . 3 0 76 0 419 0 5 0 4 0 8 0 8 0 3 .... 560 20, 000 R.C . 3 0 68 0 296 0 5 0 8 0 6 0 4 0 50, 000 Cong . 2 7 115 65 0 0 25 32 13 16 11 4 0 Nonsect .. 1 _ 2 27 24 0 0 1 2 1 0 0 1 0 1 4 0 2, 500 40, 000! Cong . 1 0 4 10 1 0 0 0 0 0 0 3 0 0 4 0 900 35, 000j R. C . 2 0 28 0 320 0 4 28 35, 000 R. C . 0 1 0 10 0 43 0 3 50, 000 Free Bap . 5 6 105 93 14 6 10 19 8 (1 3 0 1 1 , 000 30, 000 Rapt . 4 3 44 35 3 2 2 3 1 0 3 9 1 1 4 0 3, 700 25, 000 Cong . 1 2 33 30 3 0 i 2 0 0 3 0 0 0 4 0 850 10, 000 Nonsect .. 1 2 14 21 0 0 0 0 0 0 0 1 0 1 0 1,600 5,000 P. E . 4 6 30 0 5 0 21 0 3 0 9 0 8 0 4 0 1,700 45, 000 Nonsect . . 1 9 13 15 4 3 2 0 4 6 0 0 4 0 150 M. E . 5 7 73 76 0 0 10 10 10 10 8 4 6 0 4 0 3,000 75, 000 Nonsect . . 1 t 10 0 42 0 5 0 5 0 3 0 3 0 4 10 100 Nonsect .. 4 73 58 0 0 15 7 14 5 9 5 5 o o 4 0 1 , 500 70, 000 Nonsect . . 9 . 0 20 0 0 0 i 12, 000 Nonsect . . 1 3 18 45 53 36 5 16 5 0 20, 000 Presb . 5 5 62 54 11 1 20 5 50 41 11 5 10 1 4 0 3, 000 200, 000 Non sect . . 8 0 50 o 36 0 20 0 5 0 4 0 4 50 1 , 000 Nonsect .. 1 3 6 15 0 10 0 5 4 500 R.C . 0 3 0 12 3 33 0 0 0 0 0 8 0 0 4 0 300 75, 000 Nonsect . o 6 o 15 0 10 0 5 4 500 Nonsect . o 4 o 20 0 20 0 5 0 6 o 2 Rapt . 3 3 79 49 20 5 21 4 20 7 15 10 7 4 4 75 2, 500 150, 000 Presb . 4 1 59 0 4 0 25 0 30 0 15 0 15 0 4 59 2,000 60, 000 Presb . 0 3 19 13 0 0 1 ] 0 0 0 Friends 0 2 3 9 8 6 0 1 0 1 0 N on see t i 1 4 8 2 4 0 2 1 1 4 8,000 Nonsect .. l 6 10 18 10 22 0 2 0 2 0 0 0 0 4 0 15; 000 Nonsect .. 3 0 52 0 54 0 20 0 20 0 9 0 7 0 5 0 600 35, 000 Non sent 1 6 o 49 4 37 0 1 o 6 5 0 800 Nonsppt o o 34 o 16 o °0 o o 0 8 o 8 0 Non see f 3 10 o 70 10 40 6 i o 5 6 9 0 0 4 Non see t 3 o 35 o 14 o 15 o 20 0 7 o 6 o 5 35 R.C ...... 0 7 0 30 0 39 0 4 0 5 0 4 ed 99 — vol ii - 132 943; 944 945 946 947 94 & 949 950' 951 952' 953- 954 955- 956 957 953 959' 960' 961 962- 963- 964 965 966; 967 963 969 970- 971 972: 973- 974 975 976- 977 978- 979' 980 981 982 983- 984 985- 936 987 988' 989' 990 991 992 993- 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 EDUCATION EEPORT, 1898-99. Table 43. — Statistics of private high schools , endowed academies , seminaries, State and post-office. Name. Principal. 1 2 3 new jersey — continued. Freehold . Ilackettstown . Hightstown . Hoboken (285 Washington st.) Hoboken (Willow aye. and 5th st.) Hoboken (River and 6th sts.) Jersey City . . _ do . Jersey City (Cor. Crescent and Harrison aves.) Lawrenceville . . Freehold Ladies’ Seminary and Classical Institute. Centenary Collegiate Institute. . . . Peddie Institute . . . Academy of Sacred Heart . . Stevens School . Academy of St. Aloysius. . German American School Hasbrouck Institute . Rev. C. H. W. Stocking, D. D . . Rev. Wilbert P. Ferguson, Ph.D.,D. D. Roger W. S wetland . Heinrich Kaiser . Rev. Edward Wall, A. M . Sister M. Inez . . Carl A. Graupner . . . Charles C. Stimets, A. M . Rev. James C. Mackenzie, Ph. D. Lawrenceville School Hoboken Academy Longb ranch . . . Montclair . Moorestown . _ do . . Morristown . - do . . _ do . . Mount Holly . Mount Holly (48 Broad st.) . Newark (544 High st.) . Newark (993 Broad st.) . Newark (21 Walnut st.) _ Newark (98 Washington st.) Newark (42 Wallace place) . Newark (54 Park place) .... New Brunswick (66 Bayard st.) New Brans wick . - do . . ... . New Egypt . . Newton . . . Nutley . Orange (443 Main st.) . Orange (Mountain Station) . Passaic (60 High st.) . Paterson 151 Church st) .... Paterson (cor. Van Ilouten and Auburn sts.) Pennington . . . Plainfield (949 Central ave.) Plainfield (123 W. 7th st.) . . . Pompton . Princeton . . . Redbank . Salem . . St. Mary’s Star of the Sea Academy Montclair Military Academy . Friends’ Academy . Friends’ High School (Hicksite).. Dana’s (Miss) School for Girls .... Morris Academy . Morristown School . Mount Holly Academy * . Wyllies’ (Misses) School . Newark Academy . Newark Seminary for Young Ladies. The Norwood School . St. Mary’s Academy . St. Vincent’s Acedemy . Townsend (Miss) Select School . . . Anable’s (Misses) School . Rutgers College Preparatory School. St. Agnes Academy and St. Peter’s School. New Egypt Seminary and Female College. Newton Collegiate Institute . “ Cloverside,” A Home School.for Girls. Dearborn Morgan School . Dorr’s (Mrs.) Boarding and Day School. Passaic Collegiate School . St. Aloysius Academy . The Paterson Classical and Scien¬ tific School. Pennington Seminary* . Leal’s School for Boys . Seminary for Young Ladies . The Henry C. De Mille School for Girls. The Princeton Preparatory School The Calhoun-Chamberlain School Friends’ Select Graded School. . . . Sister Mary Imelda . John G. MacVicar . . W. F. Overmans . Charles S. Moore . Miss Elizabeth Dana _ _ Charles D. Platt . M essrs. W oodman , Butler , and Browne. Richard F. Loos . . . . Misses Wyllie . Samuel A. Farrand . Miss Anna Frances Whitmore . Caroline B. Sergeant . Sisters of Charity . _ do . . . Miss Anna P. Townsend _ Misses Anable . Eliot R. Payson . Sister Mary Grace . Ross S. Wallace, A. B . Philip S. Wilson . Elizabeth Timlow . David A. Kennedy, Ph. D., Abby B. Morgan. Mrs. N. H. Dorr . — Miss N. Louise Buckland . Sister M. Augustina . Lincoln A. Rogers. A. M . Rev. Thomas O’ Hanlon, D. D . John Leal . . Misses Kenyon and Arnold .. Mrs. H. C. De Mille . John B. Fine . . Miss Calhoun, Miss Chamber- lain. Carlie McClure . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2099 and other private secondary schools for the scholastic year 1898-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. CD d 73 3 d 73 S 7 8 D io 11 13 li 15 16 IT 18 19 20 21 22 Nonsect .. 4 0 14 0 18 0 2 0 12 0 4 0 4 0 4 0 $60, 000 R. C . 0 10 0 50 30 175 0 4 0 o 4 261,143 R. C . 5 0 30 0 60 0 20 0 10 0 5 0 5 0 4 0 2,000 60, 000 Nonsect . . 2 9 0 60 2 87 0 l 0 10 0 14 0 o 4 0 1,001 Nonsect . . 0 7 0 50 61 123 0 0 0 2 0 o 4 0 '500 163, 200 Nonsect . . 1 8 0 30 19 10 0 10 0 2 0 2 4 1,350 50; 000 M.E . 9 7 0 28 0 2 0 6 0 9 4 0 3, 000 R.C . o 2 18 25 R7 0 6 4 0 15, 000 M.E . 5 3 99 57 10 11 24 5 9 4 10 11 6 6 4 0 3,440 83; 845 Friends... 3 6 22 26 7 3 O 8 6 0 4 6 2 3 4 0 600 . Nonsect . . i 0 15 0 0 0 10 0 5 0 0 400 Nonsect .. 5 7 62 62 6 1 10 6 11 3 5 12 5 5 54 1,630 54.680 Nonsect .. 1 4 2 20 4 3 2 0 0 0 0 1 0 0 4 0 540 8,000 Nonsect .. 1 6 1 23 0 1 1 1 0 2 0 4 0 0 . 4 0 2,433 39, 000 R.C . 0 8 102 109 250 260 2 3 9 3 0 6 0 3 4 0 724 31,350 Nonsect .. 3 2 18 0 5 0 o 0 5 0 5 0 3 0 5 0 400 Nonsect .. 3 0 95 0 15 0 35 0 30 0 18 0 12 0 4 95 5,400 70, 000 Nonsect . . 2 4 39 33 8 28 5 2 2 0 0 5 0 0 4 24 2,000 28, 725 Nonsect . . 6 1 60 0 0 0 17 0 35 0 7 0 7 0 5 0 1,400 Nonsect .. 1 1 22 13 0 0 3 1 G o O 2 o O 2 3 4 22 4,000 Nonsect .. 1 3 17 16 85 112 0 0 0 0 3 2 0 2 4 0 681 21,789 Nonsect . . 2 0 15 11 9 0 4 2 4 0 400 3,000 Christian . 5 5 40 21 18 9 4 0 1 0 3 0 o 0 4 0 3,335 3i; 228 Nonsect . . 2 2 30 40 0 0 10 6 2 1 4 0 2,500 30,000 Nonsect .. 4 1 18 0 12 0 3 0 0 0 0 0 0 0 4 0 1,388 78; 100 Non sect .. 1 5 0 35 0 D 0 9 0 3 0 3 5 Nonsect . . 3 1 36 0 18 0 9 0 8 0 5 0 4 36 550 36, 000 Nonsect . . 3 6 0 54 0 6 0 6 0 8 0 9 0 4 5 0 1,100 80, 000 Univ . 7 8 55 52 4 9 7 4 8 4 7 8 3 3 4 47 3, 600 112, 366 Non sect 5 2 35 50 1 5 90 25 16 7 4 5 3 5 35 2, 000 P E 6 5 0 25 0 15 0 5 0 5 0 5 0 5^000 P. E 10 6 112 0 31 0 81 0 25 0 18 0 4 R 100 1,000,000 Nonsect .. 3 2 80 70 20 10 25 5 5 5 4 6 4 3 4 0 7,500 20,000 Bapt . 7 0 140 0 0 0 70 0 20 0 13 0 13 0 4 0 2, 000 92, COO T ,nth 3 2 30 13 15 14 1 0 3 0 6 2 9 0 5 0 Nonsect 3 6 20 0 30 7 0 550 20, 000 R. C i 9 15 30 0 0 10 17 i 524 28, 000 Nonsect i ii o 27 18 15 0 7 400 35, 000; Nonsect . . 7 i 73 0 0 0 18 0 51 0 21 0 21 0 4 485 94, 390 Non sect, 4 3 51 5 o o 2 5 48 0 2 0 3 0 800 R.C . 0 3 13 30 5 20 0 0 0 6 0 0 0 0 4 0 1,915 31, 354 Non sect, 5 2 69 37 0 0 10 4 4 3 3 1 5 0 110,900 Nnnsect 2 o 10 0 o 6 8 0 1 0 4 0 4 0 0 Meth . 5 7 89 99 10 5 22 3 15 0 18 16 15 10 4 0 5, 200 90, 000 R. C . 1 5 1 27 258 295 0 0 0 0 0 1 0 0 4 0 1,137 100, 000 Nonsect .. 2 4 30 20 23 22 3 3 9 1 1 1 1 1 4 0 600 40. 000 Non sect 4 4 40 50 0 0 9 10 6 <1 7 4 c 4,095 44, 489 Nonsect . . 9 1 30 15 10 7 5 4 4 5 0 1 4 '443 4; 625 Bapt . 2 4 33 30 11 11 11 6 2 0 3 3 1 0 4 0 602 17, 375 Nonsect .. 0 3 0 5 0 2 0 21 0 0 0 1 0 1 .... .... 1 100 30, 000 Bapt . 5 5 67 47 0 0 25 7 7 0 8 3 8 1 I 4 27 | 2,364 113,440 Nonsect .. 1 2 30 35 30 35 6 5 4 3 2 4 1 2 4 ! o 500 10, 000 Nonsect .. 2 8 0 ; 48 c 32 1 0 40 ... . 1 1 0 8 0 6 4 1 1 30, 000 1081 1082 1083 1084 1085 1086 1087 1083 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools, endoved academies, seminaries , State and post-office. N 1 new vork — continued. ame. Principal. 2 3 Neperan . New Brighton . . do . . . Newburg . . . . .do . New York (43 West 47th st.). New YorK (Kings Bridge Station). New York (509 5th ave.) ... New York (120 West I26th st.). New York (151 Convent ave.). New York (435 Madison ave.). New York (26 East 56th st. ) . New York (17 West 44th st. ) . New York (711-717 5th ave.). New York (132 West 71st st.). New York (721 Madison ave.). New York (2042 5tli ave.) .. New York (241-243 West 77th st.). New York (34-36 East 51st st.). New York (270 West 72d st. and West End ave.). New York (32 West 40th st.) . New York ( 177 West 73d st. ) . New York (20 East 50th st. ) . New York (106-108 Central Park south). New York (9 East 49th st.). New York (15 West 43d st. ). New Yrork (Columbus ave. and 84th st. ). New York (128th st. and St. Nicholas ave., Manhat¬ tan ville). New York (226 East 16th st.) . New York (45 West 31st st. ) . New York (2134 7th ave., bet. 126th and 127th sts.). New York . New York (537 5th ave.) _ New York (35 West 84th st. ) . New York (44-50 2nd st. )... New York (334 Lenox ave.). New York (181 Lenox ave., cor. 119th st.). New York (3d West 84th st.) . New York (13-15 West 86th st.). New York (423 Madison ave.). Concordia School . School for Girls . Staten Island Academy and Latin School. Mackie’s (Miss) Seminary . Mount St. Mary’s Academy . Academic Classes for Girls . Academy of Mount St. Vincent. . . Allen’s School . Barnard School (Boys) . The Barnard School for Girls . Berkeley School . Boes6 School . Brearley School . Brown’s (Miss) Boarding and Day School for Girls.* Callisen’s Schqol for Boys and Young Men. The Chapin Collegiate School .... Classical School for Girls . Collegiate School . Columbia Grammar School . Columbia Institute . Comstock School . The Curtis School . The Cutler School . De La Salle Institute . The Drisler School . Dwight School . Ely (Misses) School for Girls . Female Academy of the Sacred Heart. Friends Seminary . Hamilton Institute . The Harlem Collegiate Institute.. Holy Cross Academy . Huger’s (Miss) Boarding and Day School for Girls. The Irving School . La Salle Academy . Lenox Institute . Merington (Misses) School for Girls. Montpelier Home School . Morgan’s (Mrs.) Boarding and Day School. Morse’s Classical and Mathemat¬ ical School. H. Feth . Laura H. Botsforcl . Frederick E. Partington, A.M . Miss Eleanor ,T. Mackie . Sister M. Emmanuel . Mary B. Whiton, A. B., Lois Bangs. Margaret M. Maher . Francis B. Allen . Wm. Livingston Hazen . Katharine II. Davis . John S. White, LL. D . Miss Eleanor Boes6 . James G. Croswell, A. B . Miss Annie Brown . A. W. Callisen . Henry Barton Chapin, D. D., Ph. D. Helen M. Seoville . L. C. Mygatt . Benj. H. Campbell . Edwin Fowder, M. D., A. B _ Miss Lydia Day . Osborn Marcus Curtis . Arthur H. Cutler . Brother Charles, F. S. C . Frank Drisler . . . Arthur Williams . Miss Sara M. Ely . Ellen Mahoney . Edwrard B. Rawson . N. Archibald Shaw, jr . Max F. Giovanoly . Sister M. Helena . M. D. Huger . _ L. D. Ray, M. A., Ph. D . Brother Austin . Andrew Zerban . Misses Mary E. and Ruth Merington. Mrs. T. T. Greene . Mrs. Leslie Morgan . I. H. Morse . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2105 and other private secondary schools for the scholastic year 1S9S-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. CD 73 S d 73 0 P-f CD 3 0 "d 0 73 a Q) Ph 0 r-H d V— < 0 73 a 0 0 "d 0 "d a 0 4 5 6 7 8 9 10 11 12 13 11 15 16 17 18 19 20 21 22 Nonsect . . 6 0 50 0 15 0 23 0 27 0 11 0 9 0 3 0 500 U, 500 Non sect 0 5 0 57 0 58 0 25 0 6 0 4 4 R. C 0 10 0 30 0 60 0 5 4 1,700 Epis 0 5 0 40 0 20 0 5 0 8 0 2 300 30, 000 R. C . 1 9 0 111 0 91 0 0 0 0 0 15 0 0 4 0 3, 374 160; 738 Non sect . 0 7 0 37 0 8 0 5 0 0 4 0 TiU th 5 0 41 0 0 0 18 0 4 0 6 0 850 22, 000 R. C . 0 2 0 46 0 51 0 0 0 0 0 2 0 0 4 0 1,008 50, 452 R. C 0 2 8 25 7 10 3 8 2 0 2 0 4 0 150 Nonsect . . 1 0 7 2 0 0 0 0 1 0 0 0 0 0 4 0 400 8,000 Meth 1 1 20 19 5 11 2 2 4 20 900 17, 000 R. C 0 4 0 6 10 17 0 2 3 40 Nonsect . . 0 3 10 15 12 3 1 0 2 3 1 0 4 0 50 20, 000 Nonsect . . 7 0 65 0 10 0 SO 0 . 20 0 10 0 10 0 4 65 3, 000 150; 000 Nonsect .. 6 0 66 0 14 0 7 0 15 0 t 10 0 7 0 4 66 12, 000 150, 000 Nonsect . . 0 8 0 65 0 35 0 5 0 8 0 9 d 1,000 30, 000 Nonsect . . 1 9 30 38 15 17 1 2 2 5 2 3 4 0 '300 6^ 000 Presb . 1 1 12 15 0 0 2 0 1 0 ] 0 4 0 5' 000 Presb . 2 3 10 16 3 4 3 1 0 0 2 2 0 0 4 0 400 6; 500 R. C . 1 1 10 15 113 149 5 0 0 0 0 0 0 0 4 0 1,500 120, 000 R. C 0 3 13 19 129 133 0 1 f 4 1,687 45, 283 Nonsect . . 0 4 0 80 0 20 0 1 0 1 0 1 500 Nonsect . . 3 0 80 0 20 0 2 0 8 0 3 0 3 0 4 0 3,000 Epis . 0 4 0 30 0 14 0 4 0 5 0 1 800 250, 000 Epis . 0 2 0 12 2 30 0 4 0 3 0 0 4 1 , 000 15, 000 Nonsect . . 0 13 0 90 13 84 0 20 0 0 0 9 0 1 5 0 2, 550 261,085 R. C . 6 0 75 0 120 0 5 0 0 0 8 0 4 0 4 75 2, 000 34, 000 R. C . 2 2 21 47 248 335 0 0 0 0 0 0 0 0 4 0 1,020 66, 553 Nonsect . . 10 0 105 0 45 0 20 0 36 0 14 0 13 0 4 65 1,200 18, 350 Nonsect . 0 5 0 75 0 30 0 5 0 0 0 25 0 5 4 R. C . 1 2 0 25 86 235 0 6 0 0 4 1,000 Nonsect . . 1 1 14 25 3 4 0 0 0 0 4 0 '250 R. C . 8 0 105 0 120 0 25 0 4 0 5 0 5 0 4 105 1,200 400, 000 P. Epis _ 4 0 38 0 30 0 10 0 10 0 9 0 6 0 5 38 0 70, 000 R. C . 4 0 10 0 30 0 3 0 3 0 3 0 10 100 Nonsect . . 1 7 2 15 28 33 1 6 1 1 1 0 4 0 50 4,000 Nonsect 2 2 2 8 14 20 1 5 4 0 400 75, 000 Nonsect 2 1 25 20 65 65 6 5 0 1,000 Nonsect . 1 1 10 10 35 40 3 0 0 0 0 0 0 10 1,000 Nonsect .. 6 0 120 0 0 0 40 0 10 0 8 0 8 0 4 120 1,500 60, 000 Non sect 0 4 0 8 12 10 0 0 0 0 0 350 Bapt . 1 1 32 38 66 39 5 6 3 2 1 1 1 1 0 400 Nonsect . . 1 1 10 10 30 31 1 1 0 0 0 0 4 0 0 500 Nonsect . 2 1 10 7 18 26 8 6 0 0 0 0 2 0 200 1,000 Nonsect, 1 0 30 6 10 4 10 4 0 0 0 o 4 0 1,500 5,000 Bapt _ 2 1 26 27 10 5 8 6 2 3 '800 Bapt. . . 3 2 30 24 50 66 30 15 Bapt . 1 2 16 10 41 35 0 1 0 0 0 0 0 0 .... 0 0 2,000 Bapt . 1 0 12 6 42 51 1 0 0 0 0 1 0 1 4 0 30 6,000 R.C . 0 2 0 10 0 33 0 1 . 1 1 Friends... 0 2 11 5 23 26 0 60 1,000 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 21 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools, endowed academies, seminanes, State and post-office. Name. * Principal. 1 2 3 NORTH CAROLINA — COnt’d. Belwood . Belwood Institute . Bensalem . Oak Grove High School . T. M. Langley Bethel . Bethel Academv * . B. F. Harrell Bethel Hill . Bethel Hill Institute . Rev. J. A. Beam. . . Big Lick . Big Lick Academy . C. J. Black . Boonville . Yadkin Valley Institute . R. B. Horn . . Brvson City . James L. Robinson Institute . S, B. Parris and L. Lee _ _ Buies Creek . Buies Creek Academv . Rev. J. A. Camobell Burlington . Burlington Academy . Thos. C. Hoyle Caldwell Institute . Caldwell Institute . Thos. T. Candler . . Cedar Rock . Cedar Rock Academy* . Spencer Chaplin, jr.. Chapel Hill . Chapel Hill School . J. W. Canoda . Charlotte . Charlotte Military Institute . J. G. Baird . . . Chocowinity . Trinity School * ” . Nicholas C. Hughes . Cisco . Elm Grove School . Miss Fannie R. Phelps . _• Clyde . Clyde High School . - Howard Concord . Scotia Seminary . D. J Satterfield . . Conover . Concordia College . W. H. T. Dan . Cora . Amherst Academy . W. M. Moore . Crescent . Crescent Academy and Business J. M. L. Lyerly, A. M . College. Culler . Pinnacle High School . W. O. Williams . Durham . Trinity Park High School* . J. F. Bevins . Eagletown . Aurora Male and Female Acad- Lola S. Stanley . emv. Elizabeth City . Atlantic Collegiate Institute . S L. Sheep . Enoch ville . Enochville High School . C. II. Black . Farmington . Male and Female Academv . T. H. Cash . Franklinton . Franklinton Christian College. . . . Rev Z. A. Poste . Gastonia . Gaston Academv . J. P. and J. W Reid . Glenwood . Glenwood Academy . M. Blackman, G. W. Naylor _ Goldston . Goldston Academy . M. J. C. Story . . . Graham . Thompson School . J.A. W Thompson . Hayesville . Hayesville Male and Female Col- L. C. Perrv, A. B., M. A . lege.* Henderson . . Gilmer School * . John A. Gilmer. . . . Hertford . Perquiman’s Academv . W. G. Gaither . Hillsboro . Heartt’s ''Miss) Select School . Mrs. Bragg and Miss ITeartt. . Hookerton . Hookerton Collegiate Institute*.. W. H. Austin . Huntersville . Huntersville High School * . R. J. Cochran . Ilex . Holly Grove Academy . C. S. Hileman, A. B . Johnston . Glenwood High School . . M. Blackman . . . .Tonesville . Jonesville High School ... .LE. Johnson . Kernersville . Kernersville Academy. . . . : . E. C. Brooks . Kingston . Lewis’ School . Richard H. Lewis . Lexington . Lexington Seminary . W. Banks Dove . Louisburg . Louisburg Male Academy . Joseph J. Allen . Lumberton . Robeson Institute . John Duckett . Marshall berg. . Graham Seminary . lames A. Sisk, B. S . Mars Hill _ “ . Mars Hill College . R. L. Moore . Marshville . Marshville Academy . A. F. Sams, A.B . Mebane . The Bingham School . Preston Lewis Gray . Mizpah . Mountain View institute . M. T. Chilton . Mocksville . Sunnyside Seminary * . Misses Clement and Eaton _ Monroe . Monroe Male and Female Insti- John Gilchrist McCormick . . . tute. Mooresville . Mooresville Academv . . . Charles L. Grey . Moravian Falls . Moravian Falls Military Academy S. J. Becker . Morgan ton . Morganton Male Academy . Bruce R. Payne . . do . Patton School . Rev. R L Patton . Morven . . . Morven Academy . Sanders Dent . * Statistics of 1897-98. 2111 PRIVATE SECONDARY SCHOOLS. and other private secondary schools for the scholastic year 1S98-99 — 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. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 3 a 0) d) 3 CD 3 B CD CD* *3 VH cd c3 a 4 5 6 7 8 9 IO ii 12 13 14 15 16 17 18 19 20 21 M. E. So... 0 2 25 25 70 77 5 2 2 0 2 0 4 0 o Nonsect .. 1 1 41 26 45 23 10 8 4 3 8 4 4 2 4 0 150 Nonsect .. 1 1 15 18 25 7 3 2 5 0 0 Miss. Bapt 2 1 18 15 63 38 4 0 Nonsect . . 1 1 46 20 30 10 6 '"5 0 3 0 Nonsect .. 3 9, 40 25 98 50 12 3 6 0 5 0 370 Nonsect .. 1 0 2 8 73 63 Nonsect . . 5 2 50 40 80 60 30 0 10 0 9 75 1,200 Meth . 1 1 25 30 15 25 5 7 4 95 Nonsect .. 2 0 20 15 10 25 4 3 9 7 9 0 100 Nonsect .. 1 2 13 10 52 17 4 1 1 1 1 1 4 0 . Nonsect .. 2 1 20 10 75 80 9 1 11 9 7 3 7 3 3 0 Nonsect .. 2 0 65 0 5 0 25 0 10 0 2 0 2 0 4 65 Epis . 2 1 21 8 31 19 11 4 4 19 150 Bapt . 0 1 8 11 0 0 0 Bapt . 1 2 7 5 93 102 0 0 3 0 Presb . 1 4 0 18 0 273 1,800 Luth . 3 0 13 5 12 6 3 1 0 0 .... 2 0 2 0 2 0 Nonsect . . 1 0 2 8 13 17 .... Reformed 4 35 21 35 36 10 6 4 0 1 , 000 Nonsect . . 1 0 17 20 18 20 4 4 0 Meth . 0 43 10 0 0 36 10 0 19 4 19 4 3 0 Friends. . . 0 1 20 25 20 20 0 Nonsect .. 2 2 35 30 70 85 15 12 5 1 5 0 4 0 400 Nonsect . . 1 0 14 4 35 48 0 0 0 0 2 0 0 Nonsect . . 1 1 10 5 60 29 2 3 0 1 0 1 3 0 Christian . 2 2 26 25 57 51 . Presb . 2 1 46 34 55 52 5 7 4 0 5 4 4 3 4 01 50 Nonsect . . 1 1 6 5 50 40 i 0 1 0 0 300 Nonsect . . 1 1 12 12 25 23 4 2 2 0 0 0 0 . 0 4 0 0 Nonsect . . 2 2 30 20 90 85 4 0 o 0 4 0 Nonsect . . 2 2 80 75 10 15 0 300 Presb . 1 1 40 0 0 0 6 0 Nonsect .. 1 1 15 20 25 20 10 10 3 0 Nonsect .. 0 2 3 2 13 12 2 2 0 0 0 0 0 0 4 0 Nonsect .. 1 1 18 20 5 7 9 2 1 1 0 Presb . 1 1 20 25 35 40 4 6 1 3 1 3 3 0 Luth . 1 0 12 6 6 2 0 0 2 0 1 0 1 0 2 0 Nonsect .. 1 1 20 19 0 0 0 300 Nonsect . . 1 1 20 20 20 20 5 4 5 4 0 0 M. E. So... 1 0 10 20 10 20 4 3 o 0 0 0 0 0 4 0 Nonsect .. 1 2 20 18 20 21 3 3 3 0 3 0 100 Nonsect . . 1 2 4 6 86 94 4 0 150 Nonsect . . 1 0 12 0 15 0 3 0 2 0 2 0 2 0 0 Bapt . 1 2 37 42 45 35 0 0 0 0 4 0 100 Meth. Epis 1 1 10 3 40 42 0 Bapt ..A. 1 0 28 16 75 70 8 2':.... 6 0 0 0 3 0 425 Nonsect .. 1 1 25 30 75 70 4 5 o 3 4 3 4 3 4 0 0 Nonsect . . 9 o 70 0 10 0 20 0 15 0 4 0 900 Nonsect . . 1 o 8 7 32 31 0 .... 0 0 Nonsect . . 0 3 4 35 16 25 2 6 0 4 200 Nonsect .. 2 1 19 22 91 102 12 5 4 9 4 7 4 7 4 0 60 Presb . 1 2 50 50 20 30 8 15 3 0 Nonsect . 1 1 14 16 41 29 Nonsect . 1 0 15 0 40 0 8 0 5 0 200 Nonsect . . 1 1 40 25 0 0 12 8 4 0 0 M.E So... 2 1 38 24 26 48 Value of grounds build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. $3, 000 1265 2, 000 1266 200 1267 6, 000, 1268 1,000 1269 2,500 1270 . ! 1271 2. 500 1272 4, 000' 1273 5, 000 1274 . ! 1275 800 ! 1276 2, 500 1277 ‘ 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 3, 000 1292 700 1293 600; 1294 . | 1295 1.500 1296 1,000 65, 000 4,000 1,600 18, 000 1,200 5, 000 500 1,500 3, 000 750 5, 000 500 300 1,000 1,000 2,000 3, 500 3, 000 5,000 2, 000 8,000 2,000 2,000 7,000 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1,000 1 000 2, 000 1317 1318 1319 1320 1321 1322 1323 1321 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 EDUCATION REPORT, 1898-99. Table 48. — Statistics of private higlc schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 NORTH CAROLINA— COIlt’d. Mount Pleasant . Mont Amoena Female Seminary. . Henderson N. Miller, A. M., Ph.D. Mt. Vernon Springs . Mt. Vernon Springs Academy * . . . W. L. McNeill . Norwood . Norwood High School . '. . John F. Kick . Oak Ridge . Oak Ridge Institute . J.A.and M. H. Holt Oxford .'. . The Francis Hillard School . Margaret B. Hilliard . ... .do . Horner School . J. C. Horner . Pedee . Barrett Collegiate and Industrial A. M. Barrett, A. M., B. D. Institute. Pendleton . Pendleton High School * . W.J. Beale . Penelope . . Penelope Academy . Rev. C. M. Murchison. . Polk ton . Polkton High School . W. F. Humbert . Raleigh . Peace Institute . James Dinwiddie, M. A _ do . Raleigh Male Academy . Hugh Morson . _ do . St. Mary’s School . Rev. Bennett Smedes. . Ramseur . Weatherly High School . D. M. Weatherly . Red Springs . North Carolina Military Academy S. W. Murphy and C. A. Short. Rockvmount . University School . William Veitch Bovle . Roxboro . Roxboro institute . W. A. Bradsher, A. B . Rutherfordton . Rutherford Military Institute . W.T. R. Bell...' . Salem . Salem Bov’s School . ,T. F. Brower . Salem burg . Salem High School . J. R. Baggett. F. T. Wooten . Saluda . Saluda Seminary . Fidelia Sheldon . Scotland Neck . Vine Hill Male Academy . David M. Prince . Sonoma . Bethel High School . W. H. Phillips . Southport . Southport Collegiate Institute _ Palmer Dalrymple . Sparta . Sparta Institute . S. W. Brown . . . ) . Summer field . Summerfield Academy* . Charles C. Teague _ Sunshine . Sunshine Institute . I). M. Stallings") . . . Sutherlands . Sutherlands Seminary . W.H. Jones, B.L . Taylorsville . Taylorsville Collegiate Institute.. .T. A. White, M. A . Trenton . Trenton High School . William Henry Rhodes . Trinity . . Trinity High School* . John F. Kirk . Union Ridge . Union Ridge Academy . Thos. W. Strowd . Wadesboro . Anson Institute . D. A. McGregor . Wakefield . Wakefield English and Classical Justice and Pippin . School. Walnut Cove . Walnut Cove Academy . W. II. Albright . Warsaw . Warsaw Institute* . Chauncey Graham Wells . Whitsett . Whitsett Institute . W. T. Whitsett, Ph. I) . Whittier. . Whittier High School . M. Ellsworth Meriam . Why Not .... Why Not Academy . ,T. P. Boroughs . i Wilkesboro . ... Wilkesboro High School . M. L. Matthews . Wilmington Alderman’s (Miss) School* . Mary L. Alderman . Wilmington (120 N.5th st. ) Cape Fear Academy . Washington Catlett . Wilson . Kinsev Seminary . Joseph Kinsey . Windsor . Bertie Academy . R. L. Kearney . . do . . Rankin-Richards Institute . Rhoden Mitchell . Winton . . Waters Normal Institute . C. S. Brown, A. M . Yadkin College. . Yadkin High School . G.W. Holmes . Yadkinville Yadkinville. Normal School . Z. H. Dixon, B. A . NORTH DAKOTA. Grand Forks. St. Bernard’s College . Mother Stanislaus Rafter. .... Portland . Bruflat Academy . Rev. J. Tingelstad . OHIO. Austinburg Grand River Institute . Granville W. Mooney . Barnesville . Friends’ Boarding School . Wm. L. Ashton. Supt . * Statistics of 1897-98. % 2118 PRIVATE SECONDARY SCHOOLS. and other private secondary schools for the scholastic year 1898-99 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 6 d § d ’d a a> fa d *d s d *d 3 0) d » — 1 d d d a hio Military Institute . Rev. John H. Elv . Cincinnati (1615 Vine st. ) .. St. Frances Seraphicus College . . . P. Bernard Murre, O. F. M _ Cincinnati (East 6th st.) ... St. Mary’s Literary Institute . Sister Mary Borgia . Cincinnati . Ursuline Academy . . . Sister M. Baptista . Cleveland . Cleveland Academy . Sarah L. Andrews . . Cleveland (768-770 Euclid Hathaway Brown’s School for Miss Mary E. Spencer . ave.) . Cleveland . Girls. Mittleberger's (Miss) School for Miss Augusta Mitt-Ieberger . . . Cleveland . Girls. University School . Newton Mitchel Anderson... Cleveland (Willson, cor. Seoville). Columbus (441 East Town 1 st.). Columbus (151 East Broad st.). Columbus Ursuline Academy . Sister M. Baptista . . 1 The Columbus Latin School . Frank T. Cole, A. B., LL. D.... English and Classical School . Miss Lucretia M. Phelps . Sister Mary Vietorine . Columbus (cor. Long and Thompson’s Preparatory Private J . F. Thompson . . High sts. ). Crawfis College . School. Crawfis College . J. T. Fairchild . Damascus . Damascus Academy . . . M. W. Hahn . Davton (17 3d st.,East) F.npdish and Classical Training A. B. Shauck . Dayton (cor. Ludlow and Franklin sts.) . j Da vton . School for Boys and Girls. Notre Dame Academy . . . . . . Sisters of Xoire Dame . St. Mary’s Institute . Rev. Chas. Eichner . 1 Fo.storia . Fostoria Academy* . R. L. De Ran, B. S . Gambier . Harcourt Place Seminary . Mrs. Ada I. Aver Hills . Germantown . Miami Military Institute of Twin Valley College. Western Reserve Academy' . Orvon Graff Brown . Hudson . Clay Herrick, A. M., Chas. T. Llickok. W. H. Anderson . Mogadore . Mogadore High School * . New Lexington St Alovsins Academy . Mother Gonzaga . Painesville . Mathews ( Mrs.) School for Girls.. Fairfield Academy . Mrs. M. D. Mathews . 1 Pleasantvilie _ C. C. Webb . Poland . Union Seminary * . E. T. Cheetham . Reading . .' _ St. Martins . . . Academy of ML Notre Dame . Ursuline Academy . Sister Superior Agnes Aloysia. Sister M. Gabriei . Savannah . . Savannah Academy .. G. M. Johnston . South New Lyme New Lyme Institute . S. W. Mauck . . . South Salem.’. . Salem Academy . . C. W. Fr&tz . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2115 and other private secondary schools for die scholastic year 1898-99 — 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. Prepar coll Clas¬ sical course. ing for ege. • Scien¬ tific courses. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. O) 73 § QJ c3 tr-H * o3 c3 a 7 8 Nonsect .. 0 0 o 0 l I 9 R. C . 0 10 0 40 R. C . 0 4 0 50 Sweden- borgian. 2 O o 14 15 M. Epis. . . 2 1 32 18 Nonsect . . 0 4 0 30 R. C . 0 4 0 22 Cong . 3 2 21 12 R. C . 0 1 0 6 R. C . 0 2 0 44 Nonsect .. 1 2 4 4 Nonsect .. 0 1 24 22 Nonsect .. 3 1 29 17 R. C . 1 2 0 20 M. E . o 1 14 17 R. C . i 6 0 25 13 0 05 0 R. C . 0 4 10 35 P. E . 8 0 65 0 Nonsect . . 6 5 105 71 M. E . 0 7 0 107 R. C _ 0 8 0 70 R. C . 1 0 38 0 R. C . 0 1 10 20 R. C . 0 4 0 15 Cum.Presb 9 2 13 33 R. C . 0 2 16 29 Nonsect . . 3 0 25 22 Nonsect .. 7 2 155 42 Nonsect .. 0 9 5 8 Nonsect . . 2 0 40 32 Nonsect .. l 1 30 8 Nonsect .. 1 1 13 10 Non sect . . 2 3 40 20 Epis . 2 0 48 0 Moravian. 4 2 40 40 Presb . 0 7 0 59 Nonsect . . 3 1 27 18 Nonsect .. 2 30 0 127 Friends . . 1 2 35 51 P.E . 5 1 43 0 Nonsect . . 2 0 21 15 Nonsect . . 0 8 0 53 Nonsect .. 4 0 69 0 Nonsect .. 1 3 18 14 R.C . 0 4 9 9 Students. Length of course in years. Number in military drill. i Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Elemen¬ tary stu¬ dents. Preparing college. for Gradii- ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. Male. Female. Male. Female. Male. 1 Female. Male. Female. Male. Female. 9 io 11 12 13 11 15 16 17 18 19 29 21 22 5 21 0 0 0 2 . 4 0 1419 0 160 0 20 0 15 0 6 0 1420 0 198 0 0 0 31 0 8 0 8 4 0 2, 500 1421 8 31 0 1 9 0 2 3 3 0 3 0 8,000 $25, 000 1422 0 0 1 0 0 3 1 0 1 0 3 0 50 10, 000 1423 0 20 0 9 0 3 5 5, 000 1424 0 28 4 90.000 1425 41 20 10 7 4 12 3 2 3 1 3 0 1,000 16; 000 1426 15 33 0 2 0 1 0 1 3 100 5,000 1427 35 56 0 3 4 0 700 20, 000 1428 33 32 4 0 7; 000 1429 12 10 4 3 1 2 2 80 4. 000 1430 0 0 2 1 0 1 2 4 2 2 4 0 200 15; 000 1431 18 40 0 9 4 1432 13 24 1 1 1 2 2 4 5 0 400 5.000 1433 76 69 0 1 0 5 5 0 2, 102 30; 000 1434 35 0 7 0 0 1435 75 80 0 7 0 20 0 6 0 6 4 0 320 30, 000 1136 30 0 12 0 14 0 3 0 5 65 1,500 100, 000 1437 71 60 6 11 4 4 5 0 1438 0 86 0 1 0 3 480 90, 000 1439 0 200 0 5 1.000 1440 112 0 12 0 2 500 . . " ’ * * 1441 29 23 2 0 0 20 0 0 0 0 5 . . 1442 25 135 4 500 1443 19 14 3 2 24 12 4 9 3 0 250 5, 400 1444 36 38 4 7 4 7 4 0 1,115 1 ; 100 1445 3 2 1 1 0 0 3 0 0 0 4 0 130 2,000 1446 0 0 99 0 12 0 36 31 19 0 4 0 1447 10 14 0 1 0 0 3 0 300 1448 21 20 3 0 5 1 3 0 1,200 1449 30 12 i 2 1 0 4 0 1,000 7; 000 1450 5 2 1 0 2 0 2 0 2 0 4 0 1451 20 20 15 8 6 0 7 0 5 0 0 25, 000 1452 32 0 6 0 38 0 40 0 38 0 4 0 2,000 1453 67 61 2 2 8 0 11 8 10 2 4 0 5,000 55, 000 1454 0 0 0 2 0 6 0 2 0 i .... 0 1,000 1455 36 31 3 1 3,500 1456 0 64 0 69 0 34 0 16 4 0 1,200 1457 10 4 0 6 2 0 1458 11 0 2 0 12 0 9 0 5 0 5 0 1,000 50, 000 1459 7 7 3 1 3 1 4 2 3 *1 3 0 1,000 5,000 1460 0 13 0 6 4 35, 000 1461 61 0 30 0 30 0 10 0 7 0 4 0 500 20'. 000 1462 12 5 4 0 1 0 1 3 1 0 4 0 700 15, 700 1463 57 55 0 1 3 0 670 1464 2118 EDUCATION REPOET, 1898*99. Table 43. — Statistics of private high schools, endowed academies, seminaries , 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 14S7 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 State and post-office. Name. Principal. 1 2 3 Pennsylvania — continued. Concordville . Maplewood Institute * . Joseph Shortlidge . Cresson . Mount St. Alovsius Academy . Sister M. Josephine. . Darlington . Greesburg Academy . ^ . C. A. Simonton, M. S. D . H. U. Davis, A. M _ Dayton . Union Academy . Doylestown . National Farm School . . G. S. V oorhees, E. E. Favilie . . E. E. Pawling . . . Dryrun . Path Valley Academy . Easton . Easton Academy* . . . . Samuel R. Park, A. M. . . . do . Lerch’s School . Charles H. Lerch . Eau Claire . Eau Claire Academy . Miss Rose Stewart . Elders Ridge . Factorvville . Elders Ridge Academy . Keystone Academy . N. B. Kelly, A. M . Elkanah Hulley . j Fredericksburg . Sctiuvlkill Seminary . C. W. Hensel. . . Fredonia . Fredonia Institute . S. H. Miller, A. M _ Freeburg . Freeburg Academy . Geo. W. Walborn . George School . George School . Geo. L. Maris . 1 Germantown . Friends’ School . Davis H. Forsythe . Germantown (Shoemaker lane). Germantown (211 West Chelten street). Germantown Academy . William Kershaw, Ph. D. . The Stevens School . Mrs. Emily D. Dripps . Glenville . Glenville Academy . E.M. Stahl . I Greensburg . Greensburg Seminary . St. Joseph’s Aeademy for Young Ladies. Eichelberg Academy . J.C. Hoch,A.M.,Ph.D . . do . Mother Mary Josephine . Hanover . John E. Bohn . Harrisburg (401 North Harrisburg Academy . Jacob F. Seiler, Ph. D . Front st.) . Hazleton . Hazleton Seminary* . S. C. Jack . Hickory . Hickory Academy . A. M. Reed . Jenkintown . Abington Friends’ School . Louis B. Ambler . Ken nett Square . . Martin Academy . Edgar Stinson, M. Sc . 1 Kingston . Wyoming Seminary . Rev. L. L. Sprague, D. D . Rev. Robert Earner . Kittanning . Kittanning Academy . Lancaster . Sacred Heart Academy . Sister M. Stanislaus . Lancaster (305 North Duke The Yeates Institute. .' . W. F. Shero and Frederic st.) Ligonier . Ligonier Classical Institute . Gardiner. E. H. Dickinson . Lititz . . Linden Hall Seminary . Charles D. Kreider . Littlestown . Edge Hill Institute . . Walter E. Krebs, A. M . Londongrote . Friends’ School . Jane P. Rushmore . | Lorreto . St. Francis College . Brother Angelus, O. S. F . i V. A. Green. A. M . McAlevys Fort . Stone Valley Academy* . McSb errystown .. St. Joseph’s Academy . Mother M. Ignatius . 1 Mechanicsburg . Normal and Classical School . D. E. Kast . Media . Friends’ Select School . Emma Fell Paxson . 1 . do . Shortlidge’s Academy for Boys... Mercersburg Academy . Charles Vr. Stuart . 1 M ercersburg . William Mann Irvine, Ph. D. . | J. Harry Dysinger . Mifflin town . . Mifflin Academy* . Mount Pleasant. _ . Western Pennsylvania Classical and Scientific Institute. Laird Institute . Henry C. Dixon . . | Mnrrysville . John R. Steeves, A. M . Nazareth . Nazareth Hall Military Academy . Bloomfield Aeademy _ _ S. J. Blum . New Bloomfield H.C.Mohn, A. M . New Lebanon McElwain Institute . H. Alfred Steele . Northeast . . St. Mary’s College . Caspar G. Ritter . North Hope . North Washington Academy . Kinter Haw’ilton . North Wales . North W ales Academy* . Samuel U. Brunner . Ogont.z . . Cheltenham Military Academy * . Oley Academy . John C. Rice, Ph. D . Oley . Howard Mitrnan, A. M . Oxford . Oxford Academy . Slater C. Garver .” . * Statistics of 1S97-98. PEI Y ATE SECONDAKY SCHOOLS 2119 and other private secondary schools for the scholastic year 1S9S-99 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. •ai'BK Female. Male. 1 Female. 4 5 6 7 8 Friends . . 5 1 21 0 R. C . 0 8 0 32 Christian . 1 1 9 15 Nonsect . . 1 0 8 3 Nonsect .. 4 1 20 0 Presb . 1 o 15 20 Nonsect .. 2 i 45 22 Nonsect . 2 2 30 3 Nonsect .. 1 1 0 25 Nonsect .. 3 1 40 20 Bapt . 5 2 52 28 Ev. Asso . . 2 1 8 4 Nonsect . . 7 1 75 75 Luth . 2 1 44 25 Friends . . 7 8 80 84 Friends .. 5 5 50 95 Nonsect .. 8 9 260 0 Nonsect .. 0 5 0 25 Luth . 2 i 29 12 Luth . 2 i 40 19 R.C . 0 6 0 32 Nonseet .. 1 2 30 12 Nonsect .. 1 0 97 0 Nonsect . . 0 3 4 11 Nonsect .. 1 1 21 15 Friends. . . 2 6 23 33 Friends. . . 1 4 15 23 M. E . 11 10 149 69 Nonsect .. 3 0 40 25 R.C . 0 6 0 65 P.E . 3 0 29 0 Nonsect .. 1 1 49 44 Moravian. 0 6 0 30 Nonsect . . 1 0 10 2 Friends. . . 0 2 11 19 R.C . 4 0 36 0 Nonsect . . 1 1 4 4 R.C . 0 5 0 23 Nonsect . . 1 3 10 14 Friends. . . 0 1 9 O 4 Nonseet . . 4 0 28 0 Reformed 13 0 160 0 Nonsect . . 2 2 40 25 Bapt . 9 u 2 1 2" 1 I 34 Nonsect .. 1 1 10 12 Moravian. 8 0 80 0 Nonsect . . 2 2 40 30 Nonsect .. 2 1 55 25 R.C . 11 0 98 0 Nonsect . . 1 1 25 23 Nonsect .. 2 2 14 12 Nonsect .. 8 0 35 0 Nonsect .. 1 0 17 7 Nonsect . . 1 0 4 8 Students. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Length of course in years. Clas¬ sical course. Scien¬ tific courses. Male. Female. ci 3 1 Female. a5 73 uh Female. Male. Female. Male. Female. 9 10 i ii 12 13 14 15 1G 17 18 19 20 0 3 0 2 0 4 0 38 0 5 0 0 4 17 11 0 1 0 0 0 0 3 40 37 5 o 0 0 15 20 1 0 i 0 3 5 3 3 18 0 15 0 2 3 2 2 o 23 1 12 0 9 1 6 1 6 1 .... 0 0 0 3 4 0 0 40 20 6 3 6 3 16 O 6 4 7 4 5 4 4 2 3 4 9 1 0 0 0 1 0 4 40 35 12 4 3 1 8 3 6 3 4 8 b 2 0 5 3 2 0 0 g 1 8 14 3 5 42 43 0 7 5 0 0 100 0 125 0 25 0 18 0 6 0 70 0 5 0 7 0 9 2 5 6 2 2 0 0 0 0 0 4 100 104 0 25 20 15 7 2 3 0 33 0 6 4 15 8 5 0 10 0 .7 0 4 0 4 0 1 4 9 1 0 4 1 1 4 0 0 6 0 3 2 2 0 3 37 32 3 3 o 1 4 30 30 0 6 6 0 0 4 0 4 40 14 22 19 18 5 4 0 25 4 0 20 0 0 4 8 0 15 0 3 0 1 0 1 0 5 6 10 3 3 1 0 1 0 1 0 4 9 51 0 0 0 12 4 0 0 3 0 3 0 3 3 9 3 4 1 1 8 0 4 0 42 42 0 1 4 0 9 9 2 2 0 0 0 0 .... 0 0 4 6 0 2 0 14 0 4 0 4 0 4 12 0 80 0 50 0 57 0 52 0 4 0 0 10 5 5 2 2 2 3 5 6 10 3 4 7 11 3 8 1 3 22 21 5 G 5 6 1 2 1 1 4 20 0 16 0 27 0 10 0 4 5 5 7 1 4 20 15 10 12 4 1 4 3 1 0 4 0 0 0 0 0 0 13 0 13 0 4 11 26 5 2 2 3 2 0 3 4 3 8 4 2 3 2 3 2 o 0 3 35 0 5 0 30 0 7 0 6 0 4 7 i 7 4 3 1 3 1 2 c 1 0 C 0 0 1 0 C c .... Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 30 21 22 2,000 $20, 000 0 75 3,200 0 50 500 20 2,000 45, 000 0 3, 500! 0 300 11,000, 0 100 0 25 2,500 0 500 7,000 0 3, 500 100,000 0 500 0 1,000 5, 500 0 2, 500 0 316, 000 0 1,500 100, 000 0 500 100, 000 1 0 100 6,000 0 600 40, 000 0 1,000 300, 000 .... 100 20, 000 0 1,000 400 250 1, 000 6 750 20, 000 • 0 8,000 0 3, 660 300, 000 500 .... 1,000 20, 000 2, 500 2,000 50, 000 6 4,000 0 0 4, 000 50 1,200 1,000 .... 0 0 20 10,600 0 3,000 30, 000 35 2,000 60, 000 0 10,000 0 3,000 33, 555 0 300 2,000 80 7,000 200 8,000 6 800 7,000 0 6,000 50,000 c 60C 3,000 c 2,000 20,000 35 2,000 100, 000 30C 3,500 c . 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1510 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1326 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 EDUCATION REPORT, 1898-99. Table 43. — > Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 Pennsylvania — continued. Pennsburg Perkiomen Seminary O. S. Kriebel, A. M Philadelphia (1350 Pine st. ) . Philadelphia (Broad and Cherry sts.). Philadelphia (1420 Pine st., above Broad) . Philadelphia (4112 Spruce st.). Philadelphia (15th and Race sts.). Philadelphia (140 North 16th st.). Philadelphia (2037 De Lan- cey place) . Philadelphia . Philadelphia (410 South Chestnut st.) . Philadelphia (921 Brain- bridge st.) . Philadelphia (2011 De Lan- cey place) . Philadelphia (1825 Green st.). Philadelphia (Chestnut Hill). Philadelphia . Philadelphia (Broad and Vine sts.) . Philadelphia (2100 South College ave.) . Philadelphia (Broad and Berks sts.). Philadelphia (2045 Walnut st,). Philadelphia (8 South 12th st.). Pittsburg (5th ave. and Craig st.) . Pittsburg (Oakland) . Pittsburg (Ross and Dia¬ mond sts. ) . Pittsburg (Shady Side) . Pittsburg (Shady ave.) . Pittsburg . Pleasant Mount . Pottstown . Prospect . Reidsburg . Riegelsville . Rimersburg . Rose Poin't . Saltsburg . Scranton . _ do . _ do . Sewickley (126 Thorne st.). Anable’s (Miss) School for Young Ladies. Brown College Preparatory School The De Lancey School . French and English Boarding and Day School for Young Ladies. Friends’ Central School * . Friends’ Select School . Gibson’s (Miss) School for Girls .. Girard College for Orphans . Hamilton School . Institute for Colored Youth . Agnes Irwin’s School for Girls. . . . Keyser’s (Miss) School . Mount St. Joseph Academy . Notre Dame Academy . Roman Catholic High School for Boys. School for Girls of the Mary J. Drexel Home. The Temple College . West Walnut Street Seminary _ William Penn Charter School * . . . A1 i nda College Preparatory School. Lady of Mercy Academy . The Pittsburg Academy . Shady Side Academy . Thurston Preparatory School . Ursuline Academy . Pleasant Mount Academy . The “Hill School’’ . Prospect Academy . Reid Institute . Riegelsville Academy* . Clarion Collegiate Institute . Rose Point Academy * . Kiskiminetas Springs School . St. Cecilia Academy . St. Thomas College . School of the Lackawana . Stuart’s (Miss) College Prepara¬ tory School. Miss Isabella Anable . Alonzo Brown . . Henry Hobart Brown . Miss Elizabeth F. Gordon _ Wm. W. Birdsall, Anna W. Speakman. J. Henry Bartlett . Miss M. S. Gibson . Adam H. Fetterolf, Ph.D., LL.D. Le Roy Bliss Peckham . Fanny J. Coppin . S. D. Irwin . Miss Harriet D. Keyser . Sisters of St. Joseph . Sister Agnes Mary . Rev. N. F. Fisher . . Rev. C. Goedel . . Russell H. Conwell . Mrs. Rebecca C. Dickson Long. Richard M. Jones, LL. D . Miss Ella Gordon Stuart . Sister Directress . J. Warren Lytle . W. R. Crabbe . Miss Alice M. Thurston . \ Madame Marie Ursula . j J. H. Kennedy . : John Meigs . ! V. A. Greene, A. M . Geo. Ballentine, A. M . H. H. Pounds, A. M . W. L. Smith . G. H. McKay . R.W. Fair and A. W. Wilson, jr. Mother Mary . Brother F. Andrew, F. S. C _ Thos. M. Cann, LL. D., Walter H. Buell, A. M. Miss Ellen Gordon Stuart _ * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2121 and other private secondary schools for the scholastic year 1898-99 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Prepar coll Clas¬ sical course. ing for ege. Scien¬ tific courses. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 4 5 6 7 8 9 io 1 1 12 13 14 15 16 17 18 19 Schwenk- 8 1 90 19 83 78 65 3 4 5 18 8 17 2 3 felder. 0 6 0 34 0 14 0 3 0 6 4 Nonsect . . 2 2 55 3 10 0 35 0 20 0 25 0 20 0 4 Nonsect . . 12 0 100 0 100 0 33 0 26 0 16 0 10 0 4 Nrmsep.t 0 11 0 58 0 25 0 2 0 3 3 Friend*? 2 09 153 314 0 0 17 40 5 Fpicnrls 3 9 60 140 56 65 0 11 4 Nnnsppt 2_ 0 30 0 2 Nrvnseet 21 1 265 1 01529 0 37 0 3 Non sect 5 o 40 0 60 0 Friends 3 4 37 70 34 64 0 0 9 0 5 6 4 Non sent 1 13 0 110 0 36 0 7 0 13 0 2 Nonsect . . 0 1 0 10 7 27 0 3 0 2 0 i 4 R C 4 0 50 0 4 R C 0 5 0 40 54 ,5 0 14 4 R C 99 o 450 0 44 0 4 Lutheran _ 9 0 99 0 15 0 2 3 Non sect .. 15 4 386 216 281 104 322 160 64 7 44 110 8 4 Non sent 0 4 o 10 0 20 0 2 Friends. 11 14 300 0 115 0 24 0 5 Nonsect .. 1 8 0 41 9 35 0 8 0 i 0 4 0 2 .... R. C 0 8 0 57 0 40 0 6 Nonsect . . 6 5 195 150 37 35 8 0 80 10 25 18 15 2 3 Nonsect . . 13 0 235 0 0 0 47 0 64 0 21 0 21 0 6 Nonsect 1 8 0 56 43 151 0 24 0 5 0 5 4 R. C o 5 0 40 0 30 0 7 • 0 7 Nonsect . . 2 1 10 20 10 15 1 3 1 3 1 3 1 0 3 Non sect . . 19 0 150 0 25 0 75 0 75 0 25 0 25 0 .... Non sent, 2 o 49 19 0 0 1 0 0 0 Rapt ] 1 8 10 5 8 0 1 0 1 0 0 Gr. Ref ... 1 1 23 23 10 12 5 2 3 0 3 6 2 0 4 Reform ed 1 o 9 25 6 5 4 ] 4 Non sent 1 2 15 25 15 20 2 0 4 Nonsect . . 4 2 50 0 ^5 0 15 0 20 0 12 0 12 0 4 R. C 0 3 2 38 119 200 0 2 16 4 R. C 7 6 119 0 37 0 6 0 6 0 4 Nonsect . . 4 2 89 34 25 13 10 10 10 10 9 3 5 1 4 Nonsect .. 0 4 0 10 2 8 2 4 xs >-* u oj 1 1,000 1,000 100 Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 1,200 500 265 0 0 0 0 14, 000 15, 632 125 0 0 0 150 0 0 "6 0 0 "6 0 3, 600 2,500 300 4,000 4,000 1,000 500 3, 500 5, 000 2, 300 22 $50,000 1519 1520 1521 1522 18,000 1523 200,000 1524 75,000 1525 . 1526 3,350,000 1527 50, 000 1528 | . 1529 . 1530 25,000 1531 <3 . 1532 1,000 900 100, 000 2, 000 50, 000 500 5, 000 R600 300 3,000 300 2,000 25, 000 3,000 5,000 50, 000 500 3,000 900 2,000 40, 000 . 1533 250,000 1534 . 1535 165, 000 1536 50,000 1537 1538 1539 1540 1541 1542 1543 1544 1545 1516 1517 1548 1549 1550 1551 1552 1553 1554 1555 1556 EDUCATION EEPOKT, 1898-99. 2122 Table 43. — Statistics of private high schools, endowed academies , seminaries, 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1578 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 15S9 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 State and post-office. Name. Principal. 1 2 3 Pennsylvania — continued. Sharon . . . . . Hall Institute . S. L. Cover, A. M . South Bethlehem . Bishopthorpe School . Miss Frances M. Buchan . . . Sugar Grove . Sugar Grove Seminary . . . D. H. Seneff, A. B . Swarthmore. . Swarthmore Preparatory School.. Arthur H. Tomlinson . I Torresdale . Academy of the Sacred Heart .... Mother Henrietta Spalding . . Towanda . Susquehanna College Institute... Trinity Hall . . Padget and Belcher . ' Washington . Wm. W. Smith . .... do . Washington Female Seminary. . . . Waterford Academy . Mrs. M. N. McMillan . . Waterford . J. J. Palmer, G. A. Persell . 1 West Chester . Darlington Seminary for Young Ladies. Richard Darlington . do . . Friends’ School . Frances Darlington West Newton . West Newton Academy . Geo. D. Crissman, Ph. D . i West Sunbury . West Sunbury Academy . A. Bruce Gill . 1 Westtown . Westtown Boarding School . Wm. F. Wichersham . 1 Wilkesbarre . Harry Hillman Academy . Harry C. Davis . j . do . St. Mary’s Academy . Mother Francesco . . do . Wilkesbarre Female Institute *. . . Miss Elizabeth H. Rockwell..) j Williamsport . Williamsport Dickinson Seminary Edward J.Gray, D. D . Wyncote . Chelton Hills Select School . Annie Heacock . ' Yo>'k . York Collegiate Institute . E. T. Jeffers . RHODE ISLAND. East Greenwich . The East Greenwich Academy. . . . Rev. F. D. Blakeslee, D. D . Newport . St. George’s School . John B. Liman . Pawtucket (35 Fountain st.) English and Classical School . Chas. A. Cole . Providence (48 Snow st.)... Providence (Elmhurst, 736 Smith st.). English and Classical School . Chas. B. Goff, Ph. D . Female Academy of the Sacred Heart. Amelia Chulten . Providence (119 Franklin st.). Providence (223 Thayer st. ) . La Salle Academy . Brother Peter . The Lincoln School . Ednah G. Bowen, Margaret Gilman. Providence . Slade Mansion Select School . Fannie E. Woods . Providence ( Broad st ) St. Francis Xavier’s Academy _ Sister M. Fidelis . Providence (15 Greene st.). The Fielden-Chace School for Girls. Abbie E. Southwiek . Providence ( 26 Cabot st. ) . . Wheeler’s (Miss) School for Girls. Marv C. Wheeler . I Woonsocket (Park ave.) _ Convent of Jesus and Marv . Mother St. Stephen . SOUTH CAROLINA. Adpmsville Palmetto High School . R. S. Fletcher . i Anderson . . Patrick Military Institute . John B. Patrick . Ashland Ashland High School . P. P. Bethea . . . i R- f<‘sbi ] rg Batesburg Institute . - Humbert . Camden . Browning Industrial Home and School. * Miss N. A, Crouch . 1 Charleston (38 Corning st.). Gibbes (Misses) Private School ... Misses S. P. and E. S. Gibbes . . do . . High School of Charleston . W. M. Whitehead . do Porter Academy * . Charles J. Colcock . •Charleston (47 Meeting st. ). Smith (Mrs.) Private School . Mrs. I. A. Smith . Charleston (141 Meeting st.) . University School . Edward F. Mayberry, M. A . . . Chester (P. O. box 235) . Brainerd Institute . J. S. Marquis . Clinton The Thorn well Orphanage . Wm. P. Jacobs, D. D . Columbia Benedict College . William B. Kelsey . Ga.ft’n ey Gaffney High School . S. A. Chambers . TTnrtsville Welsh Neck High School . J.W. Gaines . 1 FTonea Path Honea Path High School . W. P. Coker . Johnston . The Johnston Institute . W. D. Holland . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2123 and other 'private secondary schools for the scholastic year 1S9S-9D — 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. Prepar coll Clas¬ sical course. ng for ege. Scien¬ tific courses. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. 0 0 Q CD fc-l d d a o d < d 13 S d c3 bH d s CD d c3 k-H d c3 3 CD d Cj S d c3 3 CD d k-H CD c3 1 4 5 6 8 8 10 11 13 14 1 5 16 14 1 8 19 20 21 22 Bapt . 1 1 20 25 40 25 12 17 0 1, 000 $75, 000 1557 Ed is . 1 3 0 30 0 38 0 2 0 3 0 1 4 1,000 1558 United Rr. 3 3 58 69 0 0 . . . . 14 19 2 3 2 1 4 0 2,000 30, 000 1559 Friends... 3 3 34 26 36 39 34 26 3 6 3 3 5 0 250 50, 000 1560 R. C . 0 18 0 100 0 30 0 6 1,000 1561 Presb . 1 1 10 16 10 24 4 . 4 3 4 3 2 3 0 l'OOO 1562 Spis . 4 0 39 0 0 0 0 0 16 0 2 0 2 0 39 3,000 150, 000 1563 Ron sect .. 0 6 0 90 0 95 0 12 0 29 0 2 2, 500 50.000 1564 Nonsect .. 1 0 19 19 0 0 0 0 1 1 1 0 1 0 3 0 '800 6,000 1565 Nonsect .. 0 9 0 35 1 25 0 2 0 7 0 2 3 0 1,000 25, 000 1566 Friends. . . 0 9 11 11 4 5 0 4 0 2 0 1 4 0 1567 Nonsect .. 2 i 23 27 0 0 5 0 0 0 0 0 0 0 2 0 20 60 1568 Nonsect . . 1 i 48 47 15 20 0 2 3 0 400 6, 000 1569 Friends . . 9 9 80 82 10 11 13 9 5 2 0 5,200 1570 Nonsect .. 5 0 70 0 30 0 20 0 16 1 10 0 9 0 6 0 300 70, 000 1571 R. C . 0 9 8 16 192 38-1 0 16 3 100 1572 Non sect 0 7 0 50 0 40 9 8 0 11 M. E . 5 3 67 49 45 118 2 1 2 0 9 13 9 0 0 150, 000 1574 Nonsect . . 0 4 9 21 4 14 0 4 0 2 0 10', 000 1575 Presb . 4 3 56 26 6 0 14 2 17 6 2 4 2 4 5 0 3, 000 105, 000 1576 Meth . 5 7 38 48 54 37 5 9 2 3 4 0 68, 650 1577 Nonsect . . 4 i 12 0 18 0 9 0 3 0 1 0 1 0 0 200 1578 Nonsect .. 2 i 29 5 49 7 3 1 7 0 14 3 5 1 3 300 6,000 1579 Nonsect . . 8 i 70 0 71 0 16 0 13 0 4 70 200 1 , 400 1580 R.C . 0 4 0 40 0 30 0 7 4 40 100, 000 1581 R. C . 5 0 85 0 85 0 55 0 8 0 7 0 4 0 1 , 200 1582 Nonsect .. 0 6 0 51 0 44 0 12 0 0 4 500 2, 000 1583 Nonsect . . 1 3 0 7 51 78 0 1 1 0 4 1584 R. C . 0 5 0 50 9 37 0 0 0 0 0 11 0 0 4 674 1585 Epis . 0 7 o 25 0 15 0 1 0 3 0 2 0 2 4 6 1586 Nonsect . . 5 8 0 48 0 20 0 6 0 4 0 3 5 30, 000 1587 R.C . 0 2 0 6 21S 473 1588 Nonsect . . 1 1 10 14 25 12 5 3 0 0 0 0 0 125 800 1589 Nonsect .. 4 0 54 0 3 0 2 0 3 0 4 54 1,200 10,000 1590 Nonseet . . i 1 30 33 10 10 3 0 30 38 3 2 3 2 2 0 180 L000 1591 Nonsect . . i 9 20 20 0 0 3 3 4 0 200 3, 000 1592 M. E . 0 2 10 20 40 80 3 0 200 1593 Nonsect . . o 7 0 14 0 28 4 200 800 1594 Nonsect .. 0 185 0 0 0 16 0 14 0 0 20,000 1595 Epis . 5 o 52 0 18 0 1 0 5 0 16 0 6 0 3 33 1596 Nonsect . . 0 8 0 39 6 41 0 4 0 0 0 7 0 2 5 0 1597 Nonsect . . 9 0 16 0 0 0 5 0 1598 Nonsect .. 2 1 4 13 89 105 2 0 0 1 0 3 200 1 0. non 1599 Presb . 5 8 31 49 32 60 2 13 .... 6,000 60' onoi 1 600 Bapt . 5 3 22 29 60 81 13 6 0 0 12 14 5 5 2 0 74,000 1601 Bapt . 0 3 11 7 30 26 2 3 1 0 0 1 0 i 4 324 2,500 1602 Bapt . 2 2 30 35 35 32 1 0 4! 50 100 20, 000 1603 Nonsect . . ] 0 20 25 30 35 .... 1 5 5 3 0 250 R 500 1604 Nonsect .. 4 4 80 79 50 40 15 b5 0 4 0 4 4l 40 150 5; 000 1605- 215 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 4 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private high schools, endowed academics, seminaries, State and post-office. Name. 2 Principal. SOUTH CAROLINA — COIlt’d. Jordan . Jordan Academy. . Kershaw . i Union Institution. Leesville . Lexington . Link . Manning . Parnassus . Keidville . _ do . Rockhill . Sumter . _ do . Townville Walhalla . SOUTH DAKOTA. Leesville College . Lexington Classical Institute. Willington High School . Manning Collegiate Institute. Parnassus High School * . Reidville Female College . Reidville Male High School . . Presbyterian High School St. Joseph’s Academy . Sumter Institute . Townville Academy . McCollough’s (Miss') School Ward Academy _ Augustana College. All Saints’ School.. Academy . Canton . Sioux Falls . _ do . ! Sioux Falls College . Sturgis . i St. Martin’s Academy * . Vermilion . St. Joseph’s Academy . Wessington . Wessington Springs Seminary R. C. Newton, A. M . F.M. Hemphill . L. B. Haynes . O. H. Seay . R. B. Cheatham . Mrs. E. C. Alsbrook . Mrs. A. A. Rogers . L. P. McGee . Geo. Briggs . E. L. Barnes, A. R. Banks _ Sister M. Loretto . Mrs. L. A. Broune, Miss E. E Cooper, C. W. Moore . Miss E.H.McCol lough . TENNESSEE. Alamo . Aspen Hill .... Athens . Atoka . Bellbuckle Big Sandy . Bloomingdale . Bluff City . Bryson . Butler . Camden . Campbellsville Chapel Hill.... Chattanooga .. . do . Chattanooga (427 High st.). Chuckey City . Clarksville (526 Madison st.) Clifton . Cloverdale . College . Columbia . Culleoka . Cumberland City . Cumberland Gap . Dayton . Decaturville . Dover . “! . Doyle Station . Duckriver . East Nashville . Elizabethton . Olivia Flerron . . Anthony G. Tuve . . Helen S. Peabody . . Alfred B. Price . Sister Victoria . . Sister Mary Vincentia . .T. G. Baird . Alamo Male and Female Academy Aspen Hill Academy . .'. Athens Female Academy . Robinson High School . Webb School . Big Sandy High School . Kingsley Seminary . Zollicoffer Institute * . Bethany High School . Holly Springs College . . . Benton Seminary . Campbellsville High School . Chapel Hill Academy . . . Baylor’s University School . Chattanooga College for Young Ladies. English and French School . Warren College . Clarksville Female Academy . Clifton Masonic Academy . Cloverdale Seminary . Ewing and Jefferson College . Columbia Female Institute . Culleoka Academy . Cumberland City Academy . Harrow School . . . . Dayton University . Decaturville High School . . Fort Donelson Academy* . Doyle College* . . Shady Grove Institute . . Paxton Academic School . . Davies Academy . R. L. Conlev . C. H. Walker, M. Sc . B. E. Atkins . R. E. Robinson . W. R. and .T. M. Webb . . . John T. Hill . Joseph H. Ketron. A. M. J. J. Wolford . W. W. Templeton . James H. Smith . W. D. Cooper . J. J. Zuccarello . W. E. Thompson . John Roy Baylor . John L. Cooper, A. M Miss Diana Duvall . M. L. Roark . Mrs. E. G. Buford . J. F. Hughes . . W. A. Bell . O. L. White . Mrs. E. H. Elliott Shoup John P. Graham . J.H. Bayer . Joseph Marion Weaver. W. E. Rogers . C. C. Newbill . Jesse E. Morgan . J. T. Rennolds . R. S. Ballow . Alex. S. Paxton . J. J. Loux . * Statistics of 1S97-98. PRIVATE SECONDARY SCHOOLS 2125 and other private secondary schools for the scholastic year 1S9S-99 — 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 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific courses. d 3 t-H d '"S 3 CD Ph d <4 d "3 3 CD d t-H d "3 a o fa d "3 % d 3 a 0) fa d 3 & Cl) a O) fa d Ph r^\ d o3 a O) Ph d 3 W-H d 3 a CD fa 4 5 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 Nonsect .. 0 1 12 15 22 23 0 1 0 2 0 4 0 2 4 0 100 Si, 000 Rapt . 1 1 12 10 90 140 1 0 4 0 0 2, 500 Nonsect . . 3 4 95 40 15 20 2 12 4 0 300 3', 000 Luth . 1 ‘7 6 8 .... 2 Nonsect . . 1 0 11 7 16 14 0 0 0 0 0 0 0 0 4 0 400 Nonsect .. 1 1 15 10 10 5 10 8 2 5 Nonsect . . 0 2 10 8 27 18 0 0 0 0 Presb . 0 7 1 20 6 50 0 7 3 300 2,000 Presb . 1 0 37 0 39 0 15 0 3 0 8 0 6 0 3 0 300 3; 000 Presb . 9 0 70 0 20 0 25 0 12 0 8 0 4 40 100 7,000 R.C . o 3 0 15 12 35 0 2 0 O'... 0 200 Presb . 0 5 0 45 0 20 0 51 . . 4 20, 000 Nonsect . . 1 1 1 10 26 28 0 0 0 5 3 0 300 P.E . 0 2 4 10 16 22 1 1 0 0 0 1 0 0 5 0 60 2,000 Cong . 2 3 36 17 5 2 32 15 2 1 2 1 4 0 800 12, 000 Nor. Luth. 4 1 17 8 74 48 20 3 0 0 4 3 2 2 3 0 1,025 10; 000 P.E . 0 / 0 41 0 112 0 3 0 0 0 9 0 0 4 0 753 60, 000 Bapt . 2 2 5 4 .... 1 0 0 6 0 0 4 0 26, 000 R.C . 0 1 6 30 80 100 1 1 0 7 4 R.C . 0 3 20 30 5 50 5 10 1 1 4 0 1,500 30, 000 Free Meth 2 3 17 16 61 48 3 4 2 3 4 2 4 0 4 0 1,000 13,300 Nonsect .. 1 0 15 10 40 33 4 500 Nonsect .. 1 1 20 21 34 30 7 4 9 4 9 4 4 4 4 0 200 2,000 Nonsect .. 0 3 0 60 15 20 0 2 4 8,000 Nonsect .. 1 1 20 40 46 20 7 4 0 2 100 2', 500 Meth . 6 0 212 16 0 0 4 0 4 0 3,500 5,000 Nonsect . . 1 1 30 23 23 21 0 0 0 0 0 0 0 0 3 0 150 '800 M.E . 4 1 55 17 27 22 10 1 2 1 3 0 3 0 4 0 30 2,400 Nonsect .. 1 1 27 33 75 82 4 3 2 1 2 4 2 3 4 0 300 3,500 Presb . 1 2 14 26 40 37 0 10, 000 Nonsect .. 1 1 28 10 0 0 0 600 4,000 Nonsect . . 1 1 20 15 40 60 0 0 0 100 2, 000 Nonsect .. 1 2 40 45 40 25 4 4 4 4 0 0 0 0 0 2; 000 Nonsect . . 1 1 25 25 50 40 0 3, 000 Nonsect . . 2 1 29 0 20 0 4 0 1,000 12; 000 Nonsect . . 1 2 0 25 0 0 0 12 0 0 5 l’ 600 Nonsect . . 0 1 0 6 15 32 4 2,000 M.E . 1 1 15 3 5 20 15 0 0 6 7 0 100 l' 500 M. E. So. . . 0 12 0 102 0 25 0 45 0 17 0 5 4 0 554 25, 000 Nonsect .. 1 0 12 18 40 38 1 6 5 69 4, 000 Nonsect .. 1 2 10 9 8 3 0 <> Cum. Presb 1 ] 20 16 0 0 5 6 1 0 12, 000 Epis . 0 5 0 35 60 75 c 3 0 10 0 0 4 0 10, 000 75, 000 Nonsect .. 1 0 10 10 20 16 2 2 0 0 1 2 1 2 4 0 b200 L 200 Nonsect .. 3 1 28 17 84 88 4 3 0 0 5 0 O O 6 4 0 1,000 10,000 Nonsect .. 2 0 25 18 110 70 10 9 6 5 0 1 0 1 4 0 1,000 250, 000 Nonsect . . 1 1 15 30 15 35 4 0 200 Nonsect .. 1 o 20 20 30 30 a 2 0 1 , 500 Nonsect .. 1 1 15 11 45 35 3 0 25 l',000 Bapt . 1 1 20 15 15 17 0 1 0 0 0 0 0 0 3 0 14 3; 500 Nonsect . . 1 ] 15 18 41 43 3 0 2,500 Nonsect . . 1 0 11 3 8 1 ... 8 Presb . 0 2 17 13 68 57l 1 1 0 0 c 0 3 0 0 4,000 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 21 1659 1660 1661 1662 1663 1664 1665 1666 1667 1663 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1887 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 3703 1704 1705 1706 1707 1708 3709 3730 1731 1712 1713 1714 G EDUCATION REPORT, 1898-99. Table -Statistics of private high schools, endowed academics, seminaries, State and post-office. Name. Principal. 1 Tennessee — continued. o O Evensville . Fayetteville .... _ do . Friendsville. . . . Gillen water Grandview . Grassy Cove Hardisons Mills Henderson . Hilham . Howell . Jackson . Jasper . . Knoxville . - do . Lafollette . Lagrange . Leipers Fork . . . Lexington . Lewisburg . Loudon . Lynchburg . Lynnville . McKenzie . McLemoresville McMinnville . . . Martin . Maryville . Memphis . Memphis (366 Poplar st. ) . . . Memphis . Middleton . Midway . Monteagle . Mount J uliet . . Mountpleasant . Mulberry . Nashville . _ do . _ do . Nashville (28 Academy pi. ). Nashville . _ do . _ do . Newmarket . Orlinda.' . Ottway (Morelock) . Parrottsville . . . Pelham . Petersburg . Readyville . Rogersville . Sale Creek . Saulsbury . Scotts Hill . Sevicrville . Tennessee Valley Baptist Insti¬ tute. Dick White College . ! Peoples and Morgan’s School *. . . . Friendsville Academy . Alum Well Academy . I Normal Institute * . . . j Grassy Cove Academy . I Hardisons Mills Institute . I Jackson District High School . I The Fisk Academy . Howell Academy . Lane College . Pryor Training School . Baker-Himel University School *. . East Tennessee Female Institute. . Big Creek Seminary . Male and Female College . Hillsboro High School . Lexington Male and Female Col¬ lege. Haynes-McLean School . Loudon College . Lynchburg Normal Academy * . Lynnville Academy . McTyeire School . McLemoresville Collegiate Insti¬ tute. Cumberland College (University Training School). McFerrin College . Normal and Preparatory School (Friends) . St. Agnes Academy . St. Mary’s School . University School . . Middleton High School . Midway High School . Fairmount College . Caldwell Training School . { Howard Institute . Mulberry Training School* . Belmont College * . Boscobel Female College . Bowen Academic School . Montgomery Bell Academy . St. Cecilia’s Academy . St. Joseph’s Academy . University School* . Newmarket Academy . Orlinda Normal Academy*.. . _ Ottway College . . . Parrottsville Seminary . Pelham School . Elizabeth Training School . Readyville High School* . Swift Memorial Institute . Sale Creek Institute . Woodland Academy . — Scotts Hill College . Murphy College * . I. N. Odom . J. M. Langston, Jr . James A. Tate . J. H. Moore . Rev. H. L. Hoyl . G. W. W right . T. J. Miles . Flanary and Robinson . J.R. Williams . W. C. Davidson . Allen Hughey . C. A. Leftwich . J. R. Hunter . Lewis M. G. Baker . Charles C. Ross . K. C. La Grange . J. E. Hopkins, A. M . E. Sparkman . Wm. R. Phillips . Terry and Hudgins . A. E.Handley . W. W. Templeton . W. B. Davidson . C. A. Waterfield . Albert S. Humphrey . G. A. Bearden . A. T. Ramsey . J. B. Wright . . Sister Mary Cecelia . Sister Superior . E. S. Werts and J. W. T. Rhea. . I. N. Roland . ,T. W. Lucas . Miss S. P. Du Bose . W. A. Caldwell . . Jas. A. Bostick, J. H. Dinning . R. H. Peoples . Miss Ida E. Hood . C. A. Folk, A. B . W. G. Bowen . S. M. I). Clark, A. M . Mother Frances . . Sister Mary Evangelist . Clarence B. Wallace . S. O. Houston . Wm. McNeeley . J. K.P. Saylor, acting principal R. P. Driskill . E. L. Newman . W.E. Miller . Bedford F. Hines . W. H. Franklin, A. M . S. L. Hoover, W. T. Davies - B. B. Mooney . B. A. Tucker . . H. O. Eckel . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2127 and other private secondary schools for the scholastic year 1S9S-00 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Second¬ ary stu¬ dents. | Male. Female. Male. Female. 1 Male. I Female. i 6 7 8 9 10 Bapt . 1 0 40 30 25 30 Monsect . . 2 1 35 45 18 22 Nonsect .. 3 2 77 52 71 52 Friends. . . 2 3 29 24 20 14 Cong . 1 4 67 44 27 30 Cong . 1 2 16 17 53 38 Presb . 1 1 13 5 40 41 Nonsect .. 2 0 14 8 29 49 M.E.So... 2 2 25 39 IS 12 Non sect .. 1 0 7 6 41 26 Nonsect . . 2 0 22 20 41 47 M.E . 3 1 63 O r- o / 105 63 M.E.So... 2 1 62 41 16 14 Nonsect .. 4 0 48 o 20 0 Nonsect .. 0 4 0 25 8 57 Cong . 2 2 75 60 75 40 Nonsect .. 4 2 37 31 43 26 Nonsect .. 1 0 6 3 19 12 Nonsect . . 1 2 35 40 130 160 Nonsect . . o O o 60 65 25 20 Cum. Presb l i 10 15 15 10 Nonsect .. 1 i 20 32 48 52 Nonsect .. l i 29 18 23 29 M.E.So... 2 0 35 15 9 6 M.Epis ... 2 0 • 29 19 40 32 Cum. Presb i 2 41 37 78 39 M.E.So... 3 5 55 105 20 21 Friends .. 2 0 22 20 72 55 R.C . 0 10 0 35 0 20 Epis . 0 10 0 80 0 20' Nonsect . . 5 0 65 0 25 0! Nonsect .. 1 1 20 15 20 45' Nonsect . . 1 0 14 4 81 70 Epis . 0 4 0 20 0 10 Nonsect .. 1 2 18 19 1 4 M.E.So... 2 1 80 75 32 35 Nonsect .. 2 0 45 40 20 15 Nonsect . . 2 20 0 100 0 34 Bapt . 2 6 0 70 0 13 Nonsect . . 4 0 80 0 3 0 Nonsect .. 7 0 60 0 21 0 R. C . 0 12 0 75 0 25 R. C . 0 4 6 29 124 171 Presb . 5 1 45 4 35 0 Presb . 2 6 20 19 63 55 Non sect . . 1 0 20 12 35 38 Nonsect .. 2 0 21 5 60 37 Meth . 1 1 16 13 64 62 Nonsect .. 1 0 10 12 6 6 Nonseet .. 3 0 80 60 60 50 Christian . 1 0 12 7 10 20 Presb . 2 0 9 15 111 115 Nonsect .. 1 1 11 11 79 77 Nonsect .. 1 0 ! io 9 Nonsect . . 1 0 25 8 ! 60 54 Nonsect .. Q O o! 19 17 ! 77 63 Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 6 0 0* 0 O c3 a Q ci a 0 c3 a CD a c3 0 c3 0 c3 0 cZ 0 pr & <1 11 12 13 14 15 16 17 18 | 2 4 5 5 o 0 8 3 14 5 0 0 0 0 2 2 i 2 5 2 2 1 .... 4 0 1 3 0 2 0 10 2 3 0 0 0 4 2 3 1 15 10 14 O a 9 8 2 0 5 1 13 21 1 0 1 0, 2 0 9 0 0 6 0 5 0 5 1 0 0 1 1 1 i 0 17 11 19 3 10 11 8 4 9 2 — 6 10 3 I O 1 4 0 0 0 .... 0 0 0 0 5 3 0 0 0 O’ 35 15 9 1 1 2 9 .... 1 9 1 9 1 5 3 4 1 0 0 0 0 10 0 10 | 20 0 3 0 6 0 6 0 10 10 I .... | . . . . '*"[ . 3 0 2 ( 4,4 32 6 7 6 7 15 10 0 12 0 0 .... 0 9 40 0 20 0 5 0 5 6 7 0 3 0 2 o 0 /. 2 0 0 5 16 4 12 0 16 1 13 i 4 1 0 3 4 3 4 3 0 0 0 0 0 0 0 0 4 0 8 3 4 0 2 0 0 0 1 2 0 0 0 0 0 0 11 1 2 7 1 6 1 6 . . . . 0 0 0 0 0 5 0 0 4 2 0 0 5 ] i 1 1 1 bJO c Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 Tennessee — continued. Shelbyville . Dixon Academy . . . Geo.M. Edp-nr T,T, T) Smyrna . Smyrna Fitting School . W. H . Bates . . . Southside . . Southside Preparatory School *... Sweetwater Seminary * . P. L. Harned . Sweetwater . J. H. Richardson Tazewell . . Tazewell College . . J. C. Brogan . . Trezevant . Male and Female Academy . J. R. Garrett . Union City . . Union City Training School* . D. A. Williams . . Viola _ * . Viola Normal School* . C. J. Denton . Walter Hill . Walter Hill High School . W. O. C ran or . Wartrace . Brandon Training School . A. J. Brandon . Watertown . Watertown School . F. M. Bowling . Wellspring . Rowells Valley Seminary . Rev. M. H. Monroe Wheat . Roane College . J. P. Griffitts, D. Sc., Ph D Whitepine . Edwards Academy . J. D. Droke, D. D . TEXAS. Abilene . Simmons College . O. C. Pope, president, Albany . Reynolds Presbyterian Academy. Arlington College . O. E. Arbuckle _ Arlington . L. M. Hammond, M. W. Glass. . W. H. Bruce . Athens . Bruce Academy! . Austin (202 West 8th st.) . .. Austin . . ... Hood Seminary* . Airs. E. N. Hood . St Mary's Academy . Sister Superior . . do . ... Tillotson College . Marshall R. Gaines . Beckville . Hewitt Institute . . W.J.Gayden . Belton . Belton Academy . . C. H. Wedemever _ Bren ham . Blinn Memorial College... . C. Urbautk* . ! . . do . . . ... Evangelical Lutheran" College _ St. Joseph’s College . Rev. J. Romberg . Brownsville . Rev. E. M. Chevrier . Buffalo Gap . Buffaio Gap College . John Collier, D.D . Burleson . Red Oak Academy* . L. C. Collier, A. M _ Celeste . Elmwood Institute . B. A. Stafford . . . Cleburne . Cleburne Academy . K. A. Berry . Commerce . East Texas Normal College . M. L. Mayo . Corsicana . Seminary for Girls . . . . Airs. R. T. Aliiler . Dallas . Central Academy . Walter Alalcolmson .... Decatur . Decatur Baptist College . B. T. Giles . Denison . Harshaw’s Academy. . . George L. Harshaw . Eddy . Literary and Scientific Institute.. Ferris institute * . J. AL Bedichek . Ferris . A. C. Speer . Forney . . . ■ . The Lewis Academy . E. C. Lewis . Fort Worth . St. Ignatius Academy . Sister Louise . Galveston . . . St. Joseph’s Academy . Sister Alary . . do . Ursuline Convent. . . Alother St. Agnes . Glenrose . . Glenrose Collegiate Institute . L.F. Bickford, Ph.D . Greenwood . Greenwood Male and Female Col- AL L. Arnold . Hearna . . lege. Hearne Academv . John F. Anderson . . Jacksonville . Alexander Collegiate Institute ... Southeast Texas Male and Female E. R. Williams . Jasper . . J. H. Synnott . Laredo . College. Laredo Seminary . Miss N. E. Holding . . do . Ursuline Academv* . Mother St. Paul . Marshall . .. Bishop College . Albert Loughridge . do Masonic Female Institute . W.D. Allen . Alin den Rock Hill Institute . G. I. Watkins . Mount, Sylvan Rose Dale High School . J. S. Alagee . Om eu Summer Hill School . A. W. Orr . Paris East Side Boys’ School . J. P. Downer . do Paris Female College . T. J. Sims . Pcaster . Pcaster College . . .7 . F. H. Bagby, B. A . * Statistics of 1897-98. PRIVATE SECONDARY SCHOOLS 2129 and other private secondary schools for the scholastic year 1S9S-99 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. J Length of course in years. Number in military drill. Number of volumes in library. j 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 1899. College prepara¬ tory stu¬ dents in •the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. ,Q £ 3 & 20 i 21 SO "o' 0 278 6,000 1,000 0 100 0, 0 0 25; 0 2, 000 400 0, A o . 0 . I 34 0, o; o, o' o 300 Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 300 250 200 100 565 20 75 1,000 500 500 600 1,000 1,000 800 1,500 260 500 200 3,000 150 600 275 1,000 1 , 200 2, 000 22 IS / 7 1878 1879 1880 1881 $50, 000 1882 3,000 1883 . 1884 40,000 1885 . 188.6 7,000 1887 ........ i 1888 1,600 1889 100, 0001 1890 4, 000: 1891 12, 000i 1892 4,000 1893 1894 1895 1896 1897 1898 34, 000 6, 000 6, 000 1,000 10, eooj 1899 15, 000 6,000 5, 000 4, 000 2, 500 8, 000 50, 000 20, 000 50,000 15, 000 30, 000 30, 000 58, 000 30, 000 40, 000 1,800 9,000 75, 000 4,000 10, 000 1,700 4,000 4,200 26, 000 1924 1925 1926 1927 10, 000 1928 1900 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 19] 1 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 1955 1956 1957 EDUCATION REPORT, 1898-99. Table 43. — Statistics of private ldgli schools , endowed academies, seminaries, State and post-office. Name^ Principal. 1 WEST VIRGINIA — 2 3 continued. Wheeling _ do . . . WISCONSIN. Lancastrian Academy . Academy oi the Visitation (Mount de Cha'ntal). John M, Birch, Ph. D _ Sister M. Gertrude Reilly Ashland . Beaver Dam . Delafield . Evansville . Fond du Lac . Hillside . Kenosha . _ do . Madison . Marinette . Milwaukee (558-568 Broad¬ way). Milwaukee (469 Van Buren st). Mount Calvary . Poynette . Prairie du Chien . Racine . _ do . Racine (1215 Park avenue) . St. Francis . _ do . Scandinavia . Sinsinawa . Stoughton . Watertown . Waukesha (201 East ave.).. North Wisconsin Academy . Wayland Academy . St.John’s Military Academy . Evansville Seminary . Grafton Hall . Hillside Home School . Kemper Hall . University School . Sacred Heart Academy . St. Mary’s Institute. . . . German-English Academy . Milwaukee Academy . St. Lawrence College . Poynette Academy . St. Mary’s Academy . East Park School . Racine College . St. Catherine’s Academy . Catholic Normal School of the Holy Family. Provincial Seminary of St. Francis of Sales. Scandinavia Academy . St. Clara Academy . Stoughton Academy . Sacred Heart College . Carroll College . S. F. Henry . Homer J. Vosburgh . Sidney T. Smythe, Ph. D . A. L. Whitcomb . B. T. Rogers . Ellen C. Lloyd Jones . Sister Superior . Nicholas Rowe . Mother Reginald . Mary Gonzalva . Emil Dapprich . Julius Howard Pratt, Ph. D. . . Antonine Wilmer . Mary McCarle . Sister M. Seraphia . Mrs. A. O. Simpkin . Rev. Arthur Piper, S. T. D _ Mother M. Hyacintha . Rev. M. J. Lochemes . Rev. Joseph Plainer . L. M. Larson . Dominican Sisters . K. A. Kasberg . Rev. John O. Keefe, C. S. C _ Whiter L. Rankin . WYOMING. Big Horn Sheridan Wyoming Collegiate Institute*... Sheridan College . Rev. Charles Anderson F. O. Hellier . * Statistics of 1897-9S. PRIVATE SECONDARY SCHOOLS 2137 and other private secondary schools for the scholastic year 1S9S-99 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. 0) 0) 1 Male. oi a QJ Male. a o Male. o3 a OJ | 4 5 £> 7 8 9 lO Nonsect .. 3 0 55 0 15 0 R. C . 0 12 0 60 0 34 Cong . 2 2 9 4 1 1! Bapt . 7 8 65 65 4 3 Epis . 10 1 123 0 12 0 Free Meth 2 5 30 22 40 63 Epis . 3 11 0 40 0 7 Nonsect . . o O 12 13 26 23 19 Epis . 0 10 0 59 0 36! Nonsect . . 1 0 8 0 0 0 R.C . 0 5 0 25 0 45 R.C . 0 o O 0 30 0 2 Nonsect .. 4 1 18 15 68 Go Nonsect .. 5 0 45 0 27 0 R, C . 13 0 151 0 0 0 Presb . 0 4 14 10 8 8 R. C . 0 3 0 30 0 28' Epis . 0 1 0 4 0 30 F. E . 5 1 60 o 0 0, R. C . 0 6 0 60 0 136 R. C . 6 0 61 0 3 0 R. C . 10 0 125 0 90 0 Nonsect .. 2 0 10 17 20 J °i R. C . 0 10 0 80 0 60 ! Luth . o O 1 30 20 74 18 R. C . 3 0 70 0 30 0 Presb . O o 2 54 26 19 6 Cong . 2 1 11 12 25 9 Cong . 2 3 24 36 0 0 Preparing college. for Gradu¬ ates in 1899. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1899. Clas¬ sical course. Scien¬ tific courses. 3 Female. qJ s Female. o5 13 IrH Female. Male. Female. 11 12 13 14 15 16 17 18 ‘ 2 0 14 0 10 0 8 0 0 9 2 0 3 0 2 1 2 0 12 3 40 20 3 1 3 1 10 0 13 0 30 0 23 0 12 9 3 7 1 3 0 3 0 1 0 6 3 2 0 5 0 4 0 20 0 0 0 11 0 2 0 4 0 2 0 10 0 4 0 2 13 3 18 0 14 0 5 0 5 0 7 0 6 0 i 5 0 5 0 0 12 .... 0 1 0 1 o' 0 5 12 0 25 0 ] 0 6 1 1 0 0 14 0 5 2 0 5 0 14 3 4 0 50 0 20 0 12 0 6 0 15 6 2 0 1 1 o o O £ fcJD a a> 19 tO 55 (-> •Q O U a> £ a 21 6,000 700 2,000 3,000 500 600 3,000 3,000 400 400 300 1,500 800 2, 800 533 700 10,000 2,000 12,500 200 3,000 700 10, 000 500 500 Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 22 $1 40, 000 90, 000 150, 000 40, 000 50, 000 42,000 100, 000 20,000 80, 000 30, 000 75, 000 20, 725 15, 000 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 180,000 1950 20, 000 125,000 12, 000 42, 000 1951 1952 1953 1954 1955 7,000 1956 250 1957 2138 EDUCATION REPORT, 1898-99. Table 44. — Public and private high schools for boys only, for girls only, and for both sexes. State or Territory. Public. Private. For boys only. For girls only. Coeducational. For boys only.' For girls only. Coeducational. Schools. Students. Schools. Students. Schools. Boys. Girls. Schools. Students. Schools. Students. Schools. Boys. Girls. United States . 34 11,088 22 13,644 5, 439 186, 039 265, 456 324 19, 945 541 22, 041 1,092 31, 955 29, 897 North Atlantic Division. . . . 13 7, 855 8 9,167 1,321 55, 681 77, 980 152 10,830 208 8,888 304 9,967 9,640 South Atlantic Division.... 9 1,525 6 2,077 391 8,753 13, 329 69 3,419 76 3, 545 232 5, 526 5,193 South Central Division .... 11 1,193 6 1,852 581 13,487 19,100 34 1,585 70 3,204 313 8, 750 7,397 North Central Division .... 1 515 i 10 2, 914 9S, 176 140, 360 44 3, 334 133 4,857 194 6,353 6,096 Western Division . i 538 232 9, 942 14,687 25 777 54 1,547 49 1,359 1,571 North Atlantic Division: Maine . 157 3,870 4,973 . 1 18 9 95 34 1, 175 1, 293 New Hampshire . 1 50 51 1, 496 1,' 918 8 901 4 259 19 659 626 Vermont . 54 1,802 2 49 19 670 627 Massachusetts . 5 1,801 2 1,437 225 13,010 18; 147 22 1,665 37 1,596 42 1,353 940 Rhode Island . 18 1,448 1,988 3 167 997 2 67 53 Connecticut . 69 3, 039 3,924 16 722 21 881 21 444 441 New York . 3 4,770 3 4, 330 363 17^ 496 24; 194 58 3, 333 81 3,714 63 1,707 2, 128 New Jersey . 89 3. 932 6, 222 18 1 162 26 773 27 774 777 Pennsylvania . . 4 1,234 3 3, 400 295 9, 993 14,812 26 2, 862 28 1,294 77 3,118 2, 755 South Atlantic Division: Delaware . 13 424 663 2 119 101 Maryland . 7 1,175 3 1 f Ido 38 645 1,117 12 646 14 900 11 228 201 District of Columbia _ 5 1 , 254 2, 062 4 126 11 320 4 104 187 Virginia . 1 150 66 U 434 2, 382 28 1, 105 25 1, 112 27 570 523 West Virginia . 26 '588 1, 190 1 55 3 114 8 180 244 North Carolina . 1 17 410 '527 l9 791 7 447 100 2, 396 2, 015 South Carolina . | 1 320 98 1,567 2, 048 6 414 4 113 21 365 '462 Georgia . 1 O o C4 2 604 106 2,045 2; 717 6 2S2 8 444 57 1,546 1,423 Florida . 22 386 623 4 95 2 18 37 South Central Division: Kentucky . 2 577 i 667 66 1,759 2,423 10 396 19 622 53 1,169 890 Tennessee . i 38 100 2,208 3,088 5 282 13 654 84 2, 534 2, 035 Alabama . 4 244 o O 491 47 1,050 L2S1 4 259 5 241 47 1 ; 053 '811 Mississippi . 1 20 90 1,633 2,213 4 200 8 239 34 920 862 Louisiana . 1 262 2 694 18 '322 '547 4 181 9 307 18 350 372 Texas . 201 5, 127 7, 818 5 190 15 1,119 44 1,796 1,514 Arkansas . 53 1,263 R549 2 77 22 '700 675 Oklahoma . 4 115 173 1 22 1 21 12 Indian Territorv . 52 2 10 8 ... 10 207 226 North Central Division: Ohio . 613 18, 687 24, 281 8 574 28 1,077 17 479 438 Indiana . 362 10' 647 14, 821 3 219 11 570 14 703 642 Illinois . 1 515 1 10 341 14; 058 22, 536 6 455 30 834 29 1,012 1,130 Michigan . 286 11,574 15, 572 2 94 12 506 Q 275 317 Wisconsin . 183 7, 566 9, 982 7 643 8 328 9 243 205 Minnesota . .... 112 4i 862 7, 002 6 409 11 478 12 383 240 Iowa . 330 11,193 16,206 1 84 7 189 27 824 801 Missouri . 211 7, 723 11,801 9 815 17 615 48 1,669 1,570 North Dakota . 25 '405 '599 2 20 48 South Dakota . 29 78S 1,083 1 41 6 101 105 Nebraska . 233 5, 394 8, 198 4 121 11 262 294 Kansas . 189 5; 279 8, 279 1 41 4 98 10 382 306 Western Division: Montana . 15 433 559 ? 53 W voming . 6 118 151 2 85 48 Colorado . 41 2, 242 3,215 1 18 2 20 3 35 67 New Mexico . 6 60 116 O 31 9 52 Arizona . 9 55 117 1 10 Utah . 4 366 575 1 63 11 550 480 Nevada . 7 160 263 Idah., . 7 129 225 3 11 1 7 2 79 73 Washington . 36 1,114 1 , 874 1 40 4 158 8 136 181 Oregon . 15 670 i; 107 3 168 7 287 9 225 248 California . 1 538 93 4, 595 6, 485 14 446 35 960 14 299 474 CHAPTER XLII. 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 411-423, 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; 1897-88, pages 141, 194, 723,12370-2382 (column 8), 2419-2440. The number of manual or industrial training schools reporting statistics to this office for the school year 1898-89 was 125, an increase of 11 over the preceding year. This includes the 24 industrial schools for Indian children. The 125 schools have 1,077 teachers in the manual and industrial training departments, 548 men and 529 women, as shown in Table 8. This was an increase of 132 in the number of teachers over the previous year. The number of pupils receiving manual training in these schools was 38,621, an increase of 7,938. The number of boys- receiving manual training was 23,002, an increase of 3,850, and the number of girls 15,619, an increase of 4,088. The total expenditure for manual training by 86 of the 125 schools was $913,450, as com', ared with $655,247 expended by 86 schools the year before. Of the aggre¬ gated expenditure for 1898-99 the sum of $676,478 was paid teachers, $98,807 for materials, $53,187 for new tools and repairs, and $84,978 for incidentals and for items not classified. The statistics in detail for the 101 manual and industrial training schools other than Indian schools will be found in Table 4. In these lOi schools there were employed 815 teachers, 432 men and 383 women. In the same schools there were 33,257 pupils, 19,926 boys and 13,331 girls. Table 5 gives in detail the statistics of the 24 Indian schools. There were 262 teachers employed in these schools, 116 men and 146 women. The number of pupi s was 5,364, the number of boys being 3,076 and girls 2,288. The branches of manual training or the trades taught and the number of pupils in each branch, so far as reported by the individual schools mentioned in Tables 4 and 5, are shown in Table 6. This office did not attempt to ascertain the number of pupils receiving manual or industrial training in 1898-99 in institutions not distinctively manual or indus¬ trial training schools. General statistics of this character were collected in 1893-94 and printed in the iieport of this office for that year, pages 2093 to 2169. Table 1, on the next page, shows the number of cities of 8,000 population and over in whose public schools manual training has been given in the last ten years. In 1890 it was given in 37 cities, in 1894 in 95 cities, in 1896 in 121 cities, in 1898 in 146 cities, and in 1899 in 170 cities. Table 2 gives a iist of the 170 cities in whose public schools manual training (other than drawing) was given in 1898-99, and indicates the grades in each city system in which such instruction was given. 2139 2140 EDUCATION REPOET, 1898-99 Table 1. — Cities of 8,000 population and over in each State, in ichich manual training was given. Geographical location. 1890 1894 1896 1898 1899 United States ... 37 95 121 146 170 N. Atlantic Division.. 23 52 72 80 97 S. Atlantic Division.. 3 3 6 5 6 S. Central Division ... 1 2 2 5 6 N. Central Division.. 10 30 31 45 48 W. Division . 8 10 11 13 N. Atlantic Division: Maine _ _ 2 1 4 4 New Hampshire. .. 1 1 3 O bJ 4 Vermont . . _ . 1 Massachusetts _ 6 17 22 33 39 Rhode Island. _ _ 2 7 3 3 Connecticut _ 1 3 6 7 8 New York . . 6 10 18 16 16 New Jersey. . 4 12 8 10 13 Pennsylvania - 5 5 rr l 15 9 S. Atlantic Division: Delaware. . . 1 1 1 1 1 Maryland . . . 1 1 1 1 1 Dist. Columbia _ 1 1 1 2 Virginia . . 2 1 1 West Virginia _ N orth Carolina _ 2 1 1 South Carolina _ Georgia _ Florida . . S. Central Division: Kentucky _ _ 2 2 3 3 Tenressee _ 1 Alabama . . . . 1 G eographical location. 1890 1894 1896 1898 1899 S. Central Division: Mississippi _ Louisiana . Texas . Arkansas. . Oklahoma . Indian Ter . . 1ST. Central Division: Ohio . Indiana. . Illinois . Michigan . . Wisconsin . Minnesota . Iowa . Missouri . North Dakota. .. South Dakota .. . Nebraska . Kansas . . Western Division: Montana . . Wyoming _ Colorado . . New Mexico .... Arizona . Utah . Nevada . . . Idaho . . Washington . Oregon . California . Table 2. — Cities in ichich manual training ( other than drawing) was given in the public schools in 1898-99. Cities. Grades in which manual training was given. ALABAMA. N e w Decatu r . . — All. CALIFORNIA. Fresno - - - 7, 8, 9, and 10. Los Angeles _ _ 6, 7, 8, and 9. Oakland . 8 and 9. San Diego - - 6, 7, and 8. San Francisco _ High school. Santa Barbara - 3, 4. 5, 6, 7, and 8. Santa Cruz . . . 1, 2, 3, 4, 5, 6, 7, 8. and 9. Stockton . . 9, 10, 11, and 12. COLORADO. Colorado Springs ... 1, 2, 3, 4, 5, 6, and 7. Denver: District No. 1 ... 1, 2, 3, 4, 5. 6,7, 8, 9, 10, 11, and 12. District No. 17.. All. Pueblo: District No. 1 . . . 4, 5, and 6. District No. 20.. 6, 7, 8, 9, and 10. CONNECTICUT. Cities. Grades in which manual training was given. DISTRICT OF COLUM¬ BIA. i Washington: 7th to 8 th divi- sions . 3, through high school. 9tli to 11th divi- i sions . . 7 and 8. FLORIDA. St. Augustine - Grammar school. GEORGIA. Athens . 1, 2, 3, 4, 5, and 6. 1 Columbus . 1, 2, 3, 4, 5, 6, 7, and 8. ILLINOIS. Canton . . 4, 5, 6, and 7. Champaign . . High school. Chicago . . Grammar and high. Galesburg . . 9, 10. and 11. Moline . . 7, 8. 9, and 10. Oakpark - - High school. Rockford . . 7, 8, and high school. Springfield . 7, 8, and 9. Bristol . Hartford . . Manchester (South) Naugatuck . New Britain . New Haven _ New London . Stamford . 5, 6, 7, and 8. 8 and 9. 5, 6, 7, 8, and 9. 7, 8, 9, and high school. 8 and 9. 4, 5, 6, and 7. 6, 7, and 8. 6, 7, 8, and high school. INDIANA. Frankfort . Indianapolis . . Laporte . IOWA. Davenport . Des Moines (West). Iowa City . Mason City . Primary. 4, 5, 6. 7, and 8. All. 9 and high school. High school. 5, 6, 7, 8, 9, 10, 11, and 12. 7, 8, 9, 10, 11, and 12. DELAWARE. Wilmington .... High school. ^i^CncOCiOOCOQO MANUAL AND INDUSTRIAL TRAINING. 2141 Table 2. — Cities in which manual training ( other than drawing) teas given in the public schools in 1898-90 — Continued. Cities. Grades in which manual training was given. KANSAS. Cities. MISSOURI. Grades in which manual training was given. Pittsburg . . . KENTUCKY. Frankfort . . Lexington . Louisville . Primary. 7, 8. and high school. Primary. High school. MAINE. Lewiston . Oldtown . Portland . Saco . MARYLAND. Baltimore . 6, 7, 8, 9, and 10. All. 7, 8, and 9. 5, 6, 7, 8, and 9. 6, 7, 8, 9, 10, and 11. MASSACH USETTS. Amherst . Arlington _ Belmont . Boston . . Braintree . Bridgewater ... Brockton . . Brookline . Cambridge . Concord . Dedham . . Easton . Everett . Fall River - Fitchburg . . Gardner .. . Greenfield . Haverhill . . Holyoke . Lawwence . . Lowell . Lynn . Malden - Medford . . Milton . — Natick . . New Bedford — Newton. . . North Adams — Northampton .. Salem . . . . Somerville. . Southbridge _ Springfield . Wakefield . Waltham . Watertown . Woburn . . . Worcester . MICHIGAN. Bay City . . Fiint . Ishpeming _ _ Kalamazoo. . Menominee . Muskegon . MINNESOTA. Duluth . . . Minneapolis _ St. Cloud..... _ St Paul . . Stillwater . MISSISSIPPI. Greenville . 6, 7, 8, and 9. 7, 8, 9, and 10. 7, 8, 9, 10. 11, and 12. Grammar school. 6, 7, 8, and 9. 8 and 9. High school. Grammar and high school. High school. 5, 6, 7, and 8. 5, 6, 7, 8, 9, and 1 class in high school. 5, 6, 7, 8, and 9. 5. 6, 7, and 8. High school. 9, 10, 11, and 12. High school. 2 to high school. 5, 0, 7, 8, 9, 10, 11, and 12. 6, 7, 8, 9, and high school. High school. 10,1 1, and 12. High school. 9 and high school. 5, 6, 7, 8, and 9. 5, 6, 7, 8, and high school. 5, 6, and 7. 7, 8, and 9. 8 and 9. Do. 5, 6, and 7. Grammar school. High school. 5 and 6. 8, 9, and high school, a, 6, 7, 8, and 9. 6, 7, 8, 9, and 2 of high school. 5, 6, and 7. 1, 2, 3, and 4. 9 and high school. 8, 9, 10, and 11. 6, 7, 8, 9, 10, 11, and 12. High school. 5, 0, 7, 8, 9, and 10. 7, 8, and high school. All. High school. Do. Grammar school. High school. Do. 6 and 7. Carthage . . Kansas City . Moberly . St. Louis . . NEBRASKA. Omaha . . . NEW HAMPSHIRE. Concord . Manchester. . . Nashua . . Portsmouth _ 7, 8, and high school. High school. Do. 7, 8, and high school. 9, 10, 11, and 12. 7, 8, 9, and high school. Grammar school. 1, 2, 3, 4, 5, and 6. 4 and 5. NEW JERSEY. Bayonne _ Camden . Hackensack _ Hoboken _ N e wark . Orange. . . Passaic . Paterson _ Phillipsburg - Redbank. . Union . . . . Vineland . Woodbury . . All. High school. Grammar school. 6, 7, 8, and 9. 5, 0, 7, 8, and high school. All. 3, 4, G, 7, and 8. 7, 8, and high school. 2, 3, 4, 5, and 6. All. 3, 4, 5, 6, 7, 8, 9, and 10. Grammar and high school. High school. NEW YORK. Albany . . Batavia . . Binghamton _ Buffalo _ Corning . . . Glens Falls . . Ithac a. . — Jamestown . . Newburg . . New York . . Port Chester . . Rochester . . Syracuse . Utica . . Whitehall . Yonkers . . . NORTH CAROLINA. High school. Primary. 9, 10, 11, and 12. 8 and 9. Primary. 5, (5, 7, and 8. Do. All. 8, 9, 10, and 11. Elementary, secondary, and truant. Primary. 4, 5, G, and 7 in six schools only. 7 and 8. 5, 6, 7, and 8. High school. Grammar and high school. Durham 8, 7, 8, 9, and 10. OHIO. Akron . Bucyrus . . Cleveland. . Dayton . Elyria . Toledo . Wapakoneta . Youngstown. . PENNSYLVANIA. Allegheny . Conshohocken _ Homestead . . Norristown _ _ Philadelphia . Pittsburg . Shamokin . W arren . West Chester . RnODE ISLAND. Newport . Providence . . Woonsocket . All. Do. Do. 7 and 8. 1, 2, 3, 4, 5, and 6. 5, G, 7, 8, 9, 10, 11, and 12. All. High school. Grammar school. All above primary. 4 to high school. 7 and high school. High school. Grammar school. Primary. High school. High school. Intermediate, grammar, and high school. High school. 7, 8, and 9. 2142 EDUCATION REPORT, 1898-99. Table 2. — Cities in which manual training ( other than drawing ) teas given in the public schools in 1808-99 — Continued. Cities. Grades in which manual training was given. Cities. Grades in which manual training was given. SOUTH DAKOTA. Sioux Falls . TEXAS. Austin . _ All grades. 9, 10, and 11. WISCONSIN. Appleton . Eau Claire . Fond du Lac . . Janesville . High school. 7, 8, and high school. High school. Do. VERMONT. St. Johnsburg . VIRGINIA. Staunton.. . La Crosse . Do. 7 and 8. 1, 2, 3, 4, 5, 6, 7, 8, and 9. Menomonie . Milwaukee . Oshkosh . Portage . All. 2 high schools. All. High school. Table 3. — Summary of statistics of manual and industrial training schools in the United States in 1898-99. State or Territory. Number of schools. Different teachers of manual and industrial training. Different pupils who received manual and in¬ dustrial train¬ ing. Expenditure for manual and indus¬ trial training during 1898-99 for 96 schools. Male. Female. *3 o Eh Male. Female. Total. For teach¬ ers. For mate¬ rials. For new tools and repair. For i n c i dentals. Total. 1 3 i 5 G 7 8 y io 11 12 United States . 125 548 529 1,077 23,002 15, 619 38,621 $676, 478 $98,807 $53, 187 $84, 978 $913, 450 North Atlantic Division.. 50 260 99^> wwu 483 10, 430 6,800 17,230 360, 883 34,232 30, 022 40, 7C0 465, 837 South Atlantic Division.. 15 44 39 83 1, 463 903 2, 366 33, 596 12, 683 5, 296 1,740 53, 315 South Central Division... 6 14 40 54 516 438 954 10,576 1,944 275 700 13, 495 North Central Division . . 31 136 126 262 7,374 5.439 12, 813 168, 363 36. 670 12, 563 18, 519 234,115 Western Division . . 23 94 101 195 3,219 2, 039 5, 258 105,060 13,278 5,031 23,319 146, 688 North Atlantic Division: Massachusetts . . 10 49 97 146 1,885 1,658 3, 543 57, 969 3, 685 6,216 1,079 68, 949 Rhode Island . . 6 17 15 32 921 951 1,872 10, 390 200 25 15 10, 630 Connecticut . . 3 rf t 4 11 345 227 572 7,640 167 30 5,060 12, 897 New York _ 19 109 60 169 3, 819 2,804 6,623 160, 710 16,131 5, 651 24,494 206, 986 New Jersey . . 3 9 19 28 116 190 306 12, 885 4, 5S2 12, 000 271 29, 738 Pennsylvania . . . 9 69 28 97 3,344 970 4,314 111,289 9, 467 6, 100 9,781 136, 637 South Atlantic Division: Delaware . . . 2 8 1 9 59 0 59 2, 800 600 100 50 3, 550 Mar viand . . . 5 18 6 24 992 285 1,277 16, 600 3, 067 2, 767 150 22, 584 District of Columbia . 2 3 13 16 46 82 128 1,096 5,916 29 7, (41 Virginia . . 1 6 5 11 115 65 180 10, 000 3,000 2.000 1,500 16,500 North Carolina . . 5 9 14 23 251 471 722 3,100 100 400 40 3, 640 South Central Division: Kentucky . 3 8 28 36 340 378 718 7,686 1,644 125 600 10,055 Alabama . 1 3 0 3 16 0 16 900 900 Louisiana . . 1 2 10 12 100 0 100 450 300 150 100 1,000 Oklahoma . . 1 1 2 3 60 60 120 1,540 1, 540 North Central Division: Ohio . . 5 29 21 50 3, 308 2,978 6, 286 32,302 7.619 4, 056 1,093 45,070 Indiana . 2 17 8 25 596 529 1,125 16, 500 926 317 98 17,841 Illinois . . r* t 30 12 42 1.863 615 2,478 43, 950 2, 952 894 4,969 52, 765 Michigan . . . 2 4 13 17 109 176 285 5,225 40 5.265 Wisconsin . . 4 6 18 24 89 279 368 2, 940 1,200 100 300 4,540 Minnesota _ 4 6 99 28 317 343 660 13, 216 700 358 600 14, 874 Iowa . . 1 1 1 2 95 17 112 2, 800 200 25 125 3. 150 Missouri . . 1 6 0 6 234 0 234 6, 850 533 ‘113 104 7,600 N orth Dakota . 1 6 9 15 125 100 225 8, 060 5,000 500 500 14,060 South Dakota . 9 5 9 14 78 43 121 7,100 1,500 200 150 8,950 Kansas . 2 26 13 39 560 359 919 27, 420 16,000 6,000 10, 580 60,000 Western Division: Montana i 8 9 17 175 125 300 9,4-40 9,440 Colorado . _ _ 3 15 13 28 1. 034 335 1.369 25, 498 583 718 22,318 49, 117 New Mexico . 9 11 12 23 400 205 605 14,352 1,200 39(i 15, 942 Arizona . . 4 14 24 38 281 238 519 7,490 2, 800 1 , 050 10 11,350 Nevada 2 4 4 8 iuo 45 145 4,000 1,000 5,000 Idaho . 1 2 1 3 30 30 60 California . . 10 40 38 78 1,199 1,061 2, 260 44, 280 7, 695 2, 873 991 55, 839 Table 4. — Statistics of manual ami industrial schools in the United States in 1898-99. 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CO P . eg te O fe a ©a © E a • A ^ dd P Ph P © O co jj Ha ^ rt r-i © > ega ©>^i O E a :o i0^ -S5^s O o' ?H o o aa co rd ©o rt “I _rj. _r br.E d d eg ©’>2 aEEE a t- co a a © o d Ea o r© ol Q2 © r-H a eg a a a r-H © nd o aQ ir~j a :ei Institute a Select MANUAL AND INDUSTBIAL TBAINING. hd 0) 0 -P r-H -J-3 P 0 P3 . i- O Irri *ft ^ ft! t’H' a p^ £ © g P K-pG P ® CD !>, 3 Wo-3 CftcO © Cf3*H 0^ H <) , © J PS P P 'P^'S P*D C3 CO < Po ?h o2 SO 1/3 !<1 £ a g3 rO> 03 p G> C0£ Kfe c 6 > r © • r> .h -*-> ft ft] oj . ^ C/3 Ct ^ C3 £> *»0 v-s r ' HH i> TS1 ^ O ^ CD -P b M > 0 Oh . o o o O . <0^ O « 1 G G i i O • o o C/3 > CO C5 • l 'H' O • • ^ o C5 ' CG cd ; G 1-0 1 1 CD 1 {- o oi ft j ft co" ' 1 ft ZD ‘ * ft ‘ r-H r-H ^ 1 T— H rH 1 1 r-H 1 i- 1 r-H » CD ID G . i o • CO • o rH CD 1 • 04 ; ext ; o ° ! 1 ft • vO 1 1 1 1 1 rH • • r-H i 1 iD P o re .CD 1 1 1 JD O . i i- cr re CD * O 1 1 CA G • : CA • • ; iO 1 I O ( ; ID i i oi' 1 1 of 1 1 ft i > G • o o CD . • • 1 GO i i i i i5 O O i o • 1 1 ■ i 00 ' CD 1 • 04 b ; ; O i i ft o> ' Oi 1 i co" • ■ 0D- i • i W > 05 o o O • lO G • co . . 04 1 CO o o a> i r-H CD ♦ 1 G ; CO ^ o c: » co G • » *■- O ; j CO • cJ GO CO CO ' 00 co" * I-H G 1 1 co" CO r— 1 1 ’ » 1 lO co co CO -H ONO CO 05 O CO N i.C C l.o CO Iff 05 -H CO CO 00 CO H rH ■+XOC1 »D o> CO CO co rH rH CC CO CO r- ^>H r-H C4 co CO TH o o >o o >-h re CO 0? CO O CO G ID ID C/3 t-h i- Oi co i-i ID CO ID _ CO O G DA rH Ol H T-3 r- r- ft o> 00 co o O CO 50 i.o DA cr. h* iDOCC G CO CG CO co 05 O* G r~ 04 co co re rH rH CO CA T-H r— ! ^H C5 05 r-H o i-C 20 . o o u- H U- rH L- CO' CO rrCtO iD ' — ! T-H *-“H CO .. . . r— 3 o o o rH O T-H hH 1 — < CO CA iD 0> G CO CO CO f~H O u: o CD — 1 o CO ? - c -r ^ — r— < D G r~ CA r-H (Di CO -A* J ! 1 1 sec- ! J J rO 1 ft ! s * ■ i ' i : ' C3 |H cS Hi • h : b p ■ st-g© ft P ft cc hi •1 1 1 1 rP 2 a ° o H c ; • ' S 0 do . •0*2 0 So£h p © pH © : ' O 0 S ° . — -i A 2A 2 2 © O 0 “ 0 l~ H 02 • : ; .GO 02 . ;< H/.H w 1 1 ^ • ' * J ! hh ' i i i 1 ' §id O | ; • 0 ! ' i i i ' 1 co 05 I u- G CO -p c3 4-> CO §5 |o C =1-1 o o rH 5 o C/3 o &/j*P rt © •Pec a p ’3 A © © * § 3c cS 3 G- < M H 0 r-H ® eg p 0 bfi 0 rPrP p b © P £3 £ CP a 0 oft 4J U O p^ 2 -!-C ^ P3 T2 P O » «°® £g® s &g © ’55 G ^ r3 S eg • , r- I.U 0 O o o CO W 5 03 _ rj r - - ° p oD o a 2 -3 ©A •r p PH JlJ w P pp; TS ^ © rs ® a 60 73 © Q © © o zr. h, /-\ a te Co o CHfLl CM 'o S O 0) rP^J © cS cc © a ® p a 03 ©. o_ O O ,a o © pj '72 © -_ C/2 2 fc£ P2 a S3 -r-4 _Z o spo 3 pO o a © p © HP4 F=H p . a _© ^ P -i-i ^-2^ iP © a K*i 03 <1 O 02 *® in o p; 02 C O QQ o o GQ p G 3 o 2P © P02 ^ a ; o ' 73 a 2 °P2 p -M TH OC : P3 o p< © o© G > o p X zn # O „C o o o GGQ P P c3 0 0 Q o o P3 o 73 © > O r© P +-> © Eh f^ir^ ^3 © > • i-H 0 O 0 Fh o ft 0 o 2147 Table 5. — Industrial schools for Indian children. 2148 EDUCATION REPORT, 1898-99. Expenditure for industrial training during 1898-99. •p*;ox PH $8,490 2. 860 2, 450 to kO r-H 60,000 O O O O 02 02 r-H — h c: x co C7 CO O O '30 h$T o' cT ko cT o' COiOCO 0 ^ O kO 0 OkOC0 02i— ^rH 02 pOCO^ rH rH 0 kO hH v co N 00 00 05 r-H •sin; -ueppur jo^ ■* pH . O 1 > y—< 1 . . 1 1 1 1 1 1 QO CO of Oi O co kO 0 rH 1 1 1 1 • 1 • 1 • 1 1 1 1 1 • 1 1 1 1 1 1 1 1 O 1 1 O » O • 1 kO 1 kO • 1 rH • 1 1 1 1 1 1 1 1 1 0 ico O !kO CO co CO 'CO •s.nucle.t pun spoq.Aiau.io^ M 0 c: 3 0 kC C l 1 1 1 4 1 O O O CD 1 1 1 1 ■ 1 a 1 l 1 l 1 a 1 1 1 1 1 05 CO O .OO . Q .OO • kO • 02 • ■ 1 1 1 1 1 0 0 0 ID r-H CD ico 1 •spu .ie^'eni ao^[ rt ggg o»’4' c^f 1 1 1 ■ 1 1 O O O ID rH • 1 1 1 a 1 a 1 1 1 l 1 O' 0 0 r-H 0 0 02 r-H O * 1 0 * O • • kO • o' ; 1 rH 1 0 co 02 jib- r-H 'CO 102 ■sjeqoue^ jo^j fH ic c^i of co 0 r-H cT rH O 02 h* }>T 02 kOOO 0 0 02 02 rH -H O CO OXhH O O 02 ^ 0 oT r*T cT kO 0 0 k-O 0 0 O -H O O O CkOQ'tN COrHrHCOCO rH O CD •rH 'CO 05 kO 02 12 Different pupils who received industrial training. •ffiox —H »0 O O O 0 O CO O Oi T-1 rH OI CM kO OOO OOO OC CO OPO T— . — ^ c: 0 w CO CO 0 Oi r-i CO r-H CO pO O O' X) CO rH kO 0 0 0> C > 05 02 r-H O rH r-H kO O I'H^ 02 i>- 0 1 0 r-H r-H iCO kO •0XBUI9J v' lO OO^COh r— 1 r— I O COSO r-H 0 kO JCLCCC5 COCOOi O' 0 Oi 02 0? 00 00 1—1 T-H 02 r-H rH r-H 0 Sx r-H rjH CO 0 0 ICO CO kO CO 02 of X CO 0 0^0^ O OOHCOH t— 1 r-H kO OOO O O kO O »0 kO r-H O CO CO CO OON CC 02 C^> -H 02 CO r^ thC2 kO 0 co 020 O r-H O X 05 O I- CO kC CD Different I teachers of industrial training. •moji O ic 05 ^ kO 00 r-H r— 1 02 CO kO rH rH-^N 00X0 rH rH 02 n r-H ^H rH kCCOONNON ^h 02 54 •0[UUI0 j[ O Ci L— Ol kO r-i rjH CC l-rc; CO i>- kiO CO oc 02 no^oh^ rH CD H •eftJH P eo i>- Cirr O rf! CO CO COCOCOCO OP^NC0C0 30 3 Grade of literary in¬ struction. *b Elementary. Secondary . do . . . do . . do . . . .do . _. Elementary. .rlo_ _ _ do . . . Elementary and sec¬ ondary. Elementary _ do . do _ ^ _ 1 1 1 0 c dt 1 1 1 1 1 1 1 1 1 0 c rdrc 1 1 1 1 Elementary . Secondary .. _ do _ do _ Elementary. do 1 1 ■ t • 1 • 1 > 1 • 1 0 ! "d . ■ 1 1 • 1 • 1 1 1 1 d © "t/3 D U CU CO a o p m 1 l r-H +H CD . Tb d s ' d P ! r< ' D D to .5 d£ g_r A A SO a’^'cs M n HrW X ! D iw p • '3 1=1 S eg w d :P • rn ri O Jh o r7~< O. ^ J§ D^A| £ o bX'SHffi rt .P-i 1.2 33 £ eg 53—1 iws 03-1,0 02«2 & >=p 5 -oo O © . PhQP 33 Z=i ft d D S®5 s cS *-0 T3 ® > a o «d P.P ^p d £dK bO-dQ 321^1 § K. O •‘Da • ^ o •r- 1 p d p +3 to d

-i£A:dp D 02ft d O > d”H o Cg p 03 daS Oh h % 3^ CO Dl p .d -p a -7- a oA o fap o £'d © S AOp o-2 o J§ W3rg a d •S rd d d.a P r£ to eg (Dh eg.® *S '©J oH 1 p -p ’S o dfe o o 33 o ^ o a,© a o ■S'® d be 'C d #s d g rH « d 'U ££3 If-S £p d P.0M g Sod I— 1 D D ^ 03*3 •_, rd to OXJ d feOS — o o c 2 rd — 33 O 8 33, &C o be a ®.5'3 ill HH . W 43 g C8 dAp co id d 2 «h ®H . A D £ Cj a d T 033 Iddco £ © ■£ 0.2*0 ! o • o 1 D p02 O,-. O cO r*j *2 o O 02 m — d co ib T a pi—1 2 d 5 d '©ft! d ^ p d H1-1 £j to cO D P02 ©■© o D to P esjS od 33 A « O^P I CO d d bcA d d'gft dp ® ■gss £, -P-P ^ d cO D ^O CC ©-aid'd 03 o © © a p p g-g d Sap ; * : o ■ o I'd a <02 o o_ 33 O 2 O co,d_ dec § 2 A p lo *o A p 3^3 A 2 d.S'2 ^ IZ> *7^ ^ IS +^hH s d M 2 d d^ d'S'g^ c d.2 dA d d 3 cc M b D £ -m O c« d d 37 a b to td d o • r— < c3 O o p a a" o >> d CO o to a 33 D M cO ^p ■ ® §1 PhO kT N ?H N ® «' a'> nJ 5h ci Slr_ w liagfcs 033 d a d to CO . CO •H A o o OP d b .2 8 • o^ ■ a d to . 3®0 d ft-d 03 toi? u dO OS CO c3 M to o t^£ •Sgw S|s •H d d d d ® ^ d '£ ddda P b3 f-i d P<^P PdP d d o c3 Ft, co ^ ^7, c8 ^ A D ^ p a > a^^g ^Pec a © g • p 1x1 *2, *d eg T P rj dp 1 CO ^rd ?h dpP d dA w D pP^lDpp d rtQfb a o d*egpry}&H aA*d2d| a32 d ® a aA a § g d^ dp eg 33 O O O eg P P Ok O^cCOPPOOPPH^ a p to a as a p (M a o p I— H ctf O H * Statistics of 1897-98. a No report received. MANUAL AND INDUSTRIAL TRAINING 2149 Table 6. — Statistics of manual and industrial training — Branches taught. Name of institution. Branches of instruction. Number of instructors, j Number of pupils. Number of weeks the subject is studied dur¬ ing the entire course. Male. Female. a 2 3 . 4 5 6 The Southern Industrial College, Camp Carpentry . 1 10 0 36 Hill. Ala. Farm or garden work - 1 5 0 36 Printing . . . . 1 i 0 36 Healdsburg College, Healdsburg, Cal. _ .. Sewing . . . 1 o 1 30 Cooking . . . 1 0 1 38 Tent making . . . 1 1 0 38 Broom making’ . . . . 1 1 0 38 Farm or garden work _ 1 1 0 38 Printing . . . . . 1 1 0 29 Central School (public), Oakland, Cal... Free hand drawing _ _ 1 20 20 40 Mechanical drawing . 1 170 5 40 Sewing . . . . 1 175 80 Cooking . . . . . 1 175 80 Carpentry . . 1 242 80 Wood turning . . . 1 125 40 Carving _ _ _ 1 242 40 California School of Mechanical Arts, Free-hand drawing - O bJ 168 64 80 San Francisco, Cal. Mechanical drawing . . 1 168 64 80 Clay modeling _ _ 1 99 36 40 Sewing _ _ _ 1 64 80 Cooking _ _ 1 ii 40 Carpentry _ _ 1 99 20 Carving - - - 1 69 28 40 Pattern making . . . 1 99 20 Forging _ _ _ _ _ 1 69 30 Molding (metal) _ 1 69 10 Vise work _ _ _ _ 1 44 20 Mechanics’ Institute, San Francisco, Free hand drawing . . . 1 20 30 40 Cal. Mechanical drawing . . 1 20 40 Electricity . . . 1 40 Polytechnic High School, San Francis- Free-hand drawing . . 9 iV 75 220 120 co, Cal. Mechanical drawing . 2 82 0 120 Clay modeling . I 40 108 40 Carpentry . . . .... i 60 0 40 Wood turning . . . i 25 0 20 Carving . . . i 40 90 40 Pattern making . . i 35 0 20 Forging . . . . i 60 0 40 Vise work . . . . . i 40 0 20 Machine-shop work _ _ i 41 0 80 Anna S. C. Blake Manual Training Free-hand drawing . School, Santa Barbara, Cal. Mechanical drawing . . . Clay modeling _ _ _ 120 Paper cutting and folding. . .. 120 Sewing . ." . / 60 160 Cooking . . / 1 \ 50 80 Sloyd . . . 9 bj 265 5 200 Preston School of Industry (boys), Sewing . . . l 12 0 Waterman, Cal. Cooking . . . . . . l 13 0 Carpentry . . . . l 3 0 Laundry . . . . l 12 0 Baking . . . l 6 0 Blacksmi thing . . . . l 4 0 Machine-shop work . l 8 0 Shoemaking . . . . 1 10 0 Farm or garden work . 2 27 0 Bricklaying . . i 11 0 Printing . . i 2 0 Housework _ 2 25 0 Brightside Industrial School, Denver, Sewing . . . . . . 1 1 Colo. Cooking . . . . 1 10 Carpentrv _ _ _ _ 1 10 Farm or garden work _ _ 3 60 Printing _ _ _ 1 3 Laundry.. . . . 1 18 Shoemaking . . . 1 1 Engineering . . . 1 6 2150 EDUCATION REPORT, J 898-99. Table 6. — Statistics of manual and industrial training— -Branches tonight — Cont'd. Name of institution. Branches of instruction. Number of instructors. N umber of pupils. Number of weeks the subject is studied dur¬ ing the entire course. Male. Female. i 3 4 5 G Manual Training High School, Denver, Free-hand drawing _ _ 189 195 114 Colo. Mechanical drawing.. . 1 189* 195 114 Clay modeling _ . . . 9 tj 54 Go 16 Sewing.. . o 165 76 Cooking _ _ _ 1 50 38 Carpentry . 1 80 16 Wood turning. . . . . 1 80 12 Carving . . . . . 4) i V 80 90 20 Pattern making.. . . . ) f 12 Forging . . . i ZA 20 Sheet-metal work _ _ j 1 2 Molding (metal) . . . 1 1 4 Vise work _ _ _ 1 , f 8 Machine-shop work . . . f 1 ol l 30 T’-ade School and Institute of the Y. M. Free-hand drawing . . . 1 19 20 C. A., Bridgeport, Conn. Mechanical drawing _ 1 66 20 Carpentry . 1 14 30 Plumbing _ _ _ _ 1 10 30 Board man Manual Training High Free-hand drawing _ _ 2 or>9 157 160 School, New Haven, Conn. Mechanical drawing _ i 233 70 160 Sewing _ _ ... i 157 100 Cooking. . . . i 157 160 Carpentry _ i 135 40 Wood turning.. . . Carving. _ _ _ 157 160 Venetian iron . . . 1 Basket weaving . . . i _ 87 120 Pyrography _ _ 1 Pattern making . i 46 40 Forging. . . . . i 30 40 Sheet- metal work . i Molding (metal) Machine-shop work _ _ i 20 40 Manual Training School, Ridgefield, Sewing. . . . i 0 38 24 Conn. Cooking _ _ i 0 32 48 St. Joseph’s Industrial School for Col- Clay modeling _ i 4 0 ored Boys, Clayton, Bel. Carpentry . . i 9 0 Farm or garden work . o o 12 0 Printing . . . . 1 6 () Painting . . . 1 ± 0 Tailoring . 1 4 0 Shoemaking . . . . l 3 0 Ferris Industrial School, Marshallton, Free-hand drawing . l 9 i i.nc 0 Del. Carpentry . . . 1 24 0 Wood turning _ _ _ 1 24 0 Industrial Home School, Georgetown. Free hand drawing. . . . 9 D.C. Clay modeling _ _ l Paper cutting and folding _ i Sewing _ _ _ 4 Cooking . . . 1 Carpentry _ _ _ 1 Wood turning _ 1 Farm or garden work . . 2 52 St. Rose's Industrial School, Washing- Sewfing.. . . . 5 0 65 36 ton, D. C. Cooking. . . . i 0 3 52 Chicago English High and Manual Free-hand drawing.. . . 2 5 1 8 0 120 Training School, Chicago, Ill. Mechanical drawing.. . o /V 578 0 120 Carpentry . . . ] Wood turning... . . . r 4 308 0 40 Pattern making . i Forging _ _ _ i 165 0 20 Molding (metal) . i 165 0 20 Vise work, machine-shoo work 2 105 0 40 Chicago Manual Training School, Chi- Free-hand drawing . . i 124 0 20 cago, Ill. Mechanical drawing . . . 9 258 0 100 Carpentry - - - i i 124 0 10 Wood turning _ l 124 0 10 Cabinetmaking . . i 124 0 10 Pattern making . i 124 0 10 Forging . . l 75 0 10 MANUAL AND INDUSTRIAL TRAINING. 2151 Table 6. — Statistics of manual and industrial training — Branches taught — Cont'd. Name of institution. Chicago Manual Training School, Chi¬ cago, Ill. Chicago feioyd School, Chicago, Ill . Jewish Training School, Chicago, Ill - Lewis Institute, Chicago, Ill. Bradley Polytechnic Institute, Peoria, Ill. Springfield Manual Training School, Springfield. Ill. Manual Training High School, Indian¬ apolis, Ind. Branches of instruction. Molding . . . Vise work . . . . Machine-shop work . - . Mechanical drawing . - . . Sewing . - . . Carpentry . Carving, . - - - Free-hand drawing _ Mechanical drawing . . Clay modeling . - . Paper cutting and folding - Sewing . . . . Carpentry . . . . . Wood turning . . . Carving . . . . . Machine-shop work . Painting . . . . Designing - . . . Free-hand drawing . . . Mechanical drawing .. . Sewing . — . . Cooking . . . . Carpentry . - - . Wood turning . Pattern making . . . Forging . - . . Molding (metal) . Vise work _ _ Machine-shop work . Free-hand drawing _ _ Mechanical drawing . . . Sewing . . . . Cooking . . Carpentry .. . . . . Wood turning.. . . . . Pattern making _ _ _ Vise work . . . Machine-shop work _ Carpentry . . . W ood turning . , . . Free-hand drawing . . Mechanical drawing . . Sewing . . . . . . Indiana Soldiers and Sailors Orphans’ Home, Knightstown, Ind. WestDes Moines High and Industrial School. Des Moines, Iowa. Cooking . . Carpentry . Wood turning _ _ Hygiene and nursing Pattern making _ Forging _ _ Molding (metal ) . Machine-shop work .. Free-hand drawing . . Sewing . Cooking . . . Carpentry . . . Baking . . . . Shoemaking . . Laundry work . Machine-shop work .. Floriculture . . Farm or garden work Printing . Tailoring . . Free-hand drawing . . Mechanical drawing . Sloyd, or knife work. Carpentry . Wood turning . Carving . Number ©-3 r— < g 6 fl 'oa P <& i— < P cc.P 3 4 5 {5 75 0 30 8 i 45 0 i 45 0 32 i 0 10 i 0 9 i 0 10 i 0 10 I 350 300 40 9 350 140 40 1 350 360 40 9 /V TO 60 40 2 360 40 2 350 140 40 1 GO 40 1 130 40 1 66 40 2 350 360 40 1 36 30 40 9 • V 100 50 72 2 100 72 1 50 24 O 100 30 1 150 6 1 150 G 1 50 24 1 100 86 1 50 24 1 GO 36 1 3 2 1 2 9 1 2 1 9 97 33 1 25 38 33 3 208 49 2 269 1 124 4 0 296 33 9 (J 0 61 3S o 185 0 19 1 160 0 19 1 0 45 19 1 39 2 102 38 i 39 38 2 30 33 i 320 250 60 i 34 40 i 4 20 20 i 10 60 i 13 GO i 6 60 i 7 i 9 60 ] 12 60 i 18 00 i 30 GO i 7 5 60 i 10 14 36 i 35 3 72 i 40 72 i 27 1 36 i 11 24 i 11 2 12 91 £ 9 4 x a Zi EDUCATION REPOET, 1898-99. Table 6. — Statistics of manual an id industrial training — Branches taught — Cont’d. Name of institution. Branches of instruction. N umber of instructors. Number of pupils. © A 3 5 ® ©•« O P'g © ^ b CC -U =W rr £ o.£ S3 . -t? © © ©3 3 cc.Jh d "cS Female. 1 3 IJ 4 5 G Manual Training School, Frankfort. Ivy. Free-hand drawing . i 35 22 36 Mechanical drawing . . i r* 0 36 Clay modeling _ _ i 15 16 Paper cutting and folding _ i 15 16 Sewing . . i 0 6S 36 Cooking . . . . . . i 0 68 Carpentry _ i rt l 0 36 Wood turning . . i r/ 7 0 36 Carving _ _ _ .. i 7 0 — Farm or garden work _ i 50 0 35 Hope Presbyterian Mission and Indus- Sewing _ _ _ _ 24 0 310 trial School, Louisville, Ky. Cooking.. _ _ _ _ 1 0 30 Basket weaving . . . 2 0 30 Iron-wire work . . 2 0 12 Manual Training High School, Louis- Free-hand drawing _ _ i 125 30 ville, Ky. Mechanical drawing _ 2 210 130 Carpentry . . . 2 140 20 Wood turning... . . . 9 fV 120 12 Carving _ _ _ 9 bj 100 7 Pattern making _ 9 75 40 Forging . . . l 00 35 Sheet-metal work _ _ i 4 Molding (metal) . . l 75 40 Vise work . . . . QQ Machine-shop work . f 1 o± Home Institute— Free night school, Free-hand drawing . . 9 100 0 New Orleans, La. Mechanical drawing _ _ 2 50 0 Baltimore Polytechnic Institute, Balti- Free-hand drawing - - 1 252 0 a 160 more, Md. Mechanical drawing - 1 139 0 2S0 Carpentry . . 1 279 0 80 Wood turning - - - 1 114 0 50 Carving _ _ 1 107 0 60 Pattern making . . . 1 114 0 1,20 Forging _ _ _ 1 09 0 90 Sheet metal work - - ... 1 252 0 100 Molding (metal), theoretical.. 1 114 0 10 Vise work ... . . 1 70 0 90 Machine-shop work - 1 70 0 120 House of Refuge, Baltimore, Md _ Sewing . . 1 12 0 Cooking _ _ 1 0 0 Carpentry _ _ _ _ 1 i 47 o Wood turning . . 1 1 Forging - - - Sheet-metal work - - Molding (metal) _ _ _ 1 52 0 Vise work _ _ Machine-shop work - - Farm or garden work - 1 O 0 Printing . . 1 15 0 Pa.i n t,i rt g _ 1 3 0 Samuel Ready School, Baltimore. Md Free-hand drawing .. _ 1 39 Cla.y modeling 1 18 Paper enf.tipg and folding 1 18 Sewi up- .. .. _ 1 60 Cooking _ _ 1 27 Typewriting . . 1 2W Shorthand _ 1 5 Vnca.l music _ 1 60 Pia.no .. _ _ _ 2 12 Pipe orp-a.n _ _ 1 4 Mc.DorioP-h Educational Fund end Tu- Free-hand drawing _ 9 123 200 stitute, McDonogh, Md. Mechanical drawing - - 1 24 80 Carpentry . . . Wood turning. . . . 1 1 15 15 30 15 Carving _ _ 1 15 15 Pattern ma.king _ 1 15 10 Machine-shop work _ 1 10 30 Printing. . - . 1 18 100 a Number of 100-minute periods in entire course. MANUAL AND INDUSTRIAL TRAINING. 2153 Table 6. — Statistics of manual and industrial training — Branches taught — Cont'd. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the subject is studied dur¬ ing the entire course. 1 Male. Female. 1 *Q0 :5 4 5 ii Jacob Tome Institute (manual train- 1 Free hand drawing _ o 130 225 494 ing department). Mechanical drawing . . i 65 27 152 Clay modeling _ i 45 39 76 Sewing . . . . _ 7 130 325 494 Cooking . . _ . 1 25 76 Slovd, or knife work _ 1 73 40 114 Carpentry 1 44 76 Wood turning . . 2 31 38 Carving _ _ _ .. i 44 76 Pattern making . i 13 24 Sheet-metal work _ i 13 6 Molding . . . . i 13 10 Friendford Industrial School, Boston, Free hand drawing . . 2 20 27 Mass. Mechanical drawing . . _ 4 15 27 Paper cutting and folding . 3 10 Sewing.. . . . . 57 3)5 27 Cooking _ _ i 18 27 Sloy d, or knife work _ _ 2 13 27 Carpentry _ _ _ i 13 27 Wood turning _ _ i Carving . . . . . i 12 27 Embroidery _ _ i 9 27 Millinery . . . . . . . i 11 27 Housekeepers _ 3 70 27 Hebrew Industrial School, Boston, Sewing _ _ _ .. _ ID 400 40 Mass. Cooking _ _ _ 2 75 40' Printing _ _ o 45 30 Mechanic Arts High School, Boston, Free- hand drawing _ 2 343 0 40 Mass. Mechanical drawing _ 2 343 0 80 Carpentry _ _ O fj 185 0 30 Wood turning . . . . 1 133 0 16 Carving.. . . . . 3 185 0 10 Pattern making _ _ 1 133 0 4 Forging . . . 1 133 0 20 Machine-shop work _ ... 1 35 0 40 North Bennet Street Industrial School. Clay modeling _ _ _ _ _ 4 345 0 Boston, Mass. Sewing _ _ _ 1 ( Jooking _ 1 _ Sloy d, or knife work . . ] 215 Leather work _ _ _ 1 175 Millinery. . . .. . . 1 21 Dressmaking . . . 1 27 Printing _ _ 1 207 Woman’s Educational and Industrial Sewing _ _ _ _ _ 4 200 36 Union, Boston, Mass. Rindge Manual Training School, Cam- Free-hand drawing _ 1 175 0 40 bridge, Mass. Mechanical drawing . . 1 175 0 40 Carpentry _ 1 67 0 20 Wood turning _ 1 58 0 20 Pattern making . . 1 58 0 20 Forging. . . . . 1 58 0 20 Machine-shop work, first year. 1 50 0 20 Machine-shop work, second 1 67 0 20 year. Trustees of the Lowell Textile School. Free-hand drawing. . . 2 14 9 90 Cambridge, Mass. Mechanical drawing _ _ _ 2 25 0 90 Power weaving _ _ 2 SSj 0 90 Handloom weaving - - 1 80 6 90 Cotton spinning . . . 2 74 90 Woolen and worsted spinning. 2 65 90 Dyeing . . . . . 3 50 90 Textile designing _ _ _ 2 118 90 South End Industrial School, Roxbury, Free hand drawing _ 1 14 16 44 Mass. Mechanical drawing 1 14 40 Sewing. _ _ _ 100 31 Cooking . ... 1 32 Carpentry . . . . 1 12 40 Dressmaking- .. _ _ 2 36 40 Housekeeping - 1 16 40 Printing . . . . . 2 . 10 16 48 2154 EDUCATION REPORT, 1898-99. Table 6. — Statistics of manual and industrial training — Branches taugh t— Cont'd. Name of institution. Branches of instruction. o o 3 in £ N umber of pttpils. © la le-1 o a © 4 s ® ^ £ «rd £ X ® O ©•rH V > rt © ^ .a t n +3 m n O-r-. d, %© ® © ^ g f tj3 1 2 3 1 4 5 6 Plummer Farm School. Salem. Mass _ Carpentry _ _ _ . 1 18 17 Farm or garden work . . 2 30 35 Lansing Industrial Aid Society, Lan- Sewing _ 1 . . 6-10 75 30 sing, Mich. Cooking _ 1 6 30 Household Economic Association. Min- Sewing _ - . . 2 neapolis, Minn. Cooking _ _ _ . . _ 2 James Industrial Training School, Min- Sewing _ _ 3 0 100 48 neapolis, Minn. Cooking _ _ 9 0 115 24 Carving . . . l 0 5 Laundry _ _ l 0 10 6 Millinery _ l 30 16 Mechanic Arts High School, St. Paul, Free-hand drawing . i 157 72 Minn. Mechanical drawing . _ _ i 264 13 152 Clay modeling . . . . l 122 83 Caroentry _ l 134 19 Wood turning _ _ .. l 62 19 Cabinetwork _ _ l 42 19 Pattern making . . ] Forging _ _ _ l i 61 19 Molding ( metal) . . . . .. . 1 Vise work . __ _ l 37 19 Machine-shop work _ _ l 30 39 Manual Training School of Washing- Free hand drawing _ l 234 0 20 ton University, St. Louis, Mo. Mechanical drawing. . . l 234 0 100 Carpentry _ _ _ 2 . 0 25 Wood turning _ _ _ i 117 o r io Carving _ _ , — 1 5 Pattern making i f 5 Forging . . . . i 54 0 \ 26 Sheet-metal work . . j 1 3 Molding (metal) . . } f 54 0 5 Vise work _ i \ 58 0 10 Machine-shop work . _ J ! 58 0 30 Soldering . . . . . . . 54 0 2 New State Orphans’ Home, Carson, Sewing . _ . _ i 0 20 Nev. Cooking _ _ 9 0 4 Farm and garden work _ . . T 20 0 Manual Training and Industrial School, Free-hand drawing _ l 33 47 105 Bordentown, N. J. Paper cutting and folding _ i 19 7 35 Sewing _ _ _ _ _ _ _ i 0 33 105 Cooking . . . . 0 20 105 Carpentry . . . . — 30 0 70 Dressmaking _ i 0 26 70 Farm or garden work . . i 10 0 70 Trinity Industrial School, Hoboken, Sewing . . 12 97 20 n. j: Baron de Hirsch Agricultural and In- Mechanical drawing . 1 13 2 24 dustrial School, Woodbine, N. J. Carpentry . . 1 24 24 Blacksmithing _ _ _ 1 24 21 Farm or garden work . 6 86 156 Barlow School of Industrial Arts, Bing- Mechanical drawing _ 1 50 0 40 hamton, N. Y. Sewing _ : _ 1 0 14 40 Cooking - - - 1 0 81 40 Carpentry _ 1 39 o 20 Wood turning _ _ — 1 28 0 20 Forging _ _ _ 1 41 0 40 Brooklyn Industrial School Associa- Free-hand drawing _ _ _ 4 180 100 40 tion, Brooklyn, N. Y. Mechanical drawing _ _ 1 30 40 Clay modeling . T . . 6 180 | 100 40 Paper cutting and folding _ 6 180 j 100 40 Sewing - . - 2 _ ! 50 30 Sloyd, or knife work _ 1 30 J 40 Industrial School Association. Brook- Free-hand drawing .. _ _ 2 58 i 50 lyn, N. Y. Paner cutting and folding - 3 56 40 41 Sewing .. . _ _ 4 j 130 41 Manual Training High School, Brook- Free-hand drawing _ o 337 392 729 lyn, N. Y. Mechanical drawing. . 3 337 392 729 Clay modeling . 1 _ J 100 100 Sewing .. _ _ _ 3 . . j 329 329 Carpentry . 3 337 i 337 MANUAL AND INDUSTRIAL TRAINING. 2155' Table 6. — Statistics of manual and industrial training — Branches taught — Cont'd. Name of institution. Branches of instruction. 1 Number of instructors. \ Number of pupils. Number of weeks the subject is studied dur¬ ing the entire course. 6 "3 l-H Ud Femalo. 1 2 3 4 5 G "Manual Trai n hi v High School, Brook- W ood turning . . . 2 100 100 lyn, N. Y. Carving . . o Aj 40 40 80 Pattern making . . . . 1 GO GO ioo Forging . . . 1 100 Sheet-metal work . . 2 40 40 80 Pratt Institute (department of science Free-hand drawing _ _ 1 G4 no 36 and technology), Brooklyn, N. Y. Mechanical drawing _ .. 4 230 86 144 Clay modeling . . . Sewing _ _ 2 58 36 Cooking- . . . 2 22 86 Sloyd, or knife w'ork _ 1 5 55 36 Carpentry _ _ l i [120 60 48 Wood turning . . J 1 [120 60 12 Evening carpentry _ 29 0 48 Carpentry and house building. 18 0 86 Pattern making . . i 78 0 24 Forging _ _ _ 69 0 36 Sheet-metal work. . . i -t f 26 0 12 Molding (metal) . ._ i 1 l 78 0 24 Vise work . . . . . Machine-shop work . . . } i 52 0 36 Evening machine work _ 45 0 48 House and sign painting _ i 16 0 48 Frescoing (evening painting) - l 10 0 48 Webb’s Academy and Koine for Ship- Plumbing.. . . o (j 55 0 43 builders, Fordham Heights, N. Y. Mechanical drawing . . 2 33 38 Carpentry _ _ T 33 33 Artist Artisan Institute, New York . Free-hand drawing . . 5 23 K)td 52 Clay modeling . . . - . . i 6 5 52 Carving . . . i 0 0 . 52 Ethical Culture Schools, New York, Free-hand drawing _ _ i 202 143 35 N. Y. Clay m odeling _ _ _ _ _ _ i 2)2 143 35 Paper cutting and folding _ 4 rr IT, .2 ew 0 C D Pi Number of pupils. 2 u • -P 01 rO p > - © g Pi O ® ^ r-t Male. rcS s 0 rO .r-4-i-3 S£ 6J> u-s l 1 5 (5 o 30 0 30 i 30 0 33 i 81 i 81 0 i 76 0 i 16 0 i 20 0 i 48 0 i 42 0 i 1 78 24 i 1 78 24 i 1 78 24 9 i 18 18 4 4 75 160 g . 48 55 200 i 3 99 40 2 13 12 33 5 40 156 145 9 62 30 1 3 59 38 1 68 9 34 1 63 21 1 3 55 80 1 68 13 1 45 8 1 45 4 1 45 18 1 10 10 1 14 28 1 10 1 4 1 8 6 142 154 30-90 7 220 10 90 1 10 10 30 9 n 406 36 3 400 36 1 3 } 240 38 34 4 268 36 1 59 36 2 81 36 1 6 30 1 49 6 30 1 9 9 30 1 4 40 1 1 40 1 1 40 1 22 30 1 22 30 i 75 i 50 _ i 50 10 25 i 30 0 38 i 12 0 38 i 18 0 i 20 0 38 i 30 0 i 98 0 9 /V 98 0 1 12 10 4 28 1 2 1 3 MANUAL AND INDUSTRIAL TRAINING. 2157 Table 6. — Statistics of manual and industrial training — Branches taught — Cont'd. Name cf institution. Blanches of instruction. 1 2 Academical and Industrial Institute, North Wilkesboro, N.C. Ohio Mechanics’ Institute, Industrial and Art School, Cincinnati, Ohio. Technical School of Cincinnati, Cincin¬ nati, Ohio. Jewish Orphan Asylum, Cleveland, Ohio. Young Women's Christian Association, Cleveland, Ohio. Toledo University Manual Training School, Toledo, Ohio. Laundrying . Housekeeping . . Farm or garden work _ Free-hand drawing . . Mechanical drawing _ Architectural drawing _. Electricity . . . Free-hand drawing . Mechanical drawing _ Sloyd, or knife work _ Carpentry .. _ _ Wood turning.. . . Forging. . Yise work . . Machine shop work . Free-hand drawing . Mechanical drawing _ Paper cutting and foldin Sewing . Cooking . . Sloyd, or knife work . Carpentry . Wood turning _ _ Carving. . . Yise work _ _ _ Machine-shop work . . Printing _ _ Sewing. . . . Cooking . . . . '. Millinery . . Domestic training _ Free-hand drawing _ Mechanical drawing . Clay modeling . Dressmaking . . . Sewing. . . . . Cooking . . . Carpentry _ _ W ood turning . . Carving . . . . Venetian iron . . Machine work . Central Manual Training School, Phila¬ delphia, Pa. Friends’ Select School, Philadelphia, Pa. Girard College, Philadelphia, Pa . Pattern making _ Forging . . Free-hand drawing . Mechanical drawing Clay modeling. . Carpentry _ Wood turning . Carving _ _ _ Pattern making . Forging . . Sheet metal work ... Molding. . Yise work . Machine-shop work . Free-hand drawing . Mechanical drawing Sloyd, or knife work Mechanical drawing Sloyd, or knife work Carpentry . Wood turning . . Pattern making . Forging. . Molding (metal) . Vise work . . Machine-shop work . Electricity . Plumbing . . Number of instructors. Nun o puj © iber f ils. © 'cS g © Number of weeks the subject is studied dur¬ ing the entire course. 3 1 5 G 3 4 4 4 28 3 185 75 6 295 3 82 75 1 65 50 1 136 I 40 136 1 30 18 20 1 50 1 30 50 1 10 1 41 0 40 1 / 31 0 20 1 1 1 31 0 20 4 208 90 38 Q tj 66 40 2 74 42 0 9 90 1 36 30 1 36 30 l 27 38 1 12 38 1 12 16 1 12 16 1 12 16 l 6 24 1 117 30 24 30 1 1 55 30 1 7 24 2 9 113 10 O bJ 143 1 10 1 15 134 10 65 10 2 122 10 1 2 93 10 2 174 6 1 78 6 1 35 6 1 9 6 3 1 38 1 10 1 38 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 430 0 40 1 58 138 1 19 37 1 43 63 1 572 210 1 321 164 i 572 210 1 572 210 1 572 210 1 572 210 i 572 210 1 572 210 1 572 210 2158 EDUCATION EEPQBT, 18S8-99. Table 0. — Statistics of manual and industr ial training — Branches taught — Cont'd. Name of institution. Branches of instruction. Number of instructors. hi umber of pupils. Number of weeks the subject is studied dur¬ ing the entire course. Male. JD Cu s fd 3 4 5 1 40 40 1 2 2 1 f 603 487 1 50 40 1 21 26 1 24 26 40 0 404 40 3 12 404 52 1 72 28 40 9 6 52 1 45 40 1 12 16 1 25 52 1 15 52 1 5!) L 10 40 9 603 52 1 12 16 1 30 1 52 1 12 52 5 12 404 52 1 60 121 20 43 43 12 9 06 9 36 (...7? 1 ..... T. 1 24 1 50 12 9 bJ 50 12 1 21 26 1 . 30 26 2 50 26 CHAPTER XLIII. COMMERCIAL ANI) BUSINESS SCHOOLS. REPORT OF THE COMMITTEE OF THE DEPARTMENT OF BUSINESS EDUCATION OF THE NATIONAL EDUCATIONAL ASSOCIATION ON A COURSE OF STUDY FOR COMMERCIAL COLLEGES. The Correlation of Studies in the Commercial Course. The term correlation, as used in this report, your committee understands to refer not only to the co-relation of the studies in the commercial course, but also to the relation of the school to the office and to the relation of the training and conduct of the student in the school to the conditions he will meet in the business house in which he is to begin his career as a business man, it being deemed of the utmost importance that the step the student must take between the business school and the business office be made as short and easy as xiossible. Much assistance and information have been received by this committee from the commercial school people not of the committee, and, in addition to this, the former reports of the proceedings of this body have been freely drawn upon, for all of which the members of this committee hereby render their acknowledgment and express their thanks. CORRELATION. Whatever else may be said of the business college curriculum, there are, per¬ haps, no other schools that possess a course of study the several branches of which are so unified and correlated. It has for its foundation bookkeeping, which requires a knowledge of arithme¬ tic, in order that the computation necessary to its conduct may be performed with accuracy and dispatch. The bookkeeper who does not know the legal rules governing business trans¬ actions and who does not understand the penalties for their violation would cer¬ tainly he unfit to manage the affairs of a modern business office. Therefore no one can lay claim to the title of bookkeeper, or, rather, accountant, in the true serse of the word without a reasonably accurate knowledge of commercial law; and thus we have a third element in the course. Further, bookkeeping as an art depends largely upon good handwriting, and thus the fourth element in the course of study is brought into close connection with the three branches already named. Again, bookkeeping, as a record of business transactions, is closely allied to busi¬ ness correspondence, and the bookkeeper, as well as the correspondent, requires a knowledge of English, including grammar, spelling, and composition; thus these branches are intimately connected with the other subjects of the course. Since the introduction of the typewriter into the business house, no one having 2163 2164 EDUCATION KEPQET, 1898-99. any considerable amount of correspondence can dispense with its use, and hence shorthand and typewriting have been added to the commercial course. As the work of the business correspondent and amanuensis requires accuracy and close discrimination, punctuation assumes the importance of a separate branch of study, and some knowledge, at least, of rhetoric becomes necessary. To enforce and fix in the student’s mind the principles of bookkeeping, and to assist in giving him a knowledge of business methods and customs, a course in business practice has been introduced. This feature of the course, in connection with intercommunication, or trading between colleges in different parts of the country, is an excellent introduction to commercial geography, another branch of study of great importance to the future business man. Inasmuch as the education of a businessman is not complete without the ability to stand before his peers in public and express his views, public speaking becomes a branch of business training of no little importance. A knowledge of the laws relating to production, distribution, and consumption is necessary to an understanding of the facts of commerce in their true light and to a correct view of their relations to each other. A place for economics must, therefore, be found in the business course. Whether we regard the principal work of the business college to be the training of young men and women for positions in business houses, thereby opening the avenue of business life to them, or look beyond this work to broader fields of use¬ fulness, we must, through a series of lectures, if not in some more formal manner, strive to teach the elements of business ethics. Further, it is none the less our duty than that of other schools to prepare young men and women for intelligent citizenship: for this reason the subject of civil gov¬ ernment must be given a place in the curriculum of the business school. Your committee is aware that this outline will appear to many to be too com¬ prehensive. It is not claimed by jTour committee that these several branches of study shall he considered to be of equal importance; some of them may, and indeed must, be taught incidentally, but they all, none the less, belong to the edu¬ cation of the modern American business man. SUGGESTIVE OUTLINE OF BUSINESS COLLEGE STUDIES. Mathematics: (a) Bookkeeping. (b) Arithmetic, including rapid calculation. Writing: (a) Penmanship. (b) Shorthand. (c) Typewriting. Business: (a) Business practice, including business methods and customs. (b) The history of commerce. (c) Commercial geography. English: (a) Spelling. (b) Grammar and punctuation. (c) Business correspondence. (cl) Composition and rhetoric. ( e ) Public speaking. Civics: (a) Commercial law. (b) Civil government. (c) Economics. COMMERCIAL ALD BUSINESS SCHOOLS. 21G5 Suggestions on the Outline. TIME REQUIRED. The time mentioned under each topic in this outline is the probable time required, but it must be borne in mind that in commercial or business schools the qualifica¬ tions of students vary greatly, and their fitness for business life must be measured by their attainments and not by the time they have spent in school. The ability or power to do certain things neatly and accurately in a limited time alone decides the student's qualifications, and he should be graduated when he can meet these requirements, regardless of the time he has spent in securing this attainment. ELEMENTARY BOOKKEEPING. Time, three hours (by hours is here meant periods of sixty minutes) daily for two months, exclusive of the time spent on bookkeeping in business and office practice. As before stated, your committee assumes bookkeeping to constitute the basis of the commercial course. The student should begin the study of bookkeeping only when he writes sufficiently well, and can perform ordinary computations under the fundamental rules of arithmetic, including interest, with a reasonable degree of accuracy. It may be necessary, therefore, for the incoming student to pass through a preparatory course of study before entering upon the course here described. Bookkeeping should be taught individually. Drills and lectures may be given in classes, but each pupil should pursue the course in bookkeeping independently of other students, except in so far as is necessary to carry out a scheme of practice as hereinbefore mentioned. This plan of individual study has many advantages: First. The bright student is not held back by others who are slow, but is allowed to proceed as fast as he can do his work well. Second. The slow student is not pushed ahead of his ability by those who are more rapid in their work, but is allowed to understanding^ master the work as he progresses. Third. This individual work in bookkeeping renders the course flexible; the student may devote all the time he can spare from other studies to this subject, and therefore may be always kept busy. Where this arrangement is made no student need be idle at any time, and as bookkeeping is the groundwork of the course of study, it is eminently fitting that it should be thus made the subject of special individual instruction. Special test exercises in this subject, illustrating various applications of the principles of bookkeeping and fixing, by review, the work the student has already gone over, may be given to advantage throughout the course. In these tests the student should be thrown upon liis own resources, and he should satisfy both him¬ self and his teacher as to his ability to work independently of aids of any kind. Here, as elsewhere, weekly class drills or oral quizzes are recommended as valuable in assisting to fix in the minds of students the principles underlying the subject taught. BUSINESS PRACTICE AND ADVANCED BOOKKEEPING. Time: Three hours of sixty minutes, daily for six months. Before entering upon what is usually known as ‘‘business practice’’ pupils should have in some measure the qualifications that they would he required to possess before beginning actual work. These should include order, neatness, 2166 EDUCATION REPORT, 1898-99. good penmanship, etc. In correspondence and business forms they should have a clear idea of the mechanical arrangement of a letter and a knowledge of the forms and uses of checks, notes, drafts, etc., with a fair understanding of the use of the daybook, journal, ledger, cashbook, sales book, and bill book. They should be quick an 1 apt in journalizing, and should have at least passed the test in the first division of arithmetic. Your committee will not undertake to designate what the course in business practice shall or shall not be, but takes the liberty of submitting the following propositions: First. As the course in business practice is especially designed to correlate the school work with the work of the office, the business transactions in the business- practice course should come to the student bookkeeper for record in the same vray they come to the bookkeeper in the ffiisiness house; and the business done by the student, and the transactions made and booked by him, should be done and recorded as nearly as possible as they would be done and recorded in a first-class business house. Second. The books, stationery, and appliances used in the school should be modern in form, well bound, of good material, well printed or engraved, and in every respect the equal, at least, of those found in use in business houses. Good books and stationery tend to the formation of habits of neatness and accuracy. Third. A reasonable variety of books should be used, in order that the student may. when going out of the business-practice department of the school, pass into the actual work of the office without feeling that books of account are all fashioned alike, but he should rather go out with a fair degree of knowledge concerning various forms of books of account, especially those that may be considered standard. But, on the other hand, this variety of forms should not be so great as to confuse and annoy the student. Whatever is undertaken should be well done. And here, as elsewhere, one thing done well is better than any number of things poorly or loosely done. Fourth. The student should remain a sufficient time in each office or subdb vision of the business practice work to gain a fair knowledge of the detail of such office or employment. Your committee believes that a week in a bank, for instance, is almost futile, and tends rather to confuse the student than to make plain the principles and inodes of modern banking. Not less than a month should be given to the actual work in the bank, and a proportionate time should be spent in the other offices. Nothing should be attempted that can not be done thoroughly and well. Fifth. From the time assigned to bookkeeping and business practice in this report it will be seen that your committee believes that from two-thirds to three- fourtlis of the whole time given to bookkeeping in the commercial course should be devoted to this business-practice work. Sixth. Accuracy in this department should be insisted upon to the letter, and ail the “checks'’ possible should be placed upon the student, that his work may tie done thoroughly and accurately. All loose and haphazard work should be rewritten, and neatness and accuracy should be insisted upon. Let all this work be done under an e perienced and competent supervisor. Seventh. The student in the business-practice dex)artment should be taught to conscientiously c >re for a 1 original documents coming into his hands, to file let¬ ters and papers with care and accuracy, and to keep everything in and about his office neat, clean, and orderly. Eighth. Tee strictest attention should be given to correspondence, and, as the intercommun cation worn usually connected with this department gives rise to a large amount of correspondence, which, in the nature of things, no other plan can secure, the student should be made to profit by this opportunity to develop his ability lo write a good business letter. All work in this line should he performed COMMERCIAL AND BUSINESS SCHOOLS. 2167 with care and fidelity, and every letter and document written in this department should pass under the e}Te of a careful teacher, who should firmly decline to accept anything hut reasonably good work. Ninth. A plain, easy, rapid style of business writing, without shade or flourish, should be taught in this department, and students not meeting a reasonable requirement in handwriting should be debarred from the work in bookkeeping, and should receive special attention in penmanship until such a handwriting is acquired. A constant improvement in the student's handwriting during the whole course should be insisted upon. Tenth. Special attention should be given in this department to the art of book¬ keeping, such as indexing, the arrangement of accounts in the ledger, the proper manner of closing accounts, forwarding, etc.; the handling and care of books, the filing of papers, and every detail connected with office work. Eleventh. The student should be taught to be exhaustive in the examination of statements and accounts; to check his books when balancing, even though they balance after the first addition; to check all statements received, and to care¬ fully go over a second time all statements rendered. He should be taught to examine and audit books, and should acquire the skill necessary to perforn these operations with reasonable dispatch. Twelfth. The order and discipline in this department should be that of a well- conducted modern office; communication between students should be allowed concerning the business in hand only. Necessary conversation should be carried on only in a low, soft tone of voice, and no unnecessary noise, heavy walking, or irregularities in deportment should be permitted. ARITHMETIC. Time: Five periods a week for six months. To facilitate coordination with bookkeeping, the work in arithmetic may be arranged in four divisions, as follows: First. The fundamental rules, United States money, factoring, common and decimal fractions, and denominate numbers. Second. Percentage, with its applications, profit and loss, discounts, commis¬ sion and brokerage, simple and compound interest, and partial payments. Third. Insurance, exchange, equation of accounts, and stocks and bonds. Fourth. Taxes, partnerships, national and savings banks, etc. Tests or examinations should be given as these parts of the arithmetic are severally completed, and the student’s progress in arithmetic should be made to keep pace with his advancement in bookkeeping. Rapid calculation should include addition, substruction, multiplication, exten¬ sion, cancellation, and interest and discount, by short and rapid methods. “Mental arithmetic,” whether formally or incidentally taught, should h;ve a place in all arithmetic work. A brief practical course in mensuration should be given to all students in the business course, either in classes or as a general exercise'. The metric system, longitude and time, marine and life insurance, foreign exchange, and general average may usually be emitted; not because they aie not important, but because other more important subjects demand all the time that can be given to arithmetic in these schools. It is urged by some teachers that the metric system should be taught, but, for the reason given, your committee suggests that it be omitted. Equation of payments should be performed by the “ interest method,” in order to afford additional practice in interest computations and to insure a rational view of the subject. The work in partnership settlements should be performed, as far as possible, on 2168 EDUCATION REPORT, 1898-99. paper ruled by the students in tlie form of statements, trial balances, etc. This work, done in such manner, tends to greatly increase the student’s efficiency in the practice of accounting. Students failing to pass the tests in arithmetic may proceed with their work and be given such tests again when time has been afforded them for review or private study, providing, however, that the student shall not be allowed to advance in his bookkeeping beyond the point where such test in arithmetic is required to be passed. Your committee recommends the analytic method, and the avoidance of formulas of all kinds throughout the whole course in arithmetic. If it be thought best to use a formula, it should be thoroughly explained, that each student may fully understand the process upon which such formula is based. The fact that the arithmetic of business is preeminently the arithmetic of common sense should not for a moment be lost sight of in drilling classes in this branch in our schools. PENMANSHIP. Time: Five periods a week throughout the course. Your committee believes that nothing but plain, practical business writing should be taught in these schools except to those taking a special course in orna¬ mental penmanship (and ornamental penmanship constitutes no part of a com¬ mercial course). A student whose writing is below a reasonable standard should be made to discontinue work in bookkeeping until his writing is improved. Fig¬ ures should receive close attention, and students should be drilled in both their form and their rapid execution. Skill in accommodating writing to the space to be occupied should be carefully cultivated. An easy arm movement should be early acquired. Unnatural and unhealthful positions of the body should be guarded against. Every teacher in the school should give attention to the correc¬ tion of the writing of students as to position, movement, and form in the branches taught by him, and nothing but the best work of the student should be accepted anywhere. The student should be induced to write to the best of his ability always, and always in a correct position. No criticism upon the usual methods of teaching this branch is here intended, but it is the opinion of your committee that there is generally too much of oral explanation attempted by teachers of penmanship, an effort to hold the attention of pupils to extended and minute descriptions of form, when the students are not prepared for such explanations. As a rule but a few moments should he devoted to any explanation in this branch until the student has attempted to write the copy. After making such attempt his attention should be again called to the form for a short time, and he should again he allowed to attempt its reproduction. All long and tedious analysis should be avoided. Especially is this true concerning the teaching of those who are beginning the systematic study of penmanship. Persistent iiractice under careful direction is what is needed to produce good business penmanship. COMMERCIAL LAW. Time: Three periods a week for four months. It is the sense of your committee that commercial law should be taught as a regular class recitation. The student should he provided with a text-book and be required to prepare his lessons as in other branches. Lectures on law are valua¬ ble, but lectures should not he depended upon to the exclusion of regular text¬ book work. The application of business law to bookkeeping should he most care¬ fully enforced, and the student’s knowledge of business law should be carefully correlated with his work in business practice. While the teacher of this branch should be well acquainted not only with the facts in the book he is using, but be COMMERCIAL AND BUSINESS SCHOOLS. 2109 well informed in law generally and acquainted with the rules of pleading and practice in the courts, it is by no means necessary that he should be a lawyer. Lawyers are often not teachers, and more often they are not disciplinarians, and when employed to teach commercial law in business colleges they are not likely to give sufficient attention to the order and discipline of their classes. For this reason what is gained in the direction of law is often lost or more than lost in other directions. The common forms of legal and business documents should be exhibited in the classes as the subject of the lesson deals with them, and it is better to use forms that are now or have been used in the regular course of business. For instance, the ptolic}- of insurance, the protested bill, the deed, the mortgage, etc. An occasional “moot court,” judiciously conducted, may be made very useful in illustrating the practical details of lawsuits and the practice of law. Such “ moot courts” must, however, be managed with the greatest care to prevent them degenerating into a mere amusement. CIVIL GOVERNMENT, INCLUDING CIVICS. Time: Two periods a week for four months. These subjects are sometimes taught in our schools incidentally and through lectures, but many schools use a text-book and do regular class work in these branches. Your committee recommends that these branches be taught formally, even if they are made elective. No finishing school can afford to assume the busi¬ ness education of young men and women to be complete till they have acquired a reasonable knowledge of the methods b}7 which our government is conducted and have also a fair comprehension of the rights and duties of citizenship. ECONOMICS. Time: Two periods a week for three months. The subject of economics should find a place in schools devoted to the training of young men and women for business life. However this branch may be taught, its teaching should so impress the student that he will desire to continue reading and thinking on the subject. SPELLING. Time: Three to five periods a week till excused by meeting the requirements. The following is a very excellent method of teaching spelling: The pupil studies fifty words from a text-book on spelling; the teacher pro¬ nounces these, and the student writes them in a blank book kept for that purpose. When this is done the misspelled words are checked by the students as they are spelled by the teacher. The words checked are immediately afterwards written correctly by the student on a separate slip of paper. At the opening of the next lesson they are copied from this slip into the back of his blank speller. But whatever method may be used, no student should be graduated from any course in our schools who has not attained a reasonable degree of proficiency in this branch. The passing grade should not be less than 95 per cent in the shorthand course and 90 per cent in the commercial course, but students should not be excused from spelling until they reach a grade of 95 per cent. All misspelled words in any work the student may do should be marked by the teacher and corrected by the student by rewriting. GRAMMAR. Time: Three periods a week for four months. Grammar should be taught with a view to the correction of errors in speech and writing. The subtleties of the subject may well be avoided, but much that 2170 EDUCATION REPORT, 1898-99. is usually termed “technical grammar,” but which is necessary to the under¬ standing of our language, should be carefully taught and persistently drilled upon. The test of all instruction should be, “Will it aid the student in the construction of the English sentence?” Blunders should not be allowed to pass without cor¬ rection, either in class recitations, written exercises, or ordinary conversation, and all papers containing inaccuracies in language should be corrected and rewritten. Care must be taken and tact used that the spontaneity of students be not suppressed by this work. It has been suggested that the student should learn grammar by copying rules, etc., on the typewriter, but while the typewriter is an important aid in the improvement of language, nothing but careful, formal instruction, persistent and regular, can be depended npon to secure good results in the teaching of this subject. BUSINESS CORRESPONDENCE. Time: Two periods a week for four months. Business correspondence should receive most careful attention: (1) As to mechanical arrangement. (2) As to style. A text-book on this sub¬ ject should be used, and, in addition to the work of the text-book, many letters should be written by the student, criticised by the teacher, and returned to be rewritten, if deemed necessary. The letters of the entire class should be read in the class, signatures omitted, and comments and criticisms should be made upon them by the class and the teacher, applying the principles of grammar and rhet¬ oric to their correction where those principles have been violated. Such work affords excellent additional drill in composition and rhetoric, but this work should not be relied on exclusively for instruction in those subjects. A good collection of business letters from good business houses may be profitably used in this work to inspire and encourage students to excellence in letter writing. COMPOSITION. Time: Two periods a week throughout the course. Composition should receive attention in an incidental way through every paper in school. Not less than twice each week every student in the school should sub¬ mit to his teacher in this branch a paper in his own language of not less than one page in length of ordinary letter paper. The teacher should correct this paper with reference to grammar, spelling, arrangement, etc., or rather suggest the cor¬ rection with red ink, and return the paper for the student's examination and correction. If thought necessary, it should be rewritten. As much instruction on various topics must be given in the form of lectures, abstracts of these lectures should be written by the student, and when criticised by the teacher, they form the best means for tbe composition work mentioned. RHETORIC. Time: Two periods a week throughout the course. This branch, with few exceptions, must he taught incidentally in our schools; but nevertheless it may be well taught, and that, too, without consuming much time. PUBLIC SPEAKING. Time: One period a week throughout the course. Students should receive, through lectures and familiar talks, instruction in public speaking and should be required to take part in exercises that will give them opportunity for practical training. Every student should be required to stand while reciting and to clothe his thoughts in the best language he can com¬ mand. This alone will aid him greatly in the art of public speaking. It is a very COMMERCIAL AND BUSINESS SCHOOLS. 2171 important thing that men and women of affairs should be able to appear to advantage when presenting their business, and public speaking is one of the best means to acquire this ease and grace of manner. Students should be encouraged to form societies for practice in public debating and parliamentary practice, and to take part in them. BUSINESS METHODS AND CUSTOMS. Time: Two lectures a week throughout the course. In addition to the work done in this line in the practice department, business methods and customs should be taught through lectures and familiar talks. An important feature in connection with this instruction as well as in commercial lawT, and a very interesting one, is the use of original documents in connection with the subject, such as the freight receipt and bill of lading in shipping, the deposit slip, check, and draft in banking, etc. In addition to such methods of giving instruction on these subjects, the various departments of arithmetic and commercial law afford a most excellent opportunity to acquaint students with the methods adopted and employed in the conduct of business. The history of commerce will occupy a place under this head, as. for the pres¬ ent at least, it must be taught through lectures. COMMERCIAL GEOGRAPHY. Time: Two periods a week for three months. This branch may be taught through lectures and general exercises, though your committee advises that, where possible, it be taught formally in classes. There is no subject connected with commerce more interesting than this. Just now the acquisition of islands by our Government, the extension of our trade, the compe¬ tition between our Gulf and Eastern ports, and many other matters of commer¬ cial interest are attracting the attention of the business men of the entire country, and the teacher who reads and thinks will not want for material to make this sub¬ ject attractive. Shorthand Course. SHORTHAND STUDY. Time: Five periods a week for eight months. Each lesson in shorthand should be thoroughly understood by the pupil before advancing to the next. The principles contained in the lesson should be fixed upon the mind of the student by reading exercises illustrative thereof. Such exer¬ cises should be copied by the student with the greatest accuracy a sufficient num¬ ber of times to enable him to commit not only the matter but the shorthand characters contained therein to memory. It is suggested that not less than ten times is usually sufficient. The exercises should then be read to the student at an increasing speed until he has reached the limit of his ability to make good notes; iliegib e characters should never be allowed under any circumstances. Accuracy and not speed is the great desideratum in early work in shorthand. READING SHORTHAND NOTES. The student should never be permitted to write anything in shorthand which he does not thereafter read; and should read each exercise often enough to enable him to give fluency and expression to the reading. He should not be permitted to hesitate over his notes, but should translate them at once with good expression and in a clear tone. SPEED WORK. The student should not be allowed to use any new matter, for speed or other work, until the text-book has been mastered. But the speed work outlines under 2172 EDUCATION REPORT, 1898-99. “ Shorthand study” should he carried through to the end of the book. The “writing exercises” should be translated into shorthand by the student, and, when they have been corrected by the teacher, should be used the same as the “reading exercises ” spoken of under the head last mentioned. DICTATION. Time: Throughout the course. The students should be arranged in couples or groups, in each of which the students will have as nearly as possible the same speed ability. A selection should be given to the group, and they should read it around, turn about. When it is read, the reader should call upon the one to the left to read his notes, and at the very first error made the reader should call “ next.” if the next does not at once respond, “ next ’’ should be again called, and so on, until some one corrects the error made by the first one who read, and proceeds. If no one reads, the reader should correct the error and proceed as before. When the matter has been read back correctly, the one to the left becomes the reader and proceeds as before; and so on, round and round, until all have the matter by heart, and the notes as well. Then another selection should be given them, and the work should proceed as before. The matter used in these groups should be engraved matter furnished by the author of the text-book or by the teacher, and before it is used, in the groups it should have been copied by each member of the group in the manner outlined under “Shorthand study.” No new matter should be used until each member of a group lias reached a speed of at least 150 words per minute upon the copied matter. Note: By “ new matter” is meant that which the student has not copied and as to which he forms the outlines upon his own responsibility as it is being read to him. SHORTHAND TESTS. Your committee would recommend the following tests: First, to write 300 words in three minutes and read it back without a mistake in the same length of time. Second, to write 300 words in three minutes and make a transcript of the same on the typewriter in thirty minutes. Third, to write 300 words in three minutes and make a transcript of the same on the typewriter in twenty minutes. TYPEWRITING. Time: Five periods a week for six months. The student should complete some good typewriting manual, containing, in addition to the usual drill for fingering, etc., all the ordinary business and legal forms in common use, and band each lesson to the teacher without an error or erasure. After completing the manual, from five to ten pages of typewritten matter should he handed to the teacher daily for correction. The typewriter manual having been completed and the foundation for accuracy laid, the student should copy from new matter a stated number of words per minute, and upon reaching the required speed, dictation should be given direct to the machine, and letters should be taken in shorthand and transcribed upon the typewriter. He should he required to arrange and tabulate figures in statements and to correct and improve matter from “rough draft” where the master is poorly arranged and improperly tabulated. TYPEWRITING TESTS. Your committee would recommend the following tests: First, to copy from manuscript at the rate of 30 words per minute for three COMMERCIAL AMD BUSINESS SCHOOLS. 2173 minutes, returning a neat, accurate page, free from erasures or letters struck over each other. Second, to copy manuscript at the rate of 35 words per minute for three minutes. Third, to write from dictation at the rate of 45 words per minute for three minutes. COLLATERAL BRANCHES. Penmanship, spelling, grammar and punctuation, composition and rhetoric, and rapid calculations, as recommended for the student of the commercial course, with equal proficiency therein, are absolutely necessary for the graduate of the short¬ hand course. Especially should ail the branches necessary to give the student a good understanding of the English language receive the closest attention in all cases where such student is not well qualified in English before entering on the study of shorthand. In the latter case, such students should pass the test in grammar before being excused from the study of this branch. BOOKKEEPING. At least such a knowledge of bookkeeping as will enable the student to act as assistant bookkeeper is recommended to be required of all taking this course. OTHER TESTS. In addition to the tests in shorthand and type writing, students should be required before graduating to pass examinations in grammar and punctuation with grades of not less than 85 per cent, and to correctly spell at least 95 reason¬ ably difficult common words out of a possible 100. Daily drills in penmanship and rapid calculation should be given from the time the student enters until he leaves the school. General Remarks. ARRANGEMENT OF CLASSES, TIME, TERMS, ETC., OF SCHOOL. As most commercial schools in this country continue in session throughout the entire year, admit students at any time, and teach bookkeeping, at least individ¬ ually, but little can be profitably said in this report concerning the above-named subjects. These matters must he left to the management of the individual schools as their needs seem apparent. PROGRAMMES. It must not he forgotten that (unlike the public schools, where students usually enter at the beginning of a term and continue throughout the course) in com¬ mercial schools students are coming and going constantly; some for a month's instruction only, others for two. many for three, and some for a full course. It would seem, therefore, useless to give in this report any outlines even of pro¬ grammes, arrangement of studies, or order of classes, further than to say that all work should be done by schedule and all classes called and dismissed regularly and promptly. LIBRARIES, MAGAZINES, ETC. It is pertinent to suggest that all schools should contain libraries for the use of students, and the commercial school is no exception to the rule. Students, in addition to the use of the library, should be urged to subscribe for and read some of the best periodicals published on the subjects they are studying. A MORE COMPLETE REPORT. It is confidently hoped that ere long a more complete and more advanced course of study than this now submitted will be required for the use of the commercial 2174 EDUCATION REPORT, 1898-99. schools of America, and if this elementary effort shall afford any help in that direction it will amply recompense this committee for the labor expended. Respectfully submitted. J. M. Mehan. STATISTICS OF COMMERCIAL AND BUSINESS SCHOOLS. There are 2.850 institutions of various grades in the United States in which there were 131,518 students reported as pursuing commercial or business studies in the scholastic year 1898-99. The number of each class of institution and the number of business and commercial students in each of the five classes is shown in the following summary: Class of institution. IS umber schools. Males. Females. Total. Universities and colleges. . . . _ . 191 105 070 1,061 320 5,127 4. 023 7, 136 19. 397 to! 421 1.336, 2. 103 3,473 18, 737 23, 765 C, 463 6, 126 10, 609 as, 134 70, 186 Public and private normal schools . . . . Private high schools and academies. . . Public high schools . . . . Commercial and business schools . Total . . _ _ _ _ _ _ 2, 350 82, 104 49, 414 131,518 The number of students in each State pursuing business or commercial studies in the five classes of institutions named above will be found in Table 6. Table 1 gives the number of commercial students in universities and colleges in each State. The same table shows the number of such students in public and private normal schools in each State. Table 2 summarizes by States the number of business and commercial students in private high schools and academies. The number of such students in the public bigli schools in each State is given in the same table. Table 3 is the first of a series of three tables summarizing the statistics of the 320 commercial and business schools reporting to this office for 1898-99. These schools employed 1,781 instructors — 1,198 men and 585 women. Of the 70,188 students enrolled, there were 46,421 males and 23,765 females. Many of these institutions have both day and evening schools. The number of students enrolled in the day s liools was 58,109, the number of males being 36,185, females 19,924. The number of students in the evening schools of these institutions, and not attending any of the day schools, was 12,071, the number of males being 8,679, females 8,392, as shown in Table 4. A number of the schools reported only total enrollment, with¬ out dividing day and evening attendance. Table 4 shows that the 320 commercial and business schools had 8,449 graduates from commercial courses and 7,755 graduates from amanuensis courses during the year 1898-99. The number of students in each of four courses of study in each State as reported by the 320 business and commercial schools is shown in Table 5. The number of students in each course is summarized as follows: Male. Female. Total. Commercial course. . . . . . . 25, 439 9, 920 5,916 721 7,241 12, 749 2, 615 260 32. 680 .'.2, 669 8, 531 981 Amanuensis course _ _ _ .. _ English courses . _ _ _ _ _ Course in telegraphy _ _ _ _ _ _ _ _ Total . . . . . . 41,996 22, 865 64, 861 On account of incomplete reports from many of the schools several thousand students enrolled are not accounted for in the above summary. COMMERCIAL AND BUSINESS SCHOOLS 2175 Table G summarizes the number of commercial and business students in various institutions. As mentioned already, the grand total for 1898-99 was 131,518, an increase of 7,605. The commercial and business schools did not contribute to this increase, as the following comparative statement shows: 1897-98. 189S-99. In universities and colleges . _ _ _ _ 5, 869 5.721 9, 710 31,033 70,950 (5, 463 G, 126 10, 609 38, 134 70,186 In normal soli ools _ _ _ __ _ _ _ _ _ _ _ In private high schools and academies . . . . _ . In nubile high schools .. _ _ _ _ _ _ _ _ In commercial and business schools . . . . . . Total for United States _ _ .. ._ _ _ _ . _ _ 123, 913 131, 518 Table 1. — Students in commercial and business courses in universities and colleges and public and, private normal schools in 1S98-99. State or Territory. Universities and colleges. Public and p sc! private normal tools. Num¬ ber of institu¬ tions. Students. Num¬ ber of schools. Students. Male. Female. Total. Male. Female. Total. United States - 191 5,127 1,336 6, 463 105 4,023 2, 103 6,126 North Atlantic Division . 21 778 33 811 10 255 185 440 South Atlantic Division. . 20 316 66 382 13 132 330 462 South Central Division..., - 32 603 86 689 27 469 184 653 North Central Division . . 96 2, 982 1.031 4,013 50 3, 045 1,353 4,398 W estern Division . — . . 22 448 120 568 5 122 51 173 North Atlantic Division: New Hampshire . _ i 9 0 9 Bhode Island _ i 4 9 13 New York _ 6 236 0 236 1 50 30 80 New Jersey. _ _ 1 14 0 14 Pennsylvania . . . 12 515 24 539 9 205 155 360 South Atlantic Division: Maryland . - - - O 41 0 41 1 3 0 3 District of Columbia . 1 24 0 24 Virginia _ 3 30 5 35 4 35 13 48 West Virginia . . . 2 19 36 55 3 SO 61 141 North Carolina _ 6 9L 11 102 2 0 49 49 South Carolina . - — 1 3 0 3 1 0 138 138 Georgia _ 2 38 0 38 1 0 65 65 Florida _ _ 3 70 14 84 1 14 4 18 South Central Division: Kentucky . . i 115 15 130 i 130 62 192 Tennessee - - 6 101 29 130 6 112 62 174 Alabama - - - 4 70 0 70 3 104 29 133 Mississippi _ _ 1 10 2 12 5 32 5 87 Louisiana . . 3 132 0 132 Texas _ _ _ 9 164 35 199 1 21 1 22 Arkansas _ o A 11 5 16 5 70 25 95 North Central Division: Ohio _ _ 13 423 173 596 l 435 133 58S Indiana. _ _ _ 3 63 10 73 9 1,091 337 1.338 Illinois _ _ _ 15 568 161 729 0 241 115 356 Michigan. . . . 2 45 37 82 3 93 50 148 Wisconsin. _ . _ 5 136 67 203 Minnesota _ _ _ 3 112 8 120 1 29 4 33 Iowa. _ _ _ 17 420 144 564 10 301 204 505 Missouri _ _ 14 252 82 3:34 6 274 161 435 North Dakota. . . 1 23 3 28 1 75 10 85 South Dakota ... . . . 5 105 36 141 _ _ Nebraska _ _ 6 76 30 103 2 366 234 GOO Kansas _ 12 759 2S0 1,039 6 225 105 330 Western Division: Montana _ _ _ 3 49 25 74 Colorado _ _ _ O /V 72 17 89 1 ]T 31 42 New Mexico _ _ _ 2 28 20 48 1 0 O 4 7 Arizona _ _ i 12 0 12 Utah . . 1 101 14 115 Nevada _ _ _ i 19 15 34 Washington _ 5 60 7 67 Oregon 7. _ _ 5 93 27 120 1 5 0 5 California . . . 3 115 9 124 1 2 2 4 2176 EDUCATION REPORT, 1898-99 Table 2. — Students in com mercial and business courses in private high schools and academies ana l in public high schools in 189S-99. Private high schools an emies. d acad- Public high schools. State or Territory. Num- Students. t Num- Students. her of her of schools Male. Female. Total. schools Male. Female. Total. United States _ _ 670 7,136 3,473 10, 609 1, 064 19,397 18, 737 38, 134 North Atlantic Division - 186 2, 236 1,161 3, 397 366 8.354 8, 658 17,012 South Atlantic Division _ 121 1,098 313 1,411 84 1,328 1, 515 2,843 South Central Division _ 139 1.233 531 1.769 106 864 629 1,493 North Central Division _ 159 2,020 1,018 3, 038 410 7, 700 6, 459 14, 159 Western Division . 62 544 450 994 68 1, 151 1,476 2, 627 North Atlantic Division: Maine _ _ 11 106 41 147 31 219 210 429 New Hampshire _ 9 152 45 197 8 75 69 144 Vermont . 11 234 127 361 12 26 84 110 Massachusetts . 17 62 79 141 74 1.802 2,220 4,022 Rhode Island _ 5 63 50 113 10 266 316 582 Connecticut - - 13 79 33 112 24 350 429 779 New York . - . 63 658 217 875 98 3, 213 2, 100 5, 313 New Jersey. . . . 19 185 101 286 38 839 667 1, 506 Pennsylvania . 38 697 468 1, 165 71 1, 564 2, 563 4, 127 South Atlantic Division : Delaware . . . . . 1 16 9 25 3 64 78 110 Maryland . . . . 13 168 35 203 11 230 325 555 District of Columbia . . . 7 71 24 95 2 394 384 758 Virginia. . . 28 97 34 131 19 329 416 745 West. Virginia . . . 6 92 13 110 5 33 41 77 North Carolina . . 48 538 105 643 3 18 12 30 South Carolina _ _ 8 59 11 70 12 90 64 154 Georgia . . . . u 57 59 116 20 95 128 223 Florida . . . . 2 0 13 18 9 72 89 161 South Central Division: Kentucky . . . 25 247 114 361 11 96 76 172 Tennessee _ _ 28 158 70 228 23 182 114 296 Alabama _ _ _ _ _ 19 118 94 212 10 73 96 169 Mississippi _ _ _ 18 294 48 342 13 83 30 113 Louisiana _ _ 10 95 39 134 5 34 26 60 Texas _ _ 29 252 152 404 32 265 170 435 Arkansas. . . . 8 67 11 78 11 123 117 240 Indian Territory . . 9 7 3 10 1 8 0 8 North Central Division: Ohio . . . . 12 74 55 129 65 1,310 900 2.210 Indiana _ 12 110 94 204 28 391 297' 688 Illinois ... _ _ 28 510 199 709 61 949 1.219 2, 168 Michigan . . . . . 8 50 229 279 50 965 743 1,708 Wisconsin _ _ 8 97 54 151 27 477 527 1,004 Minnesota _ 11 258 46 304 17 196 160 356 lowa _ _ _ 99 /vv 302 72 374 80 9 99K 1,163 3,388 Missouri _ _ _ _ 88 392 153 545 32 420 530 950 North Dakota 4 16 17 33 South Dakota . . . 4 33 23 56 3 35 51 86 Nebraska _ _ _ 8 77 53 130 29 285 391 676 Kansas . . . . 10 117 40 157 44 431 461 892 Western Division: Montana . . 9 0 r> i r> ( 4 33 39 73 Wyoming’ _ _ _ 1 7 8 15 Colorado . . . . 4 40 16 56 9 137 149 286 New Mexico . 9 fj 25 3 28 3 12 G 13 Arizona _ _ 2 10 23 33 Utah . . 7 186 39 225 9 57 74 131 Nevada . . 4 78 138 218 Idaho _ _ _ 4 16 5 21 9 t-j 3 11 14 Washington . . . 7 67 91 158 9 104 116 220 Oregon . . . . 11 82 75 157 6 139 164 303 California . . . 25 128 214 342 26 570 748 1,318 COMMERCIAL AND BUSINESS SCHOOLS. 2177 Table 3. — Instructors and students in commercial and business schools in the United States reporting in 1898-99. O u in Instructors. Students enrolled. Students in day schools. State or Territory. Numbe: school Male. Female. Total. Male. 1 j Female. Total. Male. Female. Total. United States _ 320 1,196 585 1,781 46, 421 23, 765 70,186 36, 185 19,924 56, 109 North Atlantic Division . 93 373 186 559 14, 534 8, 084 22, 59S 11,072 6, 616 17, 688 South Atlantic Division ... 20 80 48 128 3, 425 1,633 5, 058 2, 687 1,470 4,157 South Central Division _ 23 102 26 128 4, 514 1 , 369 5, 883 3, 921 1,239 5,160 North Central Division ... 153 529 257 786 19, 695 10, 052 29, 747 15, 199 8, 451 23, 650 Western Division . 31 112 68 180 4, 253 2, 647 6, 900 3, 306 2,148 5, 454 North Atlantic Division: Maine _ _ 5 12 8 20 755 473 1,228 603 385 968 New Hampshire . 2 4 1 5 68 38 106 58 ol 89 Vermont - - i 2 O 4 57 41 98 50 34 84 Massachusetts . — 10 48 22 70 1,308 959 2,357 1,160 729 1,889 Rhode Island . . 2 9 3 12 253 190 443 215 175 390 Connecticut - 12 29 22 51 1,230 604 1,834 1.057 586 1, 593 New York . . . . 29 135 85 220 5, 601 2, 910 8,511 4. 489 2,408 6, 897 New Jersey . * . 7 32 18 50 1,492 763 2, 255 882 602 1 , 464 Pennsylvania . 25 102 25 127 3, 680 2,066 5, 766 2, 578 1, 736 4,314 South Atlantic Division: Delaware. . ' 1 11 1 12 308 80 3S8 189 60 249 Maryland - - 2 9 0 9 264 180 444 171 148 319 District of Columbia .. 4 9 28 37 880 732 1,612 657 667 1,324 Virginia . ... 4 17 9 28 706 224 930 585 228 811 West Virginia . . . 2 13 1 14 235 143 378 150 111 261 North Carolina - 1 1 0 1 8 2 10 6 2 8 Georgia . 5 18 7 25 927 203 1,130 862 198 1,080 Florida - - i O 2 4 97 69 160 67 58 125 South Central Division: Kentucky . . . o hJ 10 2 12 625 278 903 574 266 840 Tennessee. . . .. 5 20 8 28 1, 028 387 1,415 994 382 1, 356 Alabama - - - 1 2 i 0 112 100 212 112 100 212 Mississippi . . .. Louisiana . 5 31 4 35 607 37 614 601 35 636 1 8 O 10 426 51 477 279 44 323 Texas.. . . 7 2 1 7 34 1,512 410 1,952 1,201 328 1, 529 Arkansas . . 2 4 2 6 174 106 280 160 104 264 North Central Division: Ohio . . . 28 77 46 123 2, 528 1,282 3, 808 1,800 978 2,776 Indiana . . . 17 66 31 97 2,294 1. 514 3, 80S 1,753 1,379 3,132 Illinois . 26 112 46 158 4,881 2, 490 7,371 3, 837 2, Oil 5,878 Michigan . . . . 12 32 19 51 1, 029 O i 1,601 906 540 1 . 446 Wisconsin . 14 30 21 51 1,253 rt i o i JLO 1 , 968 1,054 65G 1 , 710 Minnesota . 12 37 28 65 1,222 583 1,805 955 442 1, 3b7 Iowa . . 18 62 31 93 1, 818 1,102 2,920 1,406 958 2, 364 Missouri . . . 13 69 17 86 2, 930 1.136 4. 066 2, 501 1,026 3,527 North Dakota . . 1 5 0 0 50 16 G6 44 10 54 South Dakota . . 9 5 3 8 15.4 51 205 144 51 195 Nebraska . 6 23 9 32 1,190 411 1.601 526 218 744 Kansas . . 4 11 6 17 348 182 530 273 154 427 Western Division: Montana . 4 17 6 23 552 368 920 296 239 535 Colorado . . 3 6 4 10 359 158 515 230 137 367 Arizona . . 1 0 2 2 25 15 40 25 15 40 Utah _ _ 2 9 1 10 285 121 406 189 83 272 Washington . 4 20 10 30 650 520 1,170 529 463 992 Oregon . . . 3 9 9 18 459 332 791 459 332 791 California . . 14 51 35 87 1, 923 1, 135 3, 058 1,578 879 2,457 ED 99 — YOL 11—137 2178 EDUCATION .REPORT, 1898-99. Table 4. — Graduates in commercial and business schools and students in evening courses reporting in 1808-99. State or Territory. Students in evening j schools not in any day schools, a Graduates in commer¬ cial course. Graduates in amanu¬ ensis course. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . . 8,079 3, 392 12, 071 6,293 2, 156 8,449 2, 873 4, S82 i , 755 North Atlantic Division . 3,351 1.513 4, 864 2,235 695 2,930 1.187 2, 063 3.250 South Atlantic Division _ 727 180 907 502 202 704 220 343 563 South Central Div si on .. 603 136 739 580 134 714 344 307 651 N orth Central Division .. 3,277 1,234 4,511 2, 360 803 3.163 856 1,598 2,454 Western Division . 721 329 1,050 616 322 938 266 571 837 North Atlantic Division: Maine _ _ _ 24 18 42 152 97 240 47 89 136 New Hampshire _ 10 7 17 15 6 21 Y ermont _ _ 4-0 14 54 13 3 16 2 8 10 Massachusetts _ ... 173 325 498 113 75 188 65 85 150 Rhode Island _ _ 37 15 52 80 30 110 7 57 64 Connecticut . . . 151 86 237 275 05 340 94 129 9*>Q New York . 1,112 492 1,604 774 252 1,026 437 857 1,294 New Jersey. . 740 217 957 301 32 333 66 250 316 Pennsylvania _ 1.064 339 1 , 403 512 135 647 469 588 1,057 South Atlantic Division : Delaware. . . 119 20 139 47 6 53 14 25 39 TVLirvl an rl 93 32 1 25 77 26 103 53 76 129 District of Columbia . 223 71 294 77 88 165 59 90 149 Virginia.. . . 110 9 119 68 9 77 18 27 45 West V irginia _ 85 32 111 89 29 118 23 62 85 North Carolina. . 2 0 2 5 0 5 0 1 1 Georgia . . 65 5 70 121 39 160 32 21 53 Florida . . . 30 11 41 18 5 23 21 41 62 South Central Division: Kentucky . . 51 12 63 226 43 269 86 98 184 Tennessee . . 44 25 69 82 28 110 151 100 251 Alabama _ _ _ 20 15 35 30 25 55 Mississippi.. . . 6 2 8 32 5 37 3 4 7 Louisiana . . 147 7 154 21 0 21 2 12 14 Texas . . ... 341 88 429 132 15 147 47 37 84 Arkansas _ _ 14 2 16 67 28 95 25 31 56 North Central Division: Ohio _ _ 667 243 910 3S0 152 532 99 236 335 Indiana . . . . 441 184 625 246 131 377 65 140 208 Illinois _ _ 915 375 1.290 4:0 68 468 146 278 424 Michigan _ _ 123 32 155 289 38 327 72 87 159 Wisconsin _ 199 64 263 139 31 170 63 88 151 Minnesota _ 167 To 240 221 129 341 95 187 282 Iowa . . 210 92 302 209 95 304 79 170 219 Missouri . . 449 122 571 302 101 403 160 321 481 North Dakota . 6 6 12 9 0 9 South Dakota _ 10 0 10 11 5 16 0 8 8 Nebraska . . 16 14 30 1 10 39 149 26 43 69 Kansas . . 74 29 103 44 23 67 50 40 90 Western Division: Montana . . . 216 99 315 17 6 23 12 20 32 Colorado . . 129 19 148 14 o O 17 1 1 2 Utah . . . . 86 38 134 17 1 1 j.tr 31 20 14 34 Washington . . . 123 58 181 37 23 60 27 52 79 Oresron . . 85 39 124 28 75 103 California . 157 115 272 446 237 683 178 409 587 a A number of schools reported only total number without dividing day and evening attendance. COMMERCIAL AMD BUSINESS SCHOOLS 2179 Table 5. — Students in certain courses of study in commercial and business schools reporting in 181)8-99. State or Territory. Commercial course. Amanuensis course. English course. Telegraphy. Male. Female. Total. Male. Female. Total. Male. Female. Total. o5 Co Female. Total. United States - 25, 438 7, 241 32, 680 9, 920 12, 749 22, 669 5, 918 2, 615 8,531 721 260 981 North Atlantic Division- 7, 382 2, 180 9,562 3, 520 4,586 8, 106 792 352 1,144 117 48 165 South Atlantic Division-. 1,823 757 2, 580 1,087 1,026 2, 113 1,285 676 1,961 33 10 43 South Central Division-- . 2, 725 380 3, 105 776 691 1,467 962 315 1,277 87 10 97 North Central Division .. 11,067 2,912 13, 979 3,443 5, 339 8, 782 2,248 951 3,199 356 121 477 W estern Division . . - - - 2, 442 1,012 3, 454 1,094 1,107 2,201 629 321 950 128 71 199 North Atlantic Division: Maine _ _ _ _ 533 305 838 96 217 313 9 6 8 Nevv Hampshire _ 50 29 79 9 21 30 7 2 9 Vermont _ 40 14 54 4 25 29 6 2 8 ...: M assach n se t ts 631 266 897 156 459 615 15 25 40 "Rhode Island . 225 88 313 15 98 113 16 12 28 Gnnneotient . . 540 102 612 i J2 175 317 33 18 51 New York _ 2,381 632 3,013 i,iss 2, 108 3, 306 353 166 519 no 46 158 New Jersey . . 717 185 902 239 372 611 207 14 221 Pennsylvania . . _ 2, 265 559 2, 824 1,661 1, ill 2 160 109 269 South Atlantic Division: Delaware . . 135 52 187 14 38 52 M ar viand _ _ 171 50 221 140 144 284 88 50 138 District of Columbia 474 441 915 382 436 818 527 450 977 .... Virginia . . 406 79 485 200 163 363 311 89 400 n 0 . n West Virginia - 173 70 243 66 93 159 122 59 181 9 O 1 9 North Carolina . _ . j. 0 4 1 2 o o 1 0 i Georgia ... . . 396 CO 456 260 107 367 203 17 220 13 7 20 Florida _ _ 64 5 69 24 43 67 33 11 44 South Central Division: _ Kentucky . 419 82 501 152 190 342 125 125 250 Ui 6 60 Tennessee _ 658 128 786 164 129 293 122 53 175 Mississippi . . 220 25 245 57 21 78 243 0 243 10 0 10 Louisiana _ . _ 189 6 195 58 39 97 190 6 196 _ Texas . . 1,124 98 1,222 286 249 535 129 46 175 16 3 19 Arkansas _ .. - 115 41 156 59 63 122 153 85 238 7 1 8 North Central Division: Ohio _ _ 1,449 528 1.977 400 666 1,068 302 150 452 36 6 42 Indiana _ _ - - 1,334 554 1,888 633 724 1,357 104 53 157 108 23 131 Illinois . _ 2,848 665 536 3,384 687 1 , 336 2,023 647 212 859 Michigan . . .. 214 879 221 279 '500 166 44 210 29 18 47 Wisconsin _ 939 198 1.137 260 498 758 137 121 258 Minnesota - 718 249 '967 206 342 548 97 47 144 73 11 84 Iowa _ _ _ 1,042 307 1,349 359 584 943 163 144 307 Missouri _ 1,296 178 1,474 494 629 1,123 425 96 521 105 60 165 North Dakota _ 40 3 43 3 2 5 South Dakota _ 130 13 143 8 34 42 144 37 181 9 1 3 Nebraska . . . - 461 58 519 102 150 252 51 47 98 Kansas _ 145 74 219 73 97 170 12 0 12 Western Division: Montana . . . 212 106 318 65 121 186 324 138 402 20 rf 7 27 Colorado _ _ 304 113 417 15 30 45 30 11 41 16 10 26 Arizona . . . 10 o 12 1 4 5 14 9 23 16 10 26 Utah _ _ - 40 8 48 10 15 25 68 17 85 W ashington . . 345 125 470 126 171 297 127 110 237 28 20 48 Oregon . . ,.. 338 140 478 122 232 354 40 25 65 5 0 5 California _ 1,193 518 1,711 755 534 1,289 28 11 07 Ol 43 24 67 2180 EDUCATION REPORT, 1898-99, Table 6. — Number of institutions of all grades in which commercial and business studies were taught and number of students in such studies in 1S98-99. State or Territory. United States . North Atlantic Division South Atlantic Division. South Central Division.. North Central Division . Western Division _ North Atlantic Division: Maine_ . . N ew Hampshire _ Vermont . Massachusetts . . Rhode Island _ Connecticut . NeAV 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 _ _ Indian Territory _ North Central Division: Ohio _ _ _ Indiana. . . . Illinois . . Michigan _ Wisconsin . . . Minnesota _ Iowa . . . Missouri . . . . North Dakota . . South Dakota _ Nebraska . . . Kansas . . . Western Division: Montana . . Wyoming . . Colorado . . . NeAV Mexico _ Arizona . . Utah. . . . . Nevada . . Idaho . . Washington . . Oregon . . . . California . . Schools. Students. Male. Female. Total. 2, 350 82, 104 49, 414 131,518 G76 26, 157 18,101 44, 258 261 6, 299 3. 857 10, 156 327 7.688 2. 799 10,487 898 35, 442 19,913 55,355 188 6,518 4.744 li,2G2 — 47 1,080 724 1,804 20 304 152 456 24 317 252 569 301 3,262 3.258 6,520 18 586 565 1,151 49 1.659 1,066 2. 725 197 9.758 5, 257 15.015 65 2. 530 1,531 4, 061 155 6, 631 5,296 11,957 5 388 165 553 29 706 540 1,246 14 1.369 1.120 2, 489 58 1,197 692 1,889 18 462 299 761 60 655 179 834 22 152 213 305 39 1,117 455 1. 572 16 253 194 447 52 1,213 545 1.758 68 1.581 662 2,243 37 477 319 796 42 1.026 122 1,148 19 687 116 803 78 2 244 768 3, 012 28 445 264 709 3 15 3 18 125 4.768 2, 543 7,311 69 3, 859 o oxo r*'J fV 6,111 136 7, 149 4, 184 11,333 74 2,187 1.631 3,818 54 1,963 1,361 3, 324 44 1,817 801 2,618 147 5,066 2, 685 7, 751 101 4, 268 2.062 6, 330 7 164 46 210 14 327 181 4S8 51 1 . 994 1.119 3,113 76 1,880 1,068 2, 948 13 635 439 1,074 1 7 8 15 19 619 369 988 8 68 33 101 4 47 38 85 12 629 . 248 877 5 97 153 250 6 19 16 35 25 881 734 1,615 26 778 598 1,376 09 2,738 2, 108 4,846 2182 EDUCATION BEPOKT, 1898-99. Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struc¬ tors. Actual num¬ ber of stu¬ dents en¬ rolled. 0 a5 "5 s 0) 0 cS E Female. O Eh 1 3 4 5 6 7 ALABAMA. 1 Birmingham . Birmingham Business College . Willard J. Wheeler. 9 1 112 100 212 ARIZONA. o Phoenix _ Lampson Business College. .. Mrs. L. Lorain . 0 O 25 1-5 40 ARKANSAS. • 3 Arkadelphia _ Ouachita Business College _ J. W. Conger . 1 1 21 19 40 4 Fort Smith _ Fort Smith Commercial Col- George M. Neal _ 3 I 153 87 240 lege.* CALIFORNIA. 5 Eureka . . Eureka Business College . C. J. Craddock . 2 1 30 15 45 Los Angeles _ Los Angeles Business College. . do . . W oodbury ’s Bu siness College . N.G.Felker 5 4 200 100 300 8 Oakland . Aydelott’s Business College . J. H. Aydelotte _ 5 4 158 101 259 9 Sacramento . Aikenson’s Business College and Training School. 10 San Francisco . . _ Ayers’s Business Institute ... W. F. Ayers.. . . 2 4 200 42 242 11 . __ do - - . . Heald’s Business College E. P. Heald . 15 10 481 160 641 12 do . San Francisco Business Col- J. A. Wiles 4 4 347 250 597 lean. 13 Santa Ana . Orange County Business Col- R. L. Bisby... . 2 1 54 26 80 lege. 14 Santa Barbara. . _ Santa Barbara Business Col- E. B. Hoover _ i 1 91 12 33 lege. 15 Santa Cruz _ Chestnutwood’s Business Col- H. E. Cox . . 3 1 ff 25 102 lege. 16 San Jose _ San Jose Business College _ E. E. Danfortli . 9 3 75 70 145 17 Santa Rosa . Santa Rosa Business College. _ J. S. Sweet . . 9 tJ 1 80 34 114 18 Stockton. _ ... Stockton Business College . W. C. Ramsey _ 8 9 200 300 500 COLORADO. 19 Denver . . Wallace Business College. _ Robert J. Wallace.. o 9 165 50 215 20 Pueblo . . Pueblo Business College . C. H. Donaldson _ i i 54 26 80 21 Trinidad _ Trinidad Business College .... W. E. Anderson _ 3 i 140 SO 220 CONNECTICUT. 22 Bridgeport _ Martin’s Business College _ T. W. England _ 2 i 52 37 89 23 Hartford . . Huntsinger’s Business Col- E. M. Kuntsinger .. 4 4 300 161 461 lege. 24 _ do . . Olmstead Commercial Col- lege. 25 do . _ „ . Morse Business College _ E. H. Morse _ 8 1 me 56 Of* fv’J Middletown _ Connecticut Business College. A. J Harding.. . 2 2 25 28 51 27 New Haven . Childs Business College _ S. P. Butler _ o f) 2 123 61 184 28 _ do . . Galley's Shorthand School ... John F. Gatfey _ 1 2 75 125 200 29 . clo . . Commercial Business College. A. J. Harding . 2 1 16 7 23 30 _ do . . Yale Business College _ A. C. Loveridge _ 2 o o 57 35 92 31 Norwich . . . Norwich Business College _ W. E. Canfield _ 3 2 81 52 136 32 Stamford . Stamford Business College .... 33 _ do. . Merrill English and Business Mrs. M. A. Merrill.. 2 4 66 44 110 College. DELAWARE. 34 Wilmington _ Wilmington Commercial Col- H. S. Goldey . . 11 1 308 80 388 lege. DISTRICT OF COLUMBIA. 35 W ashington _ . Columbia College of Co m- merce. 38 . do . Spencerian Business College. Mrs. Sara A. Spencer 1 3 1S4 46 230 * From 1897-93. COMMERCIAL AND BUSINESS SCHOOLS 2183 schools in the United States in 1898-99. Actual number of students enrolled. Average. daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. r2 * £ Female. Male. Female. Day school. Evening school. I Male. Female. Male. Female. j Male. Female. Male. Female. Day course. Evening course. d Female. Male. 6 r—i a g © fc 9 10 8 i 12 13 1 4 1 15 16 tt 1 IS 19 21 23 -fl. 25 26 112 100 70 4-8 20 15 20 25 25 15 20 10 2 1 4 14 9 10 21 19 21 19 3-6 21 19 139 85 14 2 74 8 94 99 59 63 153 85 d 1 6 10 46 9 25 31 25 10 5 5 25 5 10 5 20 7 4 200 60 30 0 100 30 100 75 _ 75 _ 50 6 12 180 20 - 20 22 75 12 12 5 60 185 12 5 20 5 6 8 12 5 60 185 362 124 59 36 321 0 335 116 335 116 0 0 21 12 0 0 110 33 17 82 304 198 43 52 103 25 224 134 123 116 8 3 2 7 . 94 To 80 87 54 26 0 0 0 0 43 23 11 14 6 3 0 0 0 0 18 5 4 8 21 12 0 0 0 0 21 11 1 3 0 0 0 0 10-20 0 1 2 1 0 i i 25 0 0 60 0 77 25 5 10 o 0 0 0 6-8 0 25 10 0 a. 75 70 0 0 5 0 126 0 120 0 0 0 0 0 0 25 26 3 9 80 34 0 0 65 0 f'y.'X 24- 5 10 6 Or) 20 3 10 200 300 200 0 150 100 10 25 8-12 100 50 10 20 76 42 89 8 0 0 165 50 0 0 0 0 16 10 0 0 0 0 0 0 34 25 20 1 18 6 29 3 5 20 10 1 0 0 6-8 12 o 0 0 0 120 70 20 10 90 25 110 60 10 10 20 10 0 0 12 21 12 3 1 1 24 48 10 7 40 5 20 26 40 36 0 0 0 0 8 12 42 20 22 20 300 161 0 0 0 0 0 — — 0 0 20 99 r-~ <-v .... 351 25 81 31 0 0 390 9 42 47 0 0 0 0 10 6 158 5 31 37 21 26 0 0 0 0 14 5 8 21 0 0 0 0 8 0 0 0 0 0 123 61 0 o 65 18 0 0 0 6 60 100 15 25 50 20 6 12 0 ii 5 5 o t-* 16 ry i 9 1 8 5 0 0 0 0 9 18 0 0 0 0 40 28 17 7 40 15 38 24 11 19 0 0 0 0 31 20 4 18 71 40 13 12 85 23 34 28 14 24 29 12 0 0 10 10 16 13 5 15 56 42 10 2 80 10 35 9 19 23 4 6 0 0 6 0 16 < 12 17 189 60 119 20 150 75 135 52 14 38 0 0 0 0 6-10 0 47 6 14 25 108 30 76 16 77 I 47 115 35 37 27 184 46 0 0 0 0 23 0 9 O 1 3 4 5 6 7 8 9 10 11 13 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 2184 EDUCATION REPORT, 1898-99. Table 7. — Statistics of commercial and business In¬ struc¬ tors. Actual num- Post-office. Name. Executive officer. her of stu¬ dents en¬ rolled. 6 6 i — i c3 s 2 oi 73 s 3 c3 £ > Q ^ rH ® o Cfl H Male. c3 a © & Male. Is a 0) f=< ! Male. a © 03 Male. r* 3 Male. C3 a CD Ph e IO 11 12 13 Id 15 i (> 17 18 ill 30 31 22 o 1 34 25 26 27 28 141 149 162 141 147 55 0 0 113 65 99 68 97 63 0 0 10 12 17 15 13 17 246 341 0 0 480 0 248 341 246 341 246 341 0 0 18 0 37 64 O l 64 67 58 30 11 44 20 64 5 24 43 33 11 0 0 6 8 18 5 21 41 210 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4-6 3 180 0 5 0 156 5 20 0 154 9 3 0 261 22 40 0 0 0 186 20 95 25 0 0 0 0 4 6-8 95 10 15 12 76 64 0 0 68 0 115 25 115 64 49 17 13 r> l 4 6 23 29 17 9 135 33 20 5 55 20 75 15 50 18 3 5 8 18 14 0 0 20 0 4 0 7 12 5 0 0 6 0 2 0 6 9 t* 55 27 0 0 GO 25 0 0 0 0 0 0 0 0 6 18 0 0 0 O' 56 18 26 3 48 28 49 6 12 18 40 15 0 0 6-9 12-18 A 1 2 8 96 52 0 0 0 0 73 18 26 41 0 0 0 0 0 0 11 5 CO H © 0 ci a © C) 15 S d 15 a © & 6 15 3 © a © d 15 kH & 0 fl M CD fe CD CO o O >2 C3 Q bfj ~ © ,rH CO r-j t> « J ft d r-H c3 ^© a © .2 0 a 0 9 10 11 12 13 14 15 18 17 18 19 20 21 22 23 24 25 20 27 2S 300 200 6 18 30 4 13 36 322 309 57 59 204 41 301 205 234 297 S 5 59 17 7 12 29 17 130 93 8 3 82 6 105 46 10 30 o A 13: 0 6 12 92 61 26 2 126 20 77 17 17 26 14 3 55 64 10 9 95 15 60 40 5 33 6 10 20 25 4 15 55 70 35 15 100 25 110 0 120 0 10 '"3 10 12 56 46 17 4 81 16 65 5 23 30 6 21 9 1 12 119 54 22 1 125 15 8d 37 19 15 13 9 6 18 29 9 2 2 68 53 86 24 62 18 58 55 14 o 14 0 75 50 12 3 50 9 78 20 12 25 6 3 9 2 47 58 10 2 60 10 38 16 16 52 6 0 5 15 O 3 25 200 100 150 200 25 25 75 9 20 0 4 16 98 57 19 12 no 42 54 61 2 o 6 10 18 12 21 59 49 17 5 42 12 18 10 13 u 33 91 5 c 383 169 214 256 27 100 132 £ 10 6 34 O o IS 16 4 17 3 83 7 12 24 5 ] 85 63 30 60 20 76 14 35 53 A 3 6 12 50 11 20 35 26 13 4 0 15 1 2 5 7 9 6-9 1 < 0 8 52 9 AO 2 10 7 6-9 30 35 5 5 18 15 12 20 5 5 7 14 8 6 8 12 36 38 30 35 36 37 5 8 20 18 6 8 45 40 15 10 6 12 15 10 12 16 11 15 13 8 3 3 i 0 6 6 210 205 60 35 111 34 145 89 19 85 54 78 7 12 23 22 9 28 60 72 30 10 50 4 30 60 10 9 6 12 o 4 5 10 65 83 10 2 50 8 1 ^ 20 13 25 15 12 i 0 1 6 25 10 O o o ii 4 21 8 7 10 5 2 9 3 ] 1 1 60 40 19 6 75 25 40 30 10 20 6-9 8 3 1 11 97 21 6-8 12 6 5 18 ?j\ 30 20 33 2 30 20 41 10 19 17 12 0 6 12 6 3 6 86 73 22 21 100 30 64 34 44 60 6 12 24 12 27 8j 19 205 84 133 120 21 59 60 125 125 26 3 4-18 24 3 369 182 51 1 ^ 299 61 93 130 28 3 6 12 202 40 86 98 279 44 147 7 200 100 189 6 58 39 190 6 3-9 9-18 21 0 2 12 80 81 0,3 83 81 85 88 87 88 90 91 92 93 94 95 98 97 98 99 ICO 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 2188 EDUCATION REPORT, 1893-99 Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struc¬ tors Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. Male. 6 "5 a © & Total. 1 2 3 1 5 G 7 8 MAINE. 118 Bangor _ Bangor Business College . Miss Mary B. Edge- 1 3 120 58 178 comb. 119 Lewiston - Lewiston Business College _ N. E. Rankin _ 1 1 69 44 113 120 Portland . .. Gray’s Portland Business Coi- Frank L. Grav _ 4 1 118 81 199 lege. 121 _ .do _ Shaw’s Business College* _ F . L . Shaw . . 4 1 300 200 500 122 Rockland... - Rockland Commercial Col- H. A. Howard . 9 9 148 90 238 lege. MARYLAND. 123 Baltimore - Eaton and Burnett Business A. H. Eaton. _ 6 0 210 150 360 College. 121 Hagerstown - Wolf's Business College * . D. Elmer Wolf _ 3 0 54 30 84 MASSACHUSETTS. 125 Boston . - - Bryant and Stratton Com- H. E. Hibbard _ 20 5 700 250 950 mercial College. 126 _ do _ Bradford Commercial College E. E. Bradford _ 1 1 28 19 47 127 _ do _ Comer's Commercial College . 12S _ do _ Hall's Commercial College _ 129 Lawrence ... - Cannon's Commercial College G. C. Cannon 2 9 50 70 120 130 Lowell . . . Lowell Commercial College - . Albert ('. Blaisdeh o 4 120 150 270 131 Pittsfield _ Berkshire Business College. .. L. M. Holmes _ 1 1 37 39 76 132 Salem,. . Salem Commercial School .... George P.Lord _ 5 9 99 125 224 133 Springfield Child’s Business College . B. J. Griffin 3 9 185 115 300 134 _ do _ Bay Path Institute _ _ E. A. Cooper _ 7 'i 15 25 40 135 W orcester _ Becker’s Business College _ E.C. A. Becker _ 3 9 89 73 162 136 _ do . . Hinman’s Business College . - _ A. H. Hinman _ 3 2 75 93 188 MICHIGAN. 137 Adrian . . Brown's Business University. L. S. Brown . . 1 1 53 25 83 138 Alpena. . . Alpena Business College _ Mrs. M. L. Veenfiiet. 2 3 52 48 100 139 Battle Creek- ... J. B. Krug’s Business College. J. B. Krug _ 140 Bay City . . Bay City Business College . . R. R. Lane... . 2 1 108 58 166 m Detroit . . . Detroit College of Commerce * William L. Caton. . . 3 9 193 47 240 142 . do . Detroit School of Business E. E. Admine. _ 0 l 113 88 201 143 . do . . . St. Joseph’s Commercial Rev. Bro. Amulwin. 6 0 103 0 103 School. 144 Grand Rapids . .. Grand Rapids Business Uni- A. S. Parish _ 4 0 87 t < 334 versify. 145 Jackson . . Devlin’s Business College _ H. C. Devlin 1 2 fin OK 100 146 Kalamazoo _ Parsons Business College . W. F. Parsons . & 1 60 54 114 147 Muskegon . . Muskegon Business College*. E. C. Bisson _ i 1 85 65 150 148 Owasso . . Owasso Business College _ 149 St. Louis Yerington s College. . . . C. W. Yerington 4 4 fin 50 115 150 Three Rivers _ Three Rivers Business Acad- Chas. H. Sage . 1 3 40 25 65 emy. MINNESOTA. 151 Duluth _ Parsons Business College and A. C. Parsons _ 1 i 25 5 30 Shorthand Institute. 152 Faribault .... Brown's Business College . A. E. Brown . 1 9 100 50 150 153 Mankato . __ Mankato Commercial College. J. R. Brandrup _ 4 2 191 53 244 154 Minneapolis _ Archibald Business College .. A. R. Archibald _ 4 4 125 50 175 155 _ do . . . Caton College - - - T. J. Caton.. . 2 9 149 103 252 156 _ do . . Munson Shorthand Institute. R. J. Smith _ 2 1 100 96 196 157 Owatonna . . . Canfield Business School _ W. P. Canfield _ I 9 38 15 53 158 Redwing . . Redwing Business College _ H. J. Meyer _ 6 1 91 21 112 159 St. Paul . Baenisch’s Commercial Col- B. W. Baenisch _ 1 9 55 17 79 lege. 160 _ do . . St. Paul Business College and Maguire Brothers . . 6 4 135 90 oqk Telegraphic Institute. 161 _ do . . . Globe Business College _ F. A. Maron _ 3 1 165 51 216 11.2 Winona . Winona Commercial College * . Milton J. Mallery . . 6 6 48 32 80 * From 1897-98. COMMERCIAL AND BUSINESS SCHOOLS 2189 schools in the United States in 1808-99 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu- ' ation. j Gradu¬ ates in com mercial course. Gradu¬ ates in amanu¬ ensis con rse. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. 0 £ Female. Male. Female. Male. Female. Day course. Evening- course. 6 IS Female. Male. Female. © 10 11 Ill 13 | 14 1 5 16 17 18 1© 20 21 22 1 23 S4 25 26 27 28 120 50 25 26 19 12 3 8 0 45 26 24 18 19 14 56 22 13 18 6 12 12 4 2 US 81 109 31 9 50 5-7 323 200 200 150 40 110 6 100 .... 75 35 70 60 118 77 8 20 2 6 28 15 2 1 ° 130 120 80 30 150 40 125 130 39 6-10 12-18 75 25 50 75 41 28 13 9 21 10 15 14 38 20 10 2 1 3 7 { )0 250 5' >() 400 75 30 200 10 50 20 9 9 ii 11 17 8 15 18 28 17 3 8 _ 6-10 10-20 i 0 0 o| | 15 25 39 50 30 35 14 26 10 30 6 10 2 6 5 Gj 60 75 60 80 i 0 80 27 31 10 8 29 8 36 35 33 29 ... 6 5 5 ( 74 99 25 26 102 85 78 49 21 75 16 13 13 4 125 75 0 125 85 35 40 21 40 97 15 25 21 10 16 5 9 15 25 l 4 2 c 73 60 16 13 10 60 78 15 15 65 ■48 54 108 58 25 50 54 5 18 99 12-15 8 1 3 10 43 46 9 2 75 35 48 21 23 35 20 23 2 9 1 1 1 4 94 52 14 6 Cl 17 _ 70 18 9 43 10-12 24-30 2 0 151 41 42 6 124 22 110 6 21 38 4 9 10 2 8-12 18-24 84 6 18 "&l 90 76 23 12 147 27 42 34 1 5 26 21 15 12 11 6-12 24 103 0 101 103 0 0 103 0 30 103 0 17 o, 82 76 g 1 37 IS 23 31 15 4 50 50 35 15 0 55 13 9 10 10 1 3: 50 10 4 75 10 60 30 20 35 10 12 J 2 0 2j 85 65 145 85 65 20 40 3 0 5 0 8 0 65 15 20 49l 65 50 70 40 10 12 5 20 3 2 1! 35 24 5 1 40 4 16 7 3 4 6 6 1 0 13 0 12 0 5 3 12 0 4 4 14 0 6 12 6 0 0 9 100 50 95 0 My- 75 30 25 20 6 20 10 10 10 163 43 28 10 152 26 106 46 29 63 9 10 2: 6 40 110 40 15 10 90 10 90 15 25 25 5 5 6 12 12 6 12 12 149 130 94 47 23 76 2 5 30 2 45 37 11 49 34 15 4 o 38 3 31 If 3 5 6-18 1 0 91 21 81 38 12 4 7 i 2 24 12 31 5 30 30 42 12 4 5 9 0 9-10 12-13 19 8 98 95 70 40 20 165 50 20 30 60 9 0 12 3 6 8 65 30 25 40 92 137 28 28 24 148 34 28 29 47 U 11 29 6 4-7 6-9 22 9 13 18 3G 28 9 4 1 42 4 1 40 29 30 30 48 26 9 I 0 6 12 14 16 18 16 118 119 120 121 122 123 1.24 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 1.40 141 142 143 144 145 146 147 148 149 150 151 153 153 154 155 156 157 158 159 160 161 162 2190 EDUCATION REPORT, 1898-99 Table 7. — Statistics of commercial and business Post-office. 1 | Name. Executive officer. In¬ struc¬ tors. Actual inim- her of stu¬ dents en¬ rolled. 1 Male. Female. Male. Female. Total. 1 2 3 1 5 6 ' 7 8 . . 1 Mississippi 1 im 'l Bay St. Louis _ St. Stanislaus College. . . Brother Isidore .... 14 0 140 0 140 ict Meridian . . . Queen City Business College . J. J. Ferguson . 2 1 ZK 25 80 k>5 Natchez _ Cathedral School _ _ Brother Celestine .. £ 0 1 75 0 175 16G Vicksburg . St. Aloysius Commercial Brother Gabriel _ 8 1 217 0 217 College. 1H7 _ do . . Vicksburg Commercial G. McDonald . 2 2 20 12 32 School. * MISSOURI. 1 — * CO Canton _ _ Christian University ” _ J. J. Weber _ 0 23 16 39 169 Clinton . Clinton Business College * ..... Edwin W. Doran... 4 1 46 34 80 170 Hannibal _ _ Hannibal Commercial College F. L. Kelley _ 3 1 320 62 382 171 Joplin . . . Joplin Business College _ W. B. Joiner _ 2 i 46 55 101 17.3 Higginsville . Queen City Business College.. L. F. Myers. . . 3 3 50 35 85 173 Kansas City.. _ Cathedral Academy _ Brother Walter _ 5 0 125 0 125 174 _ do . . . . Dickson School of Shorthand. 175 _ . .do . . Spalding’s Commercial Col- James F. Spalding.. 14 2 697 273 970 lege. 176 St. Joseph . . . St. Joseph Business Univer- E. E. Gard _ Q O 0 200 To 275 sity. 177 _ do _ St. Joseph Commercial Coi- Brother E. Lewis.. . 11 0 186 0 1S6 lege. 178 St. Louis. . . . Hayward’s Shorthand and L. F. Hayward _ 3 2 125 225 3j0 Business College. 179 _ do . . . Jones’s Commercial College .. J. G. Bohmer . 6 1 360 185 545 180 _ do . . . Perkins and Herpel’s Mercan- H. C. Perkins. . r o 0 209 47 256 tile College. * 181 Sedalia. . . .. Central Business College _ _ C. W. Robbins . 10 O 543 i°9 672 MONTANA. 183 Butte . . . Butte Business College . . Rice. Fulton, and 8 2 390 250 640 Gold. 183 _ .do > . . Silver Bow Commercial Col- E. C. Glenn 4 i 47 38 85 lege. * 184 Helena _ _ _ Englehorn Helena Cominer- H. F. Engelhorn _ 3 9 75 50 125 cial College. 185 Missoula _ . .. Garden City Commercial Col- E. C. Reitz _ 9 1 40 30 70 lege. NEBRASKA. 186 Falls Citv _ _ Falls Citv Business College... G. M. Barrett _ 3 9 54 14 68 187 Grand Island _ Grand Island Business and A. M. Hargis _ 5 9 r» 167 84 251 Normal College. 183 Hastings _ Queen City Business College. . H.S. Miller . . 9 2 90 30 120 189 Lincoln _ i iincoln Business College. . J. L. Stephens _ 8 0 225 95 320 190 McCook . McCook Phonographic! Insti- L. W. Stayner . i 1 6 9 15 tute. 191 Omaha. . . Omaha Commercial College*. M. G. Rohobough . . . ? 9 648 17;i 827 NEW HAMPSHIRE. 193 Concord . National School of Business*. J. B. Mack. . . . i 1 23 2 9 45 193 New Hampton .. New Hampton Commercial F. W. Preston _ 3 0 45 16 61 College. NEW JERSEY. 194 Camden . Abrahamson Business College C. M. Abrahamson.. 9 1 0: 45 12 67 195 Elizabeth . . . Lansley Business College _ James H. Lansley .. 9 9 29 34 63 196 Jersey City . Drake Business College _ W m . E . Drake _ ‘1 3 112 97 209 197 N ewark . . Coleman’s National Business H. Coleman . . . r ;j 3 410 175 585 College. 198 . do . . . New Jersey Business College. C. T. Miller _ 6 O o 178 82 260 19°> .do _ Wood's College 7 4 527 298 9l 25 20 34 6-8 8 1 10 15 50 35 40 1 10 5 8 27 1 3 9-12 7 0 3 125 0 . 103 24 0 18 0 65 0 20 6 0 13 0 522 248 175 25 400 150 6-9 12 140 62 60 15 60 30 85 15 25 75 52 5 15 3 9 24 15 8 8 20 186 0 67 0 160 0 17 0 100 200 25 25 100 35 60 40 55 175 10 10 6 0 60 35 45 170 SCO 150 60 35 545 95 310 20 50 165 50 38 37 45 6 12 129 45 65 83 ICO OK 109 12 90 100 109 6 3S 32 62 9 6 12 25 3 5 14 543 129 20 10 260 28 231 92 53 9 6-12 24 21 5 14 10 210 175 180 75 2S0 120 100 50 20 60 300 100 8 2 10 24 8 2 9 IS So 29 11 9 51 18 38 9> 17 23 9 18 4 0 50 35 25 15 60 18 34 20 20 25 15 20 10 5 11 15 6 4 4 8 48 40 14 8 8 12-24 0 6 f) 54 14 45 11 9 3 8 8 2 1 3 167 84 175 0 40 40 50 41 12 10 10 5 5l 80 25 10 5 60 6 84 12 5 12 1 6 8 7 2 2 6 225 95 210 157 35 42 86 6-12 53 u 14 . 23 6 9 6 9 12 d F 32 14 13 15 10 40 30 5 13 1 9 4-6 8-10 45 16 45 18 8 12 7 2 7-9 15 6 45 12 57 45 12 10 36 9 12 16 18 15 6-18 112 97 40 40 75 80 112 18 64 97 46 4 10 14 90 K 155 85 20 0 50 0 6 14 50 10 60 86 60 92 22 12 24 29 1 4 34 236 209 291 89 170 130 373 90 154 208 15 10 8 16 150 20 50 140 191 65 169 19 187 15 21 67 146 0 10 12 36 21 2 16 163 164 165 186 167 168 169 170 171 172 173 174 175 176 177 178 179 180 1S1 182 183 184 185 186 187 188 189 190 191 19.2 193 194 195 196 197 198 199 200 2192 EDUCATION REPORT, 1898-99. Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struc¬ tors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. Male. Female. Total. 1 2 3 I 5 6 7 S NEW YORK. SOI Alban y Albany Business College _ John R. Carnell _ 14 7 486 300 786 SOS Binghamton _ Binghamton School of Busi- John F. Riley . . 4 4 96 68 164 ness. 303 do . . Lowell Business College . J. E. Bloomer . 3 2 98 30 128 201 _ do _ • Riley Business College . . 205 Brooklyn . Long Island Business College. Henry C. Wright .. 7 7 507 253 760 200 . do . Kissick’s Business College .... 207 _ do - . . Heffiey School . . . Norman R. Heffiey. 17 6 127 173 300 208 . do _ _ St. James Commercial Acad- Brother Costoris . . . 10 0 650 0 650 emv. 209 Buffalo. . . Caton's National Business College. 210 Corning . . Kerat’s Shorthand and Busi- ness College. 21 1 Elmira . . Elmira School of Commerce .. 212 _ do . . . Estev’s School of Commerce.. Sherman C. Estey.. 4 2 150 100 250 213 Port Edward.... Haley’s Business Institute _ J. W. Halev _ _ 1 2 36 19 55 214 Geneva . . . Geneva Business and Train- A. E. Mackey . . 1 1 18 7 25 ing Institute. 215 _ do . . Geneva Shorthand School*... Robert D. Hadden.. 2 0 30 10 40 216 Gloversville _ Gloversville Business College. N. G. Patterson _ 2 2 80 60 140 217 Hornellsville .... Hornellsville Business and C. E. Willard . 1 1 31 31 62 Shorthand School. 218 Jamestown _ Jamestown Business College H. E. V. Porter _ o 2 82 81 163 219 Kingston . . Spencer’s Business College. .. B. H. Spencer. . 3 1 125 100 225 220 Lockport _ — Lockport Business Institute. . J. Franklin Ryan... 2 1 47 23 70 221 New burg . Spencerian Institute . . E. M. Turner _ _ _ 2 2 50 66 116 222 New York Citv_. A*. O. Hail Business and Bar- Alois Owen Hall _ 3 6 200 50 250 her School. 223 . do _ Metropolitan Shorthand and Wm. L.MAson. _ 1 2 57 97 154 Typewriting School. 234 . do _ Packard Commercial School. . L. H. Packard . 11 tr 0 550 190 740 225 _ do... ... _ Paine Uptown Business Col- JI. W. Remington... 6 6 280 140 420 lege. 226 _ do . . Wood’s New York School.... F. E. Wood _ 9 5 425 912 227 _ do . . W al worth Business a n d G. S. W al worth _ 3 2 100 110 210 Stenographic Institute. 228 Niagara Palls _ Niagara Business School. . F. C. Hovey _ 1 2 37 38 75 239 Oswego Chaffee’s Phonographic In- E. M. Wolf _ 2 9 50 40 90 sritute. 230 Rochester .... Rochester Business Institute. A. S. Osborn . . 8 A 578 100 678 231 _ do _ Underhill School _ B. S. Underhill _ 3 4 56 79 135 232 Schenectady _ Schenectady Business School. Win. F. Fitzgerald.. 9 hJ 3 79 46 125 233 Troy . . Troy Business College Thos. H. Shields _ 8 1 415 140 555 234 Utica _ Utica Business Institute . G F. Hendrick . . 5 3 161 72 233 NORTH CAROLINA. 235 Silver City . Thompson’s Business College. 233 Washington _ W ilkinson’s Commercial Aaron H. W ilkinson i 0 8 2 10 School. NORTH DAKOTA. 237 Grand Porks _ Northwestern College of J. J. Swengel _ 5 0 50 16 68 Commerce. OHIO. 238 Akron . . Akron Business College * . . P. Hammel . 2 1 98 78 176 239 . do . . . . Hammels Business College P. Hammel i 9 94 41 135 240 Canton . Canton Actual Business" Col- W. W. Patterson _ 5 o 60 70 130 lege. 241 Cincinnati _ Bartlett’s Commercial Col- C. M. Bartlett _ 5 9 168 90 258 lege.* 242 . do _ _ Nelson’s Business College 243 _ do _ St. Joseph’s College...." _ Rev. J. M. Scherer .. 8 0 82 0 82 *From 1897-98. COMMERCIAL AND BUSINESS SCHOOLS 2193 schools in the United States in 1S9S-99 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. 1 1 Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. 6 1 Female. Male. Female. Day school. Evening school. Male. . 1 0 I © Eb Male. Female. Male. Female. Male. 6 g 5 Day course. Evening course. Male. Female. Male. Female. 0 10 11 13 14 1 5 1C 17 18 19 30 21 23 23 21 25 28 2 7 28 444 287 42 13 I 362 38 176 227 1 16 13 39 8 6 12 187 36 103 167; 80 60 16S 8 75 14 80 30 20 40 12 18 5-7 12-16 60 30 15 26 1 78 27 20 3 61 6 17 21 6 12 45 6 10 10 212 178 295 75 228 152 118 202 30 20 12 24 60 10 25 55 39 109 88 64 144 it)9 43 18 12 162 7 8 7 11 6-7 7-8 30 14 10 102 650 0 575 70 0 50 0 20 0 20 12 0 5 0 * 130 100 20 6 125 25 40 60 10 0 6 99 0 10 16 29 17 7 2 20 6 26 1 5 15 3 0 0 5 15 5 3 Q 15 3 12 3 3 0 9 0 3 .... 4-6 6-10 5 1 1 0 21 9 9 1 20 18 1 15 10 9 18 .... 41 44 39 16 42j 38 29 26 12 18 1 (J 6 12 6 4 3 6 13 27 18 4 21 15 10 11 8 14 12 5 .... .... 6 14 9 2 9 ' 0 £> 82 81 93 71 48 26 54 71 48 6 26 15 5 112 90 13 id 2u0 18 50 14 45 110 O 4 8 12 36 16 11 J 55 14 30 13 17 10 15 5 6 12 27 11 .... 10 8 39 57 11 9 80 12 30 21 20 45 6 12 10 5 3 4 200 50 3 4 14 62 43 35 50 20 57 97 5-6 6-8 6 231 550 190 340 308 14 32 176 10-12 56 2 17 60 202 105 78 35 49 26 165 30 33 97 47 28 12 3 8 12 16 9 9 20 245 367 180 120 400 190 189 21 281 421 22 10 10 16 114 32 92 224 75 70 25 40 05 34 50 50 50 60 6 9 31 29 40 30 37 38 51 30 27 4 23 10 12 10 14 2 20 50 40 40 25 15 6 12 40 23 578 100 40 80 6-12 56 79 27 36 52 10 19 7 29 39 16 0 6 17 6 20 30 340 117 23 154 57 300 50 53 76 36 15 18 6 12 23 18 12 20 94 57 67 15 90 50 75 26 5 07 Oi 56 12 1 6 12 6 6 2 2 0 9 4 0 1 9 1 "0 3 5 5 0 0 1 44 10 6 6 40 3 3 9 6 6 9 0 57 61 35 41 14 63 17 10 60 25 1 4 0 62 32 6 53 11 34 29 1 85 60 25 10 90 31 50 25 10 45 10 16 21 10 2 15 110 1 82 80 58 10 163 90 10 Y 18 ( i 60 _ I 50 0 82 0 30 5 0 ed 99 — vol ii - 138 201 202 203 204 20*> 206 207 203 209 210 211 212 215 214 215 216 217 213 219 220 221 222: 228 224 225 226 227 223 229 230 231 232 233 234 235 236- 237 233 239 240 241 242 248 2194 EDUCATION REPOET, 18513-99, Table 7. — Statistics of commercial and business 1 Post-office. Name. Executive officer. In¬ struc¬ tors. Actual num¬ ber of stu¬ dents en¬ rolled . 1 6 1 Female. 6 *02 Cw £ I P £ fi 60 42 102 PENNSYLVANIA. 271 Allentown . Allentown Business College . . Vvr. L. Blackman _ o 0 68 15 83 272 _ do . . .’ _ American Business College... A. C’. Dorney _ .... 11 0 205 61 266 273 _ do . W oods Business College . . 1 274 Allegheny . Williams College of Actual T. M. Williams . 9 i 60 _ 40 100 Business.* 275 Altoona . . . Mountain City Business Col- G. G. Zeth _ O t~j 2 320 224 544 lege. 276 Beaver Falls _ Beaver Valiev Business Col- J. W. Butcher _ 9 1 50 30 80 lege.* 277 Corry . . Corry Business College . Geo. M. Nicol _ 9 0 35 21 56 278 Dubois . Du Bois Business College _ G. W. Thorn 2 1 87 38 125 279 Easton _ Easton College of Business ... C. L. Free . 2 0 34 28 62 280 Emlenton Tubbs Business College _ D. C. Tubbs . 2 1 40 62 102 281 Erie . Business University . . J. M. Glazier.. . 0 1 43 62 105 282 Harrisburg _ Harrisburg Business College . J. E. Garner _ 2 1 50 46 96 283 Lancaster Keystone Business College _ 284 _ do . . Lancaster Business College * . H. C. Weidler _ Q O 0 67 32 99 285 Lebanon . . Lebanon Business College _ J. G. Gerberich _ 4 9 140 42 182! 286 McBeesport Douglas College _ _ 287 Meadville Bryant, Stratton, and Smith | Business College. j 288 Norristown . Shissler College of Business .. H. D. Harris _ _ 3 3 156 80 236 289 Philadelphia Palms Business College _ _ 1 Theo. W. Palms _ 6 0 210 90 300 290 do Pierce School . _ _ J. A. Luman . . 23 5 825 332 1,157 291 Pittsburg _ Duff’s Mercantile College _ Wm. H. Duff _ 1*1 i 1 407 65 1 472 292 _ do . . Martin Shorthand School _ Homer L. Andrews. 4 9 125 275 400 293 , Pottsville . . Pottsville Business College . . . , R. J. Carmichael ... 2 0 53 21. 74. * From 1897-98. COMMERCIAL AMD BUSINESS SCHOOLS 2195 schools in the United States in 1898-99 — Continued. Actual number of students enrolled. Day school. evening- school. 9 jc 60 7 30 72 80 100 14 36 30 2! 31 101 27 30 40 A a © a © a i© ii . i _ loij 18 35 0 20 61 0 20 12 16 30 27 5 25 6 30 125 11 144 5 10 28 10 40 13 15 45 11 75 0 Average daily attend¬ ance. >> c3 Q S3 250 50 5 32 65 32 65 10 28 43 64 45 5JJ •rt'o 2 © A h> GQ H 14 100 30 2t> 6 9 27 12 In com¬ mercial course. In amanu¬ ensis course. A Is S i 5 ci fcH 40 30 10 30 42 60 120 18 91 35 51 15 104 31 20 15 7 0 20 26 40 20 8 17 15 30 10 12 28 27 14 15 3T, 35 20 10 31 16 33 48 In English course. 4 61 25 6 32 1 © A a © ‘3© 0 35 In teleg¬ raphy. Months necessary for gradu¬ ation. Cj Q 33 0 © A Gradu¬ ates in com¬ mercial course. A a VrH Gradu¬ ates in amanu¬ ensis course. c3 I I '34 35 3© 3"? 36 10; 6 4 6 6 i0 4 6 12 3-4. 16 12 12 7 12 20 8 18 8 4 14 30 1 60 9 6 25 12 0 0 10 18 12 10 10 10 10 20 3 12 13 28 244 245 216 217 248 219 250 251 252 2-53 254 258 259 260 261 262 263 264 265 266 267 268 200 75 50 33 65 124 275 60 30 158 100 40 45 36 50 115 175 42 12 34 o 34 35 31 40 194 18 30 28 50 58 46 97 30 48 29 60 114 40 29 122 128 30 32 12 4 10 30 60 34 55 34 20 40 15 40 50 8 46 2 18 5 4 36 30k 25 19 23 81 14 19 93 14 1 28 20 5 21 8 6-8 10 6-9 12 50 40 14 6 30 10 12 2 8 10 15 9 6 20 15 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 50 113 8 13 56 124 22 48 50 163 26 43 17 75 6 21 17 12 14 38 136 69 150 70 426 219 309 52 50 250 20 60 399 107 75 11 20 113 13 25 396 270 100 332 85 50 33 195 675 365 0 30 147 28 40 11 121 15 161 425 125 29 80 60 195 37 275 16 8 6-8 7-10 6 rr i 24 24 IS 12 0 21; 26 78 143 18 18 64] 20 28} 25 125 275 10 8, 6 283 2196 EDUCATION REPORT, 1898-99. Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struc¬ tors. Actual num¬ ber of stu¬ dents en¬ rolled. d *03 d IS c M 0 fa r— 1 :3 S A a 0 fa *c3 -4— > o Eh 1 2 3 4 5 G 7 8 PENNSYLVANIA- continued. 291 Pottsville . Woods Business College _ 295 Reading . Interstate Commercial Col- H. Y. Stoner . 3 6 121 70 291 lege. 296 Scranton . Scranton Business College _ Buck & Whitmore . 0 l 200 300 500 297 Shamokin... . Shamokin Business College... 298 Towauda . . Towanda Business and Short- M. S. Cronk . 1 0 22 4 26 hand College. ' 299 Union City .... Luce’s Business College _ _ 300 Washington _ Washington Business College. Louis Van Orden. . . 1 o 40 27 67 301 Williamsport _ Potts Shorthand School* _ John G. Henderson. 2 1 167 86 253 302 _ .do . Williamsport Commercial F. M. Allen 4 0 155 35 190 College! RHODE ISLAND. 303 Providence . Providence Brvant and Strat- Theodore B. Sto- 7 2 141 114 285 ton Business College. well. 304 - do - - Scholfield’s Commercial Col- Albert G. Schofield. 9 1 112 46 158 lege. SOUTH DAKOTA. * 305 Aberdeen . . Aberdeen Business College.. . H. A. Way . l 1 29 21 50 306 Sioux Falls . Sioux Falls Business College . G. C. Christopher- 4 2 125 30 155 son. TENNESSEE. out Knoxville... _ Knoxville Business College... J. T. Johnson _ O i 180 20 200 308 . do _ _ _ McAllen’s Business College John A. McAllen... 9 2 17 23 40 and Shorthand School. 309 Memphis _ .. Watson’s Business College ... W. T. Watson _ 5 9 147 42 189 310 Nashville . . . Draughou’s Practical Busi- J. F. Draughou _ 7 l 450 75 525 ness College. 311 _ do _ Jennings Business College _ 312 _ do _ _ _ Fall's Business College . . Alexander Fall _ 4 2 234 227 461 TEXAS. 313 Austin . . Griffith College of Commerce. 314 Dallas . . Metropolitan Business Col- W. W. Darby _ 6 1 148 57 205 lege.* 315 Denison... . Furshaw’s College _ _ _ 316 Fort "Worth . Fort Worth Business Col- F. P. Prenitt _ 3 9 385 70 455 lege.* 317 Galveston . Galveston Business Univer- J. F. Smith . . 6 1 375 75 450 sity. 318 Houston _ Houston Commercial Col- T. C’. Riggs _ 3 2 114 66 180 lege.* 319 Paris Southwestern Business Col- E. M. Churtier 3 0 147 63 210 lege. 320 San Antonio Alamo Business College _ 321 San Marcos _ Lone Star Business College... M. C. McGee _ 1 0 53 12 65 322 Waco . . Toby’s Practical Business Edward Toby, jr... 5 1 320 67 387 College. UTAH. 323 Ogden . . Intermountain Business Col- James A. Smith _ 3 1 70 36 106 lege. 324 Salt Lake City... Salt Lake Business College. N. B. Johnston . 6 0 215 85 300 VERMONT. 325 Burlington . Burlington Business College .. E. G. Evans . . 2 2 57 41 98 VIRGINIA. 326 Lynchburg . . Piedmont College . .... J. W. Giles . 3 9 70 65 135 327 Norfolk . . . Southern Shorthand Busi- _ ness University. 328 Richmond . Smithdeal Business College .. G. M. Smithdeal _ 6 3 309‘ 94 403 329 Roanoke . National Business College.... Chas. E. Eckere _ 4 3 180 50 230 330 Staunton . Dunsmore Business College .. J. G. Dunsmore _ 4 1 147 15 162 * From 1897-98. COMMERCIAL AND BUSINESS SCHOOLS 2197 schools in the United States in 1S98-99 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. Gradu¬ ates in com mercial course. Gradu¬ ates in amanu ensis course. Day school. Evening school. Male. Female. 6 d fc-H Female. 73 o o a: !>> Q 1 3 bl) T-.’0 c > ( r. Ed 14 a5 15 0) d g b O "cS s Female. 6 § 09 d a 0 6 d 6 d s 0 fa 6 rp rH P O V d P "71 'P ® 0 r- O bl 6 *d 1 r"u 6 rc3 a fa 6 d a £ 'd g 3 V 10 11 IS 16 IT 18 19 29 2, | 22 23 24 25 26 27 28 71 48 50 99 60 50 75 29 26 28 20 13 S 12 10 1 4 r* 200 300 8 20 7 4 5 18 2 4 2 14 3 15 2 1 0 4-6 9 2 7 ”'g 34 23 6 4 32 15 10 17 3-7 10 12 9 3 12 159 81 8 5 167 86 5 8 91 43 118 29 37 6 92 36 103 9 34 27 6 12 13 4 6 8 140 144 143 135 70 9 82 .... 10 25 16 1 42 75 31 O'*-' 15 90 18 6 16 16 12 55 14 6 15 29 21 20 10 8 3 9 39 7 1 0 115 30 10 6 45 10 120 5 5 25 125 30 9 i 6-9 . 10 5 0 8 180 20 5 10 21 17 2_ ' 8 7 6 14 11 14 _ 147 42 147 42 21 42 18 12 42 17 1 12 15 450 75 200 425 59 207 204 27 23 123 33 78 29 137 73 93 27 6-9 12 65 27 139 85 1 125 25 23 32 50 10 50 10 4 6-8 • 260 50 125 26 145 48 340 20 46 1 0 10 15 30 3 3 is: 275 60 100 15 300 8 75 67 0-12 34 2 10 6 73 64 41 2 50 5 32 45 17 13 15 3 G 8 2 1 147 63 65 172 12 28 59 17 3 12 53 12 99 49 13 47 13 6 9 0 268 54 52 13 109 24 163 30 97 32 48 17 5-6 12 57 9 34 13 34 28 36 8 40 C>5 40 8 10 15 18 5 6 12 9 8 8 G 55 60 30 50 12 15 6 12 8 50 34 7 50 12 40 14 4 25 6 2 6-10 13 3 2 8 65 65 5 0 100 5 60 7 30 45 80 20 5 10 12 0 3 G 243 96 55 9 136 n 91 1 77 71 6 13 0 4-6 12-15 130 50 50 — 0 142 41 r.8 56 G2 29 133 63 5-18 11 9 9 13 147 15 95 142 5 17 12 27 0 .... 8 45 0 6 8 294 295 295 297 298 299 309 301 302 303 304 305 306 307 308 309 319 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 2198 EDUCATION REPORT, 1898-99 Table 7. — Statistics of commercial and business Post-office. • Name. Executive officer. In¬ struc¬ tors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. i Female. Male. Female. £ 1 2 3 4 5 6 7 WASHINGTON. 331 Seattle _ _ Seattle Acme Business Col- F. R. McLaren . 4 3 215 185 400 lege. ooo . do . . Seattle Wilson's Modern Busi- J. C. Wilson _ 9 0 210 140 350 ness College. 333 Spokane . Spokane Business College .... Engelhorn & Dehuff 10 7 225 195 420 331 Walla Walla . Empire Business College _ WEST VIRGINIA. 335 Huntington . Huntington Business College * W. A. Ripley . 5 U 14 51 339 Wheeling . Ohio Valley Business and J. M. Frasher . 8 1 198 129 327 English Academy. WISCONSIN. 337 Appleton _ De Land's Business College. O. P. De Land _ 1 1 39 26 02 338 A shland . Gordon’s Business College * E. D. Gordon . 1 o 50 85 99 339 Black River Falls Black River Falls Business H. C. Hoffman . 1 1 54 12 College. * 340 Chippewa Fails. . Chippewa Falls Business Col- C. H. Howieson _ 1 1 49 45 94 lege. 341 Eau Claire . School of Shorthand and Mrs. M. J. Lamphear 0 t-J 71 120 191 Business. 343 Green Bay. . . Green Bay Business College.. E. O. Folsom . 4 2 250 75 325 343 Kenosha . Kenosha College of Com- Otis L. Treman _ o O i rvo 28 101 merce. 344 Madison . . Northwestern Business Col- R. G. Deming . 4 0 87 74 191 lege. ' 345 Milwaukee . Spencerian Business College.. Robert C. Spencer. . 6 5 263 128 391 349 Plattsville . Plattville Business College _ John Alcock _ 1 0 29 5 34 347 Portage . Story’s College of Commerce. H. A. Story’- . 2 9 100 75 175 348 Sheboygan . Sheboygan Business College. . M. C. Patten . 3 ] 82 22 104 349 Waukesha . Waukesha Business College W. A. Pierce . 1 1 1 6 7 350 Wausau . Wausau Business College and C. M. Bayles . . 2 2 108 92 170 Academy. * From 1897-98. COMMERCIAL AND BUSINESS SCHOOLS 2199 schools in the United States in 1898-99 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Mon ths necessary for gradu¬ ation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. | Male. 1 i Female. Day school. Evening- school. Male. Female. Male. Female. Male. ' Female. Male. Female. Day course. Evening course. 6 15 l-H r= i Female. 6 15 WH Female. 9 IO 1 1 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 1 85 165 32 20 90 15 20 10 5-8 5 2 10 15 144 118 66 23 140 40 195 45 26 61 57 40 8 5 9-10 12-18 7 i 9 bj 17 200 180 25 15 315 20 1 50 80 100 110 50 60 20 15 11 15 25 20 15 20 18 13 19 1 13 9 — 16 24 8 20 12 6 8 5 1 1 1 5 132 98 66 31 195 64 173 54 42 85 102 47 9 3 6 12 84 28 22 57 36 28 30 31 13 12 21 12 6 4 2 5 40 30 10 5 25 10 20 10 9 5 tyjfj 2j 5 K to 6 12 10 5 20 15 54 12 45 52 7 2 5 6-15 1 1 43 40 6 5 20 18 26 30 14 11 6 12 53 104 18 16 40 10 30 48 as 60 8 12 6 12 12 9 21 32 250 75 85 245 5 5 70 12 15 0 0 A 46 24 27 4 30 6 9 17 t y 1 9 1 2 5 67 64 20 7 100 15 40 12 20 r e-' 0 i 13 ry 6 12 13 6 2 5 208 118 55 20 283 10 46 128 10 29 5 30 4 4 3 _ rf 1 i 3 100 75 40 20 14 26 30 45 5 42 18 40 4 58 40 75 5 8 16 6 12 61 2 6 16 1 6 1 6 6 8 4 1 85 59 23 3 45 10 63 40 55 39 60 42 15 5 2 5 2 831 332 333 334 335 336 S3J 340 341 342 343 344 345 346 347 318 349 350 CHAPTER XL IV. EDUCATION OF THE COLORED RACE. References to preceding Reports of the United States Bureau of Education in which this subject has been treated: In Annual Reports — 1870, pp. 61, 337-339; 1871; pp. 6, 7, 61-70; 1872, pp. xvii, xviii; 1873, p. Ixvi; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1S80, p. lviii; 1881, p. lxxxii; 1882-83, pp xlviii-lvi, 85; 1883-84, p. liv; 1884-85, p. Ixvii; 1885-86, pp. 598, 650-656; 1386-87, pp. 790, 874-881: 1887-88, pp. 20, 21, 167,169, 9S8- 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, 831-887, 1002,1234-1237; 1892-93, pp. 15, 442, 1551-1572, 1976; 1893-94, pp. 1019-1061; 1894-95, pp. 1331-1424; 1895-93, pp. 2081, 2115; 1893-97, pp. 2295-2333; 1897-98, pp. 2479-2507; Introduction to Annual Report for 1893-99, pp. Ixxxviii- xcii; also in Circulars of Information— No. 3, 1883, p. 63; No. 2 x 1886, pp. 123-133; No. 3, 1888, p. 122; No. 5, 1888, pp. 53,54,59,60,80-86; No. 1, 1892, p. 71. Special Report on District of Colum¬ bia for 1889, pp. 193,300,301-400. Special report, New Orleans Exposition, 18S4-S5, pp. 45S-470, 775-781. The total enrollment in the public schools of the South (the 16 former slave States and the District of Columbia) for the year 1898-99 was 5,662,259, the num¬ ber of white children being 4,150,641 and the number of negro children 1,511,618. Table 1 of this chapter shows that the estimated number of children in the South between 5 and 18 years of age was 8,867,810. Of this number 5,954,400, or 67 per cent, were white children and 2,912,910, or 33 per cent, were children of the negro race. The same table shows that 69.71 per cent of the white school population was enrolled in the schools and 51.89 per cent of the negro school population. The average daily attendance in the white schools was 2,669,903, or 64,32 per cent of the white enrollment, and the average daily attendance in the negro schools was 963,911, or 64.10 per cent of the colored enrollment. The total expenditure for the public schools of the South for the year 1898-99 was $32,849,892, as shown in Table 2. It is estimated that about 20 per cent of this sum, or $6,569,978, was expended to sustain the negro schools. Tables pre¬ senting estimates of school expenditures in the South for the last thirty years, classified by race, are given on pages LXXXYI11 to XCII of the introduction to this Annual Report. SECONDARY AND HIGHER EDUCATION. Statistical reports were received by this office from 164 of the 180 institutions for the education of the colored race for 1898-99. These statistics are summarized in Tables 3 to 8. The information concerning each school is given in detail in Tables 9 and 10. The 164 schools had 43,430 students— 27,971 in elementary grades, 13,302 in secondary grades, and 2,157 in collegiate grades. Of the students in the secondary grades 4,061 were in normal or teachers’ training courses. In courses of theology, law, medicine, dentistry, pharmacy, and nurse training there were 1,291 students, or about 60 per cent of the number in the collegiate grades. Of the total enrollment of 43,430 students in these schools only 14,153, or less than 33 per cent, received manual or industrial training in 1898-99, and 7,747 of these received instruction in sewing, as shown in Table 7. 2201 2202 EDUCATION REPORT, 1898-99, Table 1. — Common-school statistics, classified by race, 1898-00. 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 . 345, 700 .‘196, 200 53. 86 46.14 290, 521 143,212 84. 04 48. 35 Arkansas . ~... 337, 900 131 , 000 72. 06 27. 94 224. 841 76, 546 66.54 58.43 Delaware (1891-92) . 39. 850 8,980 81.61 18. - 9 28, 316 4, 858 71.06 54. 10 District of Columbia .. 47, 990 26, 390 64.52 35. 48 30, 244 15, 316 63. 02 58. 04 Florida ( 1897-98) _ . 95, 460 75, 640 55. 79 44.21 67, 657 40, 798 70. 87 53. 94 Georgia - - 390, 500 366, 400 51.59 48. 41 283,614 185, 463 72. 64 50. 62 Kentucky (1890-97) - 583, 900 96, 600 85. 37 14.63 432, 572 69, 321 76. 71 71.76 Louisiana . . 234,200 249, 400 48. 43 51.57 121 , 936 74, 233 52. 06 29. 76 Maryland _ 277. 600 80, COO 77. 63 22.37 182, 480 46. 852 65. 73 58. 57 Mississippi (1890-97) ... 216. 300 315, 000 40. 71 59. 29 170,811 193, 768 78.97 62.47 Missouri . . 898, 100 54. 700 94. 26 5. 74 637, 904 30,114 71. 03 55. 05 N ortli Carolina - 391,500 234, 700 62. 52 37. 48 263. 217 127,399 67.23 54.28 South Carolina .. . 181.900 305. 300 37. 34 62. 66 123, 398 146, 477 67.84 47.98 Tennessee. . . 501,000 169, 000 74. 78 25. 22 397, 914 101,931 79. 42 60. 31 Texas . . . 809, 900 248, 100 76. 55 23. 45 a 425, 814 a 126, 689 52. 58 51. 06 Virginia - 342, 900 244, 000 58. 43 41 . 57 211.696 117 129 70. 49 48. 00 West Virginia (1897-98) 279, 700 11,500 96. 05 3.95 227, 676 8,512 81.40 74.02 Total 1898-99 . 5, 954. 400 2,912, 910 67. 15 32. 85 4, 150, 641 1,511,618 69.71 51.89 Total 1889-90 . 65,132,948 62,510, 847 67. 15 32.85 3, 402, 420 1, 296, 959 66.28 51.66 State. Average daily attend¬ ance. Per cent of enrollment. Number of teachers. White. Colored. White. Colored. White. Colored. Alabama . . 215, 123 126, 015 74. 05 87.99 4, 173 3, 130 Arkansas _ _ 138, 003 48,174 61.38 62. 93 c 5, 536 cl, 537 Delaware (1891-92) - d 19. 746 d 2, 947 69. 73 60. 68 734 106 District of Columbia ... 22, 728 11.304 75. 15 73. 81 770 389 Florida (1 897 -98 ) . 46. 329 27, 675 68. 48 67. 83 2, 108 684- Georgia . . . 158,649 106, 831 55. 93 57. 60 6, 230 3,347 Kentucky (1896-97) - 285, 623 43, 074 61. 41 62. 14 8,564 1,396 Louisiana - - 90, 187 56,136 73. 96 75. 62 3.072 1,085 Maryland . . . 109, 696 22, 989 60. 11 49.07 4,300 827 Mississippi (1896-97) ... 103,353 120. 547 60. 51 61.26 4.747 3, 156 Missouri _ d 401, 015 cl 15, 349 62. 86 50. 97 13, 153 629 North Carolina _ 140, 162 67, 148 53. 25 52. 71 5, 390 2, 814 South Carolina - 86, 725 107, 693 70. 28 73. 52 e 2, 928 e 2, 045 Tennessee. . . . ' 283,594 69, 140 71.27 67. 83 7,347 1,867 Texas . a cl 293, 434 a d 76, 621 68. 91 60. 48 11,849 3, 140 Virginia _ _ 141.382 61,754 58. 50 52. 72 6, 671 2, 165 West Virginia (1897—98) 154, 154 5,614 67.71 65. 95 6,565 243 Total 1898-99 _ 2, 669, 903 969, 011 64. 32 64.10 94. 137 28,560 Total 1889-90 _ 2. 165, 249 813, 710 63. 64 62. 74 78, 903 24, 072 a Includes only pupils of legal school age (8 to 17 years). b United States Census. c In 1897-98. d Approximately. e In 1896-97. Table 2. — Sixteen former slave States and the District of Columbia. Year. Common-school enrollment. Expend¬ itures (both races). 1 Year. Common-school enrollment. Expend¬ itures (both races). White. Colored. White. Colored. 1870-71 . .... 8 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, 67'8, 685 13,656,814 15,241,740 16, 333, 471 17,884,558 19, 253, 874 20, 208, 1 13 1886-87 . 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, 145, 737 4, 150, 641 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, 540, 749 1,511,618 $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 31,247,218 32, 849, 892 1871-72 . . 1 1887-88. . 1.872-73 _ 1873-74 _ _ 1888- 89 . 1889- 90 _ 1874-75 . . ! 1890-91 _ 1875-76 . 1891-92. . 1876- 77 . 1877- 78 . 1878- 79 _ 1879- 80 . 1880- 81 _ 1881-82 . . 1882-83 _ 1881-84 . 1884 85 , . . 1885-86 . . 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 2, 773, 145 571 , 506 675, 150 685, 942 784,709 802,374 802. 982 817, 240 1,002,313 1 , 030. 463 1,048,659 1892- 93 . 1893- 94 . . 1894- 95 . . 1895- 96 . 1896- 97 . 1897- 98 . 1898- 99 a . Total _ 70. 377, 877 25,859.297 579,509,877 a Subject to correction. EDUCATION OF THE COLORED RACE 2203 Table 3. — Teachers and students in institutions for the colored race in 189S-99. State, | Number of schools. Teachers. Students. ) Male. Female. Total. Elementary. Secondary. Collegiate. Total. Male. ° Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama, _ 12 86 Ill 197 1,417 1, 3G4 2,781 634 550 1,184 42 22 64 2, 093 1,933 4,029 Arkansas . ry i 25 22 47 449 515 904 159 138 297 46 17 63 654 670 1.324 Delaware _ 1 5 1 6 ] 5 9 24 11 7 18 26 16 42 Dist, Columbia 4 87 29 116 287 309 596 363 579 942 331 21 852 98T 909 1,890 Florida . 0 14 26 40 401 534 835 69 58 127 2 ry ( 9 472 599 1,071 G-eorgia . 20 G8 149 217 1,445 2, 775 4,220 515 835 1.350 184 41 225 2.144 3, 651 5, 795 Illinois . 1 i 1 O is 35 53 18 53 Indiana.. . 2 4 2 6 16 24 40 51 72 123 G7 95 163 Kentucky ...... G 22 39 52 624 794 1.418 166 310 476 32 17 49 822 1,121 1,943 Louisiana ..... 6 45 54 99 772 1,065 1, 837 181 270 451 30 17 47 983 1.352 2, 335 Maryland ..... 6 12 36 48 34 132 168 104 216 320 29 14 43 167 362 529 Mississippi .... 10 42 51 93 380 498 878 593 408 999 44 14 58 1,017 918 1,935 Missouri . . ft 18 18 36 220 237 457 214 303 517 13 4 17 447 544 991 New Jersey... i 3 r' i 10 40 58 98 19 7 26 0 0 0 59 65 124 1ST or th Carolina 21 89 97 1.86 928 1,035 2, 563 638 767 1-. 405 317 98 415 1,883 2, 500 4,383 Ohio . . »> 15 19 34 177 196 373 72 85 157 76 82 158 325 363 688 Pennsylvania . 3 14 G 20 28 61 89 37 78 115 203 0 203 268 139 407 South Carolina 12 51 81 132 918 1,168 2,086 388 512 930 103 81 184 1,409 1.791 3, 200 Tennessee _ 14 G7 97 10! 1.485 2, 163 3, 648 545 790 1.335 89 44 133 2,119 2, 991 5,116 Texas _ _ 8 24 54 78 738 1,035 1.773 253 296 519 21 13 34 1.012 1,344 2,356 "V irginia . . 14 81 122 203 1,278 1,605 2, 883 574 1,084 1.058 50 35 85 1,902 2, 724 4 , 626 West Virginia. 3 19 14 33 93 73 166 102 162 264 195 235 430 Total _ 164 792 1,027 1,819 11. 73016. 241 1 27,971 5, 710 1 CXE lj-_ 13, 302 1,623 534 2, 157 19,063 24, 367 43, 430 Table 4. — Classification of colored students, by courses of study, 1898-99. State. Students in clas¬ sical courses. Students in sci¬ entific courses. Students in Eng¬ lish course. Students in busi¬ ness course. Male. Female. Total. Male. c2 r-t o Students. Graduates. Students. m 0 -+-> c3 5 Students. Graduates. Students. Graduates. Students. Graduates. Alabama . . 115 53 173 115 9 0 0 0 0 0 0 0 0 58 8 Arkansas _ 67 0 67 67 0 0 0 0 0 0 0 0 0 0 Delaware _ _ District of Columbia _ 335 30 365 76 7 92 48 117 19 32 7 18 6 30 17 Florida . . 12 0 12 12 0 0 0 0 0 0 0 0 0 0 0 Georgia . 130 53 183 127 13 3 0 0 0 0 0 0 0 53 4 Illinois _ 0 0 0 0 0 0 0 0 0 o 0 0 0 0 0 Indiana... . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Kentucky . . 25 0 25 °5 t-*'J 0 0 0 0 0 0 0 0 0 0 0 T iouisiana, 4 4 0 44 44 4 Maryland 13 0 13 13 4 Mississippi.. . . . 10 6 16 10 2 0 0 0 0 0 0 0 0 6 _ _ Missouri New Jersey . . 0 0 0 0 0 0 0 0 0 6 0 0 6 6 0 North Carolina, . _ 144 11 155 44 8 14 1 73 4 8 n 3 Ohio 24 0 24 23 1 Pennsylvania . 47 0 47 47 16 0 0 0 0 0 0 0 0 o 0 South Carolina _ 0 oo 22 0 0 0 0 0 0 0 0 0 0 22 12 Tennessee . . . 260 0 260 42 9 /V 12 4 171 39 19 1 16 7 0 0 Texas . . 11 0 11 11 3 0 0 0 0 0 0 0 0 0 0 Virginia . . 54 0 54 54 5 0 0 0 0 0 0 0 0 0 0 West Virginia.. . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total _ _ 1,291 180 1,471 710 78 122 53 366 62 51 8 42 13 O CO r— 1 44 Law. Medi¬ cine. Den- j Phar- tistry. I macy. Nurse train¬ ing. EDUCATION OF THE COLORED RACE 2205 Table 7. — Industrial training of colored students in 1S9S-99. Pupils receiv¬ ing industrial Students trained in industrial branches. training. State. 6 Cj Co k q O O £ (“f 1 q p o> to •rH >> d M to .a s to a 73 5 q rP O w fe- r' ?H , _ , O d . to .£ ft o ft X . ift .£ S fci C •rH ft ci Q to to p ti e _ -4-* rH a o oj 4-> o a S3 ft rH Cj o Sh d. Co d o to o o *'* o o ft .c •rH is 5 281 151 23 Missouri 98 110 208 47 10 18 110 New Jersey . . 30 79 109 io 30 0 0 0 0 0 0 0 0 33 20 26 North Carolina . 6241,101 1 , 725 128 240 28 15 4 .... 48 3 43 84 1,037 450 167 Ohio _ _ _ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Pennsylvania . 60 124 184 40 10 0 0 0 0 0 17 11 61 72 70 South Carolina _ 627 992 1,619 93 210 08 2 42 0 40 < 14 59 861 170 60 Tennessee _ _ 106 519 625 80 20 0 0 0 7 6 0 0 472 122 29 Texas _ _ _ 191 675 866 12 57 9 14 45 50 12 72 691 99 Virginia _ _ 581 1.153 1,734 234 73 22 23 11 5 12 16 45 954 380 268 W es t Virginia _ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total . . 5,124 9,02914,153 1,356 1,473 172 48 109 56 355 216 189 628 7,747 2,218 1,875 ' Table 8. — Financial summary of the 1G/+ colored schools. 2206 EDUCATION HE PORT, 1898-99. •63-8(581 oqj aoj euioout p?jo jj 1- 01 r-. r- CO t- ^ « a n :id C. HO O r-«. h O r-" *-G -+ i-t ^ i- X 01 *H r-H t— 1 •y> lex ic 1- S -^iCr-r V n — | i.C'tCt’tC'^XOWCHCC no | ec -H C X C LO C C r- CC C! N i- CO 1 *— t— 4 02 iO X OW C HO CO 01 Cl j Ci I— CO j.O 01 •Supjodaa spooqos 'jo .1 ©quinsy — ' I- r -O* HO t - -a- •- tC co :? C>. r- Ci c: = 24 •petjtssup -un ssoanos uiouj P9AI8SOJ JtmOUty r. t: c. xi* xc:»: r x cc i£^ r-T^f cfoi «x» ~ I- -rr i- C C HO 01 O c: CO Ol '-C cc i >S r-t— r -- ®4 00 35 •£ 04 94 ■£ O-It— »01 'O' r— 1 ^ CO 01 XO t-H 50 Ol •.Sui^joda.i spooqos jo .laqran^j O nO —4 01*0 -r r— i t— 1 CC -r 51 — r-* ^ — rH t- u- CZ 01 rH ■spunj ©Aijonpojcf uiouj ; p oat aaa.i juttouiy Tt' ^ ccc C CO CO X r— 1 cf »— * of cc io c ?*h c w rr cc 2 x oi • r: ho r— i X t*H HO ?""< L” rH CC v— 4 1 CO rH rH •Suxpiode.i spooqos io .laqumyt « — ^ 7C^9i-94 ;»C — - - ^54 ;«r 01 rH X £? 95 •saaj 110111114 mo^j p o a i 0 09.1 qunomy oi ir. x COchCC^CCCOv^chO^-^COch^ ht X CO L— ^ nt*- CO CO 0-1 HO CO ^ X CO ^ . rH •Saij.iode.i v- spooqos jo jeqccinj^ 01 -H CO X^L ^ 01 ■pit? pedionmtxr .io oj'njy jo junouiy cd' cT co" 01 o €*> X HO HO 01 01 •.Suij.tode.i spooqos jo aequraj^; - ,04 01 — r- r— 01 r- c Cl 1 01 CO ^ Ol 0-1 1 •sng. -'BAUdd'B oijtjaeps put? ‘8 .1 11 J t U .1 ’ll J ‘spuno-iS jo enpA cc no o x o co Or- Ci w. C C r- - 0> X J C C C C CO c cc c * X 4j= ^ HO £h r-H l - 0? H •Suij.icdo.i sjooqos jo j equal |q rr. l— t-i co 0 x r— 1 -j- ho CO O CO ' I— 01 r— r— CO O Ol Ol r— ' ' r— i 1 — r— rH u •A.ru.nqif jo 0 tip's a co zs xnowr-cid no 01 CO CO LO HO c ^ ^ 0 0 If •Smj.xoda.r sqooqos "jo aeqimip- H ^ ‘rH ^ ‘ T"~' •a.ib.ic[T| ui saauqoA HO CO c: X>CNCCD^*i3>CO io CXX CO hScSh 0 rH w i.C O r- CC C>! ■tr O h iC -t- O Ci '’t 'T O »C H lC ^ N 1- O t— 01 '-0 CO CO HO 20 CO >o HO no C CO X c9 ho 1— r- CO r-1 01 rH r-n Ol iH Ol l- CO 01 •Sutj.xode.i spooqos jo aequrnyp -S-^C^-r-CL^X^HSRHaMCCM i '66-8681 1 ‘sjs0ivb©q .to suotj -osjsueq jo 011(1? A CO of r— ' 0 01 1- HO o> oi 0 C: 0 5 ■ 0 01 Soo§CoS - i— 1 0 —fJ y c r- O'* 01 C 1 O'* 1 T— “ r— rH ' ■H- • rH 1 H- •.SuiModo.i sqooqos jo .lequmj^r t- 01 54 rt cc r— 1 01 1 01 1— i i HO rH rH 01 01 t- • 1 State. 1 1 * 1 1 J CO c C c3 $L I- x r S S £ -2 3 * 1 1 1 1 > 1 1 1 1 1 c3 ! ’ 2 ; : a : : 1 : 1 0 1 1 CM 1 i O ; • io3 -a cj u^r a :t 3 br-j -H — £-s r x 0 £.£ iSSoa c 5 H Kentucky _ _ _ Louisiana _ _ _ Maryland _ _ Mississippi . . . Missouri. _ _ New Jersey _ _ North Carolina _ _ _ Ohio _ _ Pennsylvania . . . South Carolina . . . Tennessee _ _ _ Texas _ _ Virginia . . . . . . West Virginia . . Total . . . 2208 EDUCATION REPORT, 189S-S9 Table 9. — Schools for the education of the colored Location. Name of school. Religious denomi¬ nation. Tea chers. | Pupils enrolled. White. o Total. Total. Ele- men- t ag¬ grades. Male. ' ! r-i n 5 fa - 5 6 15 i — 1 6 Female. Male. Female. 1 Male. ! 1 i . i O' "3 o fa 1 2 3 4 7 8 9 10 11 13 ALABAMA. Athens . _ Trinity Normal School a 1 Calhoun . ... Calhoun Colored School . . . Nonsect.. 1 9 2 4 10 129 136 129 136 Huntsville . - Central Alabama Acad- emy. a o cl 0 . . Huntsville Public Schools Nonsect . 10 10 260 230 230 245 3 Kowaliga _ Kowaliga Institute Nonsect. . 4 2 6 100 108 4-1 30 4 Marion . Lincoln Normal School Coup1 0 4 i 5 54 108 41 78 5 Mobile . . Emerson Normal Institute 1 6 y i 80 120 72 ini Montgomery State Normal School for Colored Students, a G Normal . . Agricultural and Meehan- Nonsect. . 0 0 11 17 28 145 197 109 150 ical College. ly Selma . .. Alabama. Baptist TTniver*- Rant 0 2 51 2 9 142 201 46 94 sity. t 8 Talladega . Talladega College . Cong . 6 16 0 i 23 9X9 320 196 236 9 Troy _ Troy Industrial Academy Nonsect 1 i 2 50 75 35 55 10 Tuscaloosa . Oak City Academy Bapt i i 41 26 30 17 11 _ do . . . Stillman Institute .. . Presb . . . 2 (. 0 0 2 24. 1 12 1 13 Tuskegee . . Tuskegee Normal and In- N onsect . . 0 0 53 35 88 816 364 473 171 dustrial Institute. ARKANSAS. 13 Arkadelphia . Arkadelphia Academy . Bapt ... 2 o 4 37 55 27 45 Do..! . Shorter University a _ 14 Little Rock . Arkansas Baptist College Bapt _ 1 4 4 9 133 80 78 60 15 _ do _ _ Philander Smith College M. E 2 2 5 4 13 162 162 119 142 16 . do . - . Union High School* . Nonsect 9 1 3 78 176 55 128 17 Magnolia . - Columbia" High School _ Bapt . 0 0 l 1 2 50 50 35 40 18 Pine Bluff _ Branch Normal College _ Nonsect.. 2 0 3 9 ry ( 109 67 65 40 19 Southland . Southland College and Friends .. 3 4 - - - 2 9 85 80 70 60 Normal Institute, t DELAWARE. 20 Dover . State College for Colored N onsect . . 5 1 6 26 16 Students. DISTRICT OF COL- UMBTA. 21 Washington _ High School (colored) _ Nonsect. . 0 0 18 10 28 199 478 0 0 22 . do _ _ Howard University. . Nonsect.. 36 1 24 6 67 510 171 78 129 23 . do . . Normal School (colored) .. Nonsect.. 0 0 0 •y t 7 175 195 102 138 24 _ do _ _ W ayland Seminary . Bapt . 3 4 6 1 14 97 65 47 42 FLORIDA. 25 Fernandina. . District School No. 1 * . Nonsect . i 5 6 150 170 142 158 2G Jacksonville _ Cookman Institute . M. E _ 3 4 0 0 t y i 128 82 103 69 27 _ do . . . Edward Waters College A. M. E 1 3 4 89 97 71 85 Live Oak . . . Florida Institu te a . . . T _ 28 Ocala . Emerson Memorial Home M. E o 2 u 89 0 89 and School. - V 29 Orange Park _ Normal and Manual Train- Cong _ o 6 0 0 8 25 40 14 31 ing School. 30 Tallahassee . State Normal and Indus- Nonsect . 0 0 7 6 13 80 121 71 102 trial College. GEORGIA. 31 Athens . Jeruel Academy* . Bapt 1 4 5 93 12S 74 104 32 _ do . . Knox Institute _ _ Cong .... 2 4 6 125 176 115 169 33 _ do . . West Broad Street School + Nonsect 2 4 6 184 2-33 161 172 34 Atlanta . Atlanta Baptist College ... Bapt _ 3 3 4 3 13 116 0 66 0 35 - do . . . Atlanta University _ Nonsect . 4 6 1 i 12 102 192 4 27 3G . do ... . Morris Brown College _ A. M. E 7 8 15 169 282 144 278 37 _ do . . Spelman Seminary . Bapt _ 0 36 0 4 40 0 522 0 436 38 _ do . Storrs School. ... _ Cong _ 0 7 0 0 7 119 220 119 220 39 Augusta . Haines Normal and Indus- Presb _ 0 0 4 11 15 143 280 96 165 trial School. * Statistics of 1897-98. t Statistics of 189G-97 a No report. EDUCATION OF THE COLORED RACE 2209 race — teachers, students , and courses of study , 1S98-99. Pupils enrolled. Students. Graduates. Secon¬ dary grades. Collegi¬ ate grades. Classi¬ cal course. Scien¬ tific courses. English courses. N ormal courses. Busi¬ ness courses. High- school courses. N ormal courses. Collegi¬ ate courses. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 r—i Female. ; Male. Female. Male. Female. 13 14 15 16 17 18 19 20 21 22 23 24 25 2 6 27 28 29 30 31 32 0 0 0 0 0 0 0 6 0 0 0 0 0 C 0 0 0 0 0 0 30 35 260 280 3 6 56 78 9 25 4 5 4 5 2 2 54 108 4 5 0 0 8 19 8 19 34 34 9 hJ 13 0 0 2 13 109 150 34 34 3 4 0 0 14 9 0 0 95 104 1 3 1 3 95 104 1 5 0 1 33 33 23 1 16 T 7 2 8 19 6 1 3 5 2 0 15 20 11 9 41 26 0 0 12 0 24 0 0 1 343 193 0 0 0 0 6 0 343 193 0 0 26 19 6 0 0 0 10 10 6 0 29 11 26 9 5 9 2 i 30 18 13 2 n 2 2 0 2 1 1 o 23 48 23 36 0 12 5 7 15 10 35 40 46 10 1 0 40 26 4 1 9 6 2 o 12 15 3 5 i 1 12 15 4 3 0 i 15 9 11 ry ( 2 0 Q 7 1 9 199 478 0 0 105 235 0 0 0 0 48 33 ?7 68 0 0 0 0 106 21 326 21 25 3 3 1 2 9 h O 1 5 3 2 13 57 13 57 o 0 0 0 45 23 5 0 23 6 0 0 22 17 5 4 6 0 4 0 13 5 0 0 8 12 0 0 1 3 25 13 0 0 0 0 0 0 0 0 0 0 6 0 4 1 6 0 0 0 18 12 0 0 0 0 0 0 33 47 5 12 0 0 0 0 3 2 0 0 0 68 11 9 0 0 0 0 0 0 25 40 11 9 0 0 2 1 2 1 0 0 7 12 2 r* l 0 0 0 0 78 114 2 7 0 0 0 0 1 1 0 0 19 24 2 3 2 3 10 7 10 7 115 169 1 0 23 61 8 13 161 162 2 4 26 0 24 0 0 0 9 0 86 0 0 0 0 0 6 0 6 0 0 0 75 155 23 10 23 10 0 147 7 1 0 15 6 4 12 3 13 1 12 1 1 0 6 36 4 1 0 63 0 23 0 0 0 8 0 460 0 17 0 9 o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 47 115 0 0 90 33 0 0 0 10 0 10 0 0 30 8 2 48 0 0 ed 99 — you ii - 139 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 2210 EDUCATION REPORT, 1898-99 Table 9. — Schools for the education of the colored 40 41 42 43 44 45 4(5 47 48 49 50 51 53 54 55 50 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 74 75 76 77 78 79 80 81 Location. Name of school. Religious denomi¬ nation. Tea ckers. Pupils enrolled. White. Col¬ ored. c3 O Total. Ele¬ men¬ tary grades. (5 73 a '3 s © n © r— 1 c5 a © 73 a o3 73 3 © © 7s S © a © i 2 3 •1 5 6 FT ! 4 8 e io 77 12 1 GEORGIA— COUt’d. j ; Augusta . . The Panic Institute.. . . M. E. S... 3 i 3 9 114 161 25 59 do _ _ Walker Baptist Institute*. Bapt _ o' 0 9 4: 6 42 79 22 41 College . Georgia State Industrial Nonsect . ....I 16 l1 17 161 70 70 66 College. j | La Grange . La Grange Baptist College. Bapt . 0 0 1 2 3 51 75 40 60 I McIntosh - Dorchester Academy _ Cong _ 1 12 1 14 191 217 167 202 Macon . Ballard Normal School _ Cong _ 1 12 i 14 125 400 105 350 do _ Central City College _ Bapt _ 2 i 3 40 37 36 33 Savannah.. . Beach Institute _ Cong - 0 7 0 0 ty t 100 130 87 no! South Atlanta..- Clark University _ — M. E _ 3 5 9 3 13 153 308 96 241 . do . Gammon School of Theol- M. E _ 5 5 83 0 0 0 ogy. Thomasville _ Allen Normal and Indus- Cong _ r* 7 33 143 18 42 ILLINOIS. trial School. Cairo. _ _ Summer High School _ Nonsect. 0 0 i 1 2 18 35 INDIANA. Evansville . . Clark High School * . Nonsect-- 3 1 4 36 42 New Albany _ Scribner* High School . Nonsect. . 1 1 9 31 54 nu 24 KENTUCKY. Frankfort _ State Normal School for Nonsect. - 5 4 9 76 76 23 22 Colored Persons. Lebanon _ St. Augustine’s Colored R. C . 1 1 20 24 20 24 School. Lexington . . _ Chandler Normal School .. Cong _ 0 6 0 9 8 70 120 60 100 Louisville _ . Central High School (col- N onsect. 11 12 23 457 652 374 419 ored). _ do _ Christian Bible School - Christian 1 0 1 0 2 39 0 Paris _ Paris High School . . Nonsect 2 9 5 9 160 249 147 229 LOUISIANA. Alexandria . . Alexandria Academy . Meth _ _ l i 2 42 62 16 17 Baldwin . . Gilbert Academy and In- M. E . 8 8 16 125 123 105 101 dustrial College. New Iberia . Mount Carmel Convent a. _ New Orleans .... Leland University _ Bapt _ 3 5 8 7 23 327 356 297 329 . do _ _ New Orleans University. .. M. E _ 3 4 10 3 20 140 237 93 138 _ do _ Southern University . Nonsect.. 5 9 * o O 5 15 155 259 129 212 _ do . . . Straight University _ _ .. Cong ..... 3 18 ] 1 23 194 315 132 268 MARYLAND. Baltimore . . Baltimore City Colored Nonsect.. 1 6 ry l 45 122 High School. _ do . Baltimore Normal School Nonsect.. 1 1 2 10 34 0 0 (colored). . do . . Morgan College _ _ M. E . 2 2 4 2 10 71 21 22 9 . do _ _ St. Prances Academy . R.C . .... 18 18 0 51 0 15 Melvale . . . The Industrial Home for Nonsect.. 0 5 0 0 5 0 105 0 105 Colored Girls. Princess Anne . . . Princess Anne Academy. .. M. E . — — 3 Q O 6 41 29 12 3 MISSISSIPPI. Clinton . Moun t Her m on Female Nonsect.. 6 1 7 6 60 2 4 Seminarv. Edwards . Southern Christian Insti- Christian 4 5 0 0 9 37 33 17 22 tute. Holly Springs ... Mississippi State Normal Nonsect.. 1 1 2 74 84 42 47 School. . do . . Rust University . Meth . 3 4 r» o 10 76 99 8 10 Jackson . Jackson College _ _ Bapt .... 1 6 1 2 10 43 51 Meridian _ Lincoln School . . Cong _ 7 7 120 160 40 60 _ do . Meridian Academy* . Meth _ 3 2 5 135 150 80 120 Natchez . . Natchez College* . Bapt _ _ 1 2 3 53 99 45 87 Tougaloo _ Tougaloo University _ Cong _ 5 15 20 166 172 146 148 Westside . Alcorn A ^rienlf/nral and Nonsect 20 20 307 10 Mechanical College. * Statistics of 1897-98. aNo report. EDUCATION OF THE COLORED RACE 2211 race — teachers, students , and courses of study, 1 DOS-99 — Continued. Pupils enrolled. Secon¬ dary grades. Male. Female. 13 14 80 101 20 38 71 2 11 15 24 15 20 50 4 4 13 20 45 61 0 0 15 101 18 35 36 42 15 30 21 37 10 20 83 233 39 0 13 20 26 45 20 22 14 23 41 92 24 42 56 40 45 132 5 23 25 S 0 36 29 23 4 56 14 6 32 37 62 86 43 51 80 100 55 30 6 9 17 21 280 10 Students. Graduates. Collegi- gate grades. Classi¬ cal course. Scien¬ tific courses. English courses. IN ornial courses. Busi¬ ness courses. High- school courses. Normal courses. Collegi¬ ate courses. Male. Female. Male. Female. • Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 15 16 17 18 19 20 21 22 23 24: 25 26 27 28 29 30 31 32 9 1 i 4 0 0 0 0 0 0 6 6 6 0 0 0 7 14 20 2 0 0 0 0 0 0 51 75 0 0 0 0 0 0 0 0 0 0 191 217 24 15 2 2 20 50 0 3 1 6 0 0 36 33 0 0 0 0 0 6 0 0 11 17 2 3 0 0 0 0 4 7 0 0 0 0 12 4 5 4 ( 0 2 0 0 1 3 1 83 0 1 4 1 4 0 0 0 0 18 35 0 0 0 0 G 9 0 0 0 0 _ 36 42 5 o 15 30 8 5 32 17 32 17 32 17 91 tf X 37 21 O'? Oi 8 0 ( 0 8 0 . 0 0 0 0 0 0 0 0 10 20 0 0 1 2 0 0 3 16 5( 199 (: 26 13 20 £ 6 42 62 101 97 1 3 16 4 17 7 16 17 14 23 9 5 1 9 6 7 4 6 2 1 0 25 4 10 0 7 0 2 2 5 9 5 0 0 155 259 2 o 10 10 1 4 2 5 0 0 6 1 20 31 16 20 21 4 s 2 3 4 6 1 1 45 122 45 122 19 87 5 11 0 0 0 0 10 34 10 34 3 3 24 3 25 3 36 18 0 0 0 6 0 0 41 29 6 A. 0 24 0 6 6 5 6 1 1 4 1 4 0 0 2 0 6 4 0 0 6 9 0 0 6 o 23 23 54 76 25 » 30 8 3 0 10 2 30 49 3 i 20 40 30 30 2 13 110 130 2 4 2 4 2 3 2 3 3 3 1 5 3 4 20 2 0 27 0 0 6 1 40 41 43 43 44 45 46 47 48 49 50 53 53 54 55 56 57 58 59 60 61 63 63 64 65 66 67 GS 69 70 71 73 73 74 75 76 77 78 79 SO 81 2212 EDUCATION REPORT, 1898-99 Table 9. — Schools for the education of the colored 82 83 84 85 88 87 88 89 90 91 QO 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 Location. Name of school. Religious denomi¬ nation. Teachers. Pupils enrolled. White. Col¬ ored. i — < c3 o Eh Total. Ele¬ men¬ tary grades. 6 "3 rq © a © © "3 a © h 6 "3 © rc3 a © hi © r— H Cu S 6 *3 a © h 1 2 3 4 5 6 7 8 » io 11 12 MISSOURI. Rnon ville . . Sn m n er Srh ool _ . . . . Nonsect.. 1 4 5 151 136 132 103 TTarmibal Douglass High School. _ Nonsect. . 1 2 3 24 33 Jefferson City . .. Lincoln Institute . Nonsect.. 1 7 4 12 110 131 49 73 Ka.rtsas City _ Lincoln High School . Nonsect.. 0 0 4 1 5 72 134 0 0 Sedalia . Geo. R. Smith College . M.E . 1 4 3 3 11 90 110 39 61 NEW JERSEY. Bordentown _ Manual Training and In- Nonsect.. 1 0 2 7 10 59 65 40 58 dustrial School. NORTH CAROLINA. Beaufort . Washburn Seminary . Nonsect. . 1 3 1 5 54 57 42 51 Charlotte . Biddle University _ Presb _ 1 10 11 223 0 Clinton . Clinton Colored Graded Nonsect .. 9 2 4 42 57 32 45 School. Concord . Scotia Seminary _ _ Presb _ 1 9 o 5 15 0 291 0 273 Elizabeth City .. State Colored N ormal Nonsect. . o 2 4 59 126 29 51 School. Fayetteville . State Colored Normal Nonsect.. o 9 4 75 110 School. Franklinton .... Albion Academy, State Nonsect. . 8 9 17 132 186 104 118 Normal School. . do . . Franklinton Christian Col- Christian 1 3 1 9 /V 7 82 76 63 51 lege. Goldsboro _ State Colored Normal School, a Greensboro _ A. and M. College for the Nonsect.. 3 7 2 12 88 49 Colored Race. Do _ Bennett College a . . High Point . . High Point Normal and Industrial School, a Kings Mountain. Lincoln Adademy* . . . Cong .... 0 7 7 70 149 62 127 T .umber ton . Whitin Normal School * _ Nonsect . 1 1 2 20 25 8 H Pee Dee _ _ Barrett Collegiate and In- N onsect 4 1 5 51 60 43 56 dustrial Institute. Plymouth . . State Colored Normal Nonsect.. 0 0 3 9 fV 5 44 123 14 42 School. Raleigh . St. Augustine’s School _ P. E . 2 4 4 5 15 135 175 96 142 . do . . . Shaw University . Bapt . 12 6 5 3 26 202 171 56 117 Reids ville _ Colored Graded School _ Nonsect . 2 4 6 200 250 148 152 Salisbury . . Livingstone College . A. M.E.Z 4 5 9 137 132 60 62 Do . State Colored Normal Nonsect. . School, a Wilmington . Gregor v Normal School*.. Cong . 1 9 0 1 11 70 158 70 158 Windsor . Rankin-Richards Institute. Nonsect. . 1 2 3 29 46 22 35 Winston . The Slater Industrial and Nonsect.. 7 6 13 99 129 47 59 State Normal School. Winton . Waters Normal Institute .. Bapt _ _ 3 9 5 81 130 32 85 OHIO. Wilber force _ Wilberforce University _ A. M.E... 13 7 20 132 134 Xenia . Colored High School . Nonsect 1 1 1 11 14 193 229 177 196 PENNSYLVANIA. Carlisle . Lincoln High School . . Nonsect. 0 0 1 1 5 15 Lincoln Univer- Lincoln University* . Presb .... 9 0 1 0 10 203 0 6 0 sity. Philadelphia . Institute for Colored Youth Friends . . 0 0 3 6 9 60 124 28 61 SOUTH CAROLINA. Aiken . Schofield Normal and In- Nonsect.. 1 O 7 4 17 130 152 50 58 dustrial School. Beaufort . Beaufort Public School _ Nonsect.. 0 0 1 5 6 138 202 130 170 _ do . Harbison Institute* _ Presb _ 2 2 4 58 67 Camden. . . . Browning Home School* .. M.E . 6 6 80 100 60 60 Charleston . Avery Normal Institute _ Cong _ 1 3 1 2 7 105 251 68 128 Charleston _ Wallingford Academy _ Presb _ 4 4 77 99 70 89 Chester . Brainerd Institute _ Presb _ 1 5 2 8 93 118 89 105 Columbia Alien University . _ .. . A. M. E... 6 8 14 126 151 54 93 . do . Benedict College . Bapt . 4 6 8 0 18 89 123 60 81 * Statistics of 1897-98. a No report. EDUCATION OF THE COLORED RACE 2213 race — teachers , students, and course of study , 1898-99 — Continued, Pupils enrolled. Students. Graduates. Secon¬ dary- grades. Collegi¬ ate grades. Classi¬ cal course. Scien¬ tific courses. English courses. Normal courses. Busi¬ ness courses. High- school courses. Normal courses. Collegi¬ ate courses. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. j Female. Male. Female. Male. Female. Male. Female. Male. Female. 13 1-1 15 16 17 18 It) 20 21 22 23 24 25 26 27 28 29 30 31 32 17 30 2 3 2 o o 15 27 1 1 24 33 10 30 9 4 2 8 53 58 8 0 8 6 4 9 4 8 72 134 0 0 72 134 2 8 48 48 3 ] 7 ] 3 1 19 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12 6 0 0 3 1 9 5 0 1 0 0 0 0 135 0 88 0 64 0 5 0 135 0 37 0 37 0 37 0 13 0 10 12 0 14 29 0 15 23 10 7 10 6 0 18 0 10 0 17 0 3 0 2 30 75 2 5 2 5 48 67 27 43 71 124 27 43 3 8 28 68 28 68 4 5 14 21 5 4 47 35 41 14 88 49 88 49 7 0 8 22 8 22 12 14 9 10 12 14 4 2 4 2 4 0 25 20 4 2 80 81 0 0 0 0 0 0 44 123 20 25 0 0 0 0 0 1 0 0 26 27 13 6 4 1 26 26 120 28 8 5 13 5 28 28 56 117 0 1 3 2 52 98 3 2 8 16 1 2 48 69 19 1 19 1 58 61 40 89 10 6 12 7 5 7 4 0 0 0 10 51 0 0 1 o O 0 0 7 11 28 47 6 9 52 70 4 1 49 45 1 1 1 1 56 52 76 82 51 24 23 60 10 33 16 33 67 98 5 15 - 0 0 0 0 203 0 148 0 0 0 8 0 0 0 0 0 0 0 0 0 28 0 32 63 CO 63 5 6 5 5 5 6 5 6 0 0 70 82 10 12 0 0 0 0 80 94 10 12 0 0 0 0 3 8 0 0 8 32 58 67 0 0 2 0 58 67 0 4 2 0 0 4 0 0 20 40 80 100 1 10 37 123 0 0 10 18 0 0 27 110 1 21 2 1 1 20 0 0 7 10 77 99 7 10 4 18 0 3 0 3 58 53 14 5 14 5 58 53 14 10 4 0 99 l»W 29 7 13 14 9 68 101 4 7 6 9 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 2214 EDUCATION REPOET, 1898-99 Table 9. — Schools for the education of the colored Location. Name of school. Religious denomi- tion. Teachers. Pupils enrolled. White. Col¬ ored. r— < O Eh Total. Ele¬ men¬ tary grades. CD r<3 £ © © r2 £ © 3 © © r— t § © B © £ © £ © i — i c3 a © 1 2, 3 4 r 6 1 7 8 9 ic 1 1 12 SOUTH CAROLINA — continued. 133 Frogmore . Penn Industrial and Nor- Nonsect.. 0 3 4 6 13 144 126 124 114 mal School. 124 Greenwood . Brewer Normal School . Couo- 1 8 9 98 147 96 112 125 Orangeburg . Claflin University. . Meth _ 4 6 8 8 26 271 255 117 128 TENNESSEE. 126 Chattanooga _ Howard High School * . Nonsect. 0 0 2 1 3 355 489 348 463 127 Dickson . . Way man Academy . Nonsect 2 2 4 98 106 94 103 128 Gordonsville _ Gordonsville High School.. Nonsect 2 2 4 50 64 1? 23 129 Jonesboro - . Warner Institute . Cong 0 0 ] 2 3 54 64 35 56 J30 Knoxville . .. Austin High School . Nonsect 5 2 r* { 118 192 101 170 131 _ do . - . Knoxville College . _ U. Presb 10 9 2 1 22 123 141 68 84 132 Maryville . Freedmen’s Normal Insti- Friends . . 2 2 7 4 15 100 110 60 74 tute.* 133 Memphis. . Le Moyne Normal Insti- Cong - 1 8 i 4 14 220 405 130 285 tute. 131 Morristown . Morristown Normal Col- M. E_. 1 9 2 2 14 124 179 86 90 lege. 135 Murfreesboro ... Bradley Academy . Nonsect 2 4 6 158 204 142 180 136 Nashville . . Central Tennessee College. M. E . 5 4 3 2 14 125 151 90 92 137 - do . Fisk University . . . Cong . 8 22 1 0 31 210 22 2 78 105 138 _ do . Pearl High School _ N on sect 5 9 14 250 600 200 400 139 . do . Roger Williams University Bapt . 3 rr t 2 1 13 134 70 36 38 TEXAS. 140 Austin . . Tillotson College . Cong 2 8 1 1 12 88 118 62 98 141 Brenham . . . East End High School * Nonsect 1 4 5 172 229 166 212 142 Crockett _ Mary Allen Seminary! _ Presb _ i 13 1 15 0 229 0 170 143 Galveston . . Central High School. . . Nonsect 3 3 0 88 120 65 91 Hearne . Hearne Academy. Normal, and Industrial Institute, a U4 Marshall . . Bishop College . . . Bapt . 3 7 9j 1 13 182 183 108 134 145 _ do . . "Wiley University . . M.E 2 n i 6 15 195 210 170 181 146 Palestine . . Colored High School* Nonsect 1 4 5 180 160 160 140 Prairie View _ Prairie View State Nor- - mal School, a 147 Waco . Paul Quinn College . A. M. E 3 4 r- t 107 95 r* 9 VIRGINIA. 148 Burkeville . Ingleside Seminary _ Presb 1 r* 0 1 9 0 109 149 Capnahosic . Gloucester Agricultural Non sect 4 3 7 43 54 41 47 and Industrial School. 150 Hampton _ ... Hampton In ormal and Ag- Nonsect.. 21 38 13 6 73 471 393 404 334 ricultural Institute. 151 Lawrencevilie . . . St. Paul Normal and In- P. E .. 17 8 25 150 168 44 51 ‘ dustrial School. 152 Lynchburg . Virginia Collegiate and In- j M. E. . 0 0 2 2 4 28 39 11 8 dustrial Institute. 1 153 Manassas _ Manassas Industrial School Nonsect 3 3 6 27 38 27 38 154 Manchester . Public High School (col- Nonsect.. 2 6 8 226 420 212 381 ored). i 155 Norfolk _ _ Norfolk Mission College...' U. Presb . 4 rt i 0 5 16 354 400 199 205 156 Petersburg . . Bishop Payne Divinity Epis _ 1 1 21 6 0 School. | 157 . do . Peabody School Nonsect 1 11 12 295 460 275 410 153 . do . Virginia Normal and Col- Nonsect.. 6 0 0, 6 12 161 167 65 97 legiate Institute. 159 Richmond . . Plartshorn Memorial Col- Bapt _ 1 6 0 9 9 1 96 0 34 lege. I | 160 - do _ _ _ High and Normal School*. N onsect . . 0 11 0 0 11! 88 380 0 0 161 . do . Richmond The domical Bapt 2 2 4 54rj 0 Seminary. WEST VIRGINIA. 162 Harpers Ferry .. Storer College . Free Bapt 1 5 1 2 9 58 82 163 Institute . I... West Virginia Colored In- N onsect 14 4 18 50 60 9 1 stituteA 164 Parkersburg .... Sumner High School . Nonsect.. 9 ... 1 3 i 6 87 1 93 84 72 * Statistics cf 1897-98. t Statistics of 1898-97. a No report EDUCATION OF THE COLORED RACE 2215 race — teachers, students , and courses of study , 1S9S-99 — Continued. Pupils enrolled. Students. Graduates. Secon¬ dary grades. Collegi¬ ate grades. Classi¬ cal course. Scien¬ tific courses. English courses. Normal courses. Busi¬ ness courses. High- school courses. N ormal courses. Collegi¬ ate courses. CD s Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. F emale. 33 14 i & 16 17 18 39 20 21 22 23 24 25 26 27 28 20 30 31 32 20 12 0 0 20 12 20 12 0 0 1 1 1 1 0 0 9 5 ____ 2 1 82 76 72 51 20 2 0 5 14 19 30 19 14 19 2 o 7 26 0 0 3 9 4 17 21 43 4 3 33 41 36 46 14 28 ? 4 2 19 8 0 0 0 0 0 0 42 59 12 5 0 0 0 0 0 0 0 0 17 22 17 p9 4 6 45 49 10 8 8 2 i 45 49 10 15 2 1 40 38 _ 40 36 Ax 2 90 120 0 0 0 0 . 0 0 220 405 90 120 0 0 0 0 4 8 0 0 34 68 4 21 4 21 112 166 34 68 4 2 16 24 2 0 O .... 3 24 56 11 3 6 2 4 1 90 «9 13 51 5 8 2 10 2 _ 0 81 107 51 10 49 7 0 1 49 123 2 98 0 0 0 14 12 2 50 200 50 200 61 103 85 30 13 9 63 9 36 3S 19 23 0 0 .14 1 2 5 2 2 26 20 i 0 16 8 9 12 0 0 5 2 0 0 6 17 6 17 2 6 0 59 0 13 0 5 23 29 23 29 14 24 - 66 49 8 0 0 0 31 8 35 41 46 48 0 0 7 2 0 0 0 0 99 27 3 2 3 2 34 28 ry i 1 20 20 13 13 90 75 10 11 10 11 3 0 1 6 1 0 109 0 13 0 13 2 7 11 12 . 67 59 _ _ _ 400 380 1 2 o 0 20 »*' { 0 2 o 0 103 117 8 8 7 15 31 0 0 0 0 0 0 26 39 o 0 0 0 . 0 « 0 3 0 0 1 ry 14 39 _ 14 39 1 3 133 161 22 99 34 11 21 8 13 8 13 6 0 20 50 20 50 20 50 2 11 2 11 0 0 68 70 28 0 28 0 0 0 0 0 12 17 0 0 0 0 12 17 4 0 1 61 0 1 0 59 0 10 88 380 0 0 0 0 0 0 88 380 0 0 0 0 5 29 0 0 0 0 54 0 58 82 58 82 59 41 59 i 3 3 21 3 21 i 6 123 134 125 126 12T 128 129 130 131 132 133 134 135 136 137 138 139 140 111 142 143 114 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 2216 EDUCATION REPORT, 1898-99. Table 10. — Schools for the education of the colored race — l rV 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 28 29 30 Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. M T! o * a © 'd Ph a buo pH o a a & 8 h M 4-5 a 0) a cS o b£ S V. .3 rL © '3 br a © CO d E fee 4-5 5? Ph M Ph o & r-H c3 44) 0 s A © © & CO Ph O •8 tub a ‘Sc ?H o Ph o £ p, o A CO © .2 _ C"j V bh •rH M efi 2 © o pTj 02 bib .2 +3 ’2 p-t fcb a •rH £ 0 CO be .2 rg o o Q 0 c3 rH 4-4 rH 0 rP +2 O 20 0 krH i 2 © © Ej _ 3 c3 -4-3 o H CD r-H a 0 'eg 2 © fb 4-3 o Eh 1 4 5 « 7 9 10 11 12 13 14 15 16 17 i 18 19 l ALABAMA. Trinity Normal School ct _ Calhoun Colored School .... 0 0 0 53 78 131 28 3 33 4 63 Central Alabama Acad- emy. a Huntsville public schools.. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Kowaliga Institute . 37 39 76 2 32 1 2 33 6 Lincoln N ormal School . 0 0 0 0 145 145 145 Emerson Normal Institute. .... State Normal School for | Colored Students, a Agricultural and Meehan- 0 40 40 145 197 342 24 33 0 0 0 0 24 13 31 18 122 55 22 ical College. Alabama Baptist Univer- sity.t Talladega College . 15 0 15 118 175 293 40 118 5 175 21 Oak City Academy . _ Stillman Institute _ 12 0 12 12 0 12 11 1 Tuskegee Normal and In- 88 18 106 816 364 1180 149 57 36 10 13 32 13 13 90 61 708 dustrial Institute. Troy Industrial Academy. 0 10 10 10 ARKANSAS. Arkadelphia Academy . 6 14 20 3 20 20 Shorter University a . Arkansas Baptist College .. 43 0 43 6 50 58 50 2 12 50 2 Philander Smith College _ 24 0 24 15 62 77 15 62 62 Union High School* . . Columbia High School . Branch Normal College _ 0 0 0 54 30 84 0 24 0 0 6 6 18 12 6 0 30 0 0 Southland College and 45 35 80 25 8 3 8 35 35 Normal Institute.! DELAWARE. State College for Colored 22 14 36 6 12 4 4 2 12 6 Students.1" DISTRICT OF COLUMBIA. High School (colored) . 0 0 0 13 43 56 0 10 0 0 0 0 0 3 o 0 0 43 0 Howard University . 305 30 335 123 55 178 0 57 0 0 0 n 0 0 0 56 54 0 _ Normal School (colored) 0 0 0 1 Wayland Seminary . . 30 0 30 0 12 12 0 "6 0 0 0 0 0 0 0 0 12 0 “6 FLORIDA. District School No.l*. . Cookman Institute . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Edward Waters College ... 12 0 12 0 12 12 0 0 0 0 0 0 0 0 0 0 12 12 0 Florida Institute ct Emerson Memorial Home 0 88 68 68 25 27 and School. Normal and Manual Train- 0 0 0 24 40 64 0 24 0 0 0 0 0 0 0 0 40 0 0 ing School. State Normal and Indus- 0 0 0 57 93 150 22 31 0 0 0 0 0 0 0 4 41 41 52 trial College. * Statistics for 1897-98. t Statistics of 1896-97. a No report. EDUCATION OF THE COLORED RACE 2217 professional and industrial training — equipment and income , 1898-99. Chief sources of support. Value of benefactions or be¬ quests in 1898-99. 1 Volumes in library. • Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1898-99. 21 09 23 24 25 26 27 28 20 Contributions. . . . . $20, 394 400 $26, 395 0 $327 $458 $948 $1,733 State and city . 300 10, 000 $5, 000 5 ooo i State, Amer. Miss. Ass’n. and 3, 662 75 7, 000 187 129 237 3, 178 3, 731 private donations. Amer. Miss. Ass’n. and tuition.. 167 200 0 568 29 15 612 State and United States - 0 3,000 48,096 4,000 200 0 28, 392 32,592 500 30, 000 0 872 3,933 4, 805 Renevolence and tuition _ 6, 000 133, 266 0 1,500 6,800 5, 000 13 300 Tuition and donations . . 50 75 150 50 200 Presb. Church (Southern) - 10,963 1,600 5, 000 0 0 6 7,963 7,963 State and donations . 97,231 5,000 252, 319 4,500 0 1,921 98, 390 104,811 Tuition and donations . 200 6 300 0 175 25 200 Benevolence _ _ _ _ _ 223 300 15,000 0 175 519 694 Amer. Bapt. Home Mission So.. 300 25, 666 500 4. 500 5, 000 Freedmen’s Aid and Southern 1,000 30, 000 1, 472 2,300 3, 772 Ed. Soc. of M. E. Ch. 0 0 20, 000 4, 500 0 0 0 4,500 Amer. Ba.pt Home Mission So.. 30 2, 000 150 200 350 State and United States . 3,800 80, 500 5,000 305 6, 545 11,850 Tuition and benevolence. . . 1,020 1,200 27, 000 3,396 2, 000 5,396 State and United States.. 500 25, 000 4, 800 1,251 6,051 United States . . 1,200 135,800 0 0 0 United States and endowments 2, 500 14, 000 700,000 33,600 8.497 8,500 6, 500 57,097 United States _ _ 0 482 Amer. Bant. Home Miss. So- 200 2, 000 75, 000 0 800 800 5,500 7,100 ciety, contributions. State and. county Freedmen’s Aid" Society of M. 2,200 800 10, 000 0 100 1,800 400 2,300 E. Ch. A. M. E. Church and tuition - 100 100 26,000 0 331 0 3, 900 4,231 W. H. M. S.M.E.Ch . . 402 164 3, 000 0 147 185 332 Amer. Miss. A ss’n . . _ 350 28, 000 0 360 3, 400 3,760 State and United States . 0 740 26,600 2,500 0 0 12,000 14, 500 1 3 4 5 6 7 8 9 10 11 13 13 1 1 15 16 17 18 19 30 21 22 23 24 25 26 27 28 29 30 2218 EDUCATION EEPOET, 1898-09, Table 10. — Schools for the education of the colored race — professional Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial ! training. Students trained in industrial branches. | Farm or garden work. | Carpentry. Bricklaying. Plastering. Painting. Tin or sheet-metal work. Forging. | Machine-shop work. | Shoemaking. Printing. bD I^H •1—1 £ D 02 Cooking. Other trades. rS o3 Female. Total. CD 'cS a Female. Total. 1 2, 3 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 GEORGIA. . 31 .T urn e! A cad ern y * 0 20 20 0 80 SO 80 32 TTnov Institute . . . 38 92 130 32 11 92 33 West Broad Street School! 0 5 5 5 34 Atlanta Baptist College.... 15 0 15 10 0 10 0 0 0 0 0 0 0 0 0 10 0 0 0 35 Atlanta University . 0 0 0 75 155 230 35 30 2 0 10 155 55 53 36 Morris Brown College _ 25 0 25 87 Spelman Seminary.. . 0 33 33 0 4C0 400 0 0 0 0 0 0 0 0 0 ' 28 350 50 158 38 Storrs School _ _ 0 0 0 0 100 100 0 0 0 0 0 0 0 0 0 0 100 0 0 39 Haines Normal and Indus- 25 129 154 10 15 129 8 trial School. 40 The Paine Institute . . 41 Walker Baptist Institute*. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 42 Georgia State Industrial 100 40 140 12 8 8 8 10 8 8 40 College. 43 La Grange Baptist College. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 44 Dorchester Academy . 85 1.24 309 ! 85 124 21 45 Ballard Normal School . 0 0 0 0 300 300 300 6 46 Central City College _ 7 0 ly () 10 10 10 47 Beach Institute . . 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 48 Clark University . 12 150 162 7 4 6 6 150 19 49 Gammon School of The- 83 0 83 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ology. 50 Allen Normal and Indus- 0 87 87 _ 82 5 trial School. ILLINOIS. 51 Sumner High School. . . 0 0 0 INDIANA. 52 Clark High School* . 53 Scribner High School . . KENTUCKY. 54 State Normal School for 0 0 0 76 76 152 09 38 0 0 0 0 0 0 0 19 65 47 0 Colored Persons. 55 St. Augustine's Academy.. 56 Chandler Normal School .. 6 6 0 0 100 100 0 q 6 0 0 0 0 0 0 0 100 0 57 Central High School . 58 Christian Bible School . _ 25 0 25 59 Paris High School . . . 0 0 0 ... 1 ° 20 33 0 6 6 0 6 0 0 13 0 2 20 20 ... LOUISIANA. 60 Alexandria Academy . 61 Gilbert A cademy and In- 125 123 248 40 .. 12 4 4 44 44 4 dustrial College. Mount Carmel Convent. a 62 Leland University _ 16 16 32 16 18 63 New Orleans University .. 32 6 32 64 Southern University. . 0 0 0 138 137 275 59 50 o 0 12 20 0 50 0 24 79 0 30 65 Straight University . 12' o' 12 85' 105 1901 ...1 ...1 105 _ 85 * Statistics of 1897-98. aNo report. t Statistics of 1898-97. EDUCATION OF THE COLORED RACE 2219 and, industrial training— equipment and income, 1898-99— Continued. Chief sources of support. Value of benefactions or be¬ quests in 1898-99. s rS r-H •S m Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1898-99. 21 .vs' 23 24 25 26 27 28 29 Amer. Bapt. Home Miss. Soc., si, 043 0^0 §2,500 0 §475 0 §2, 136 §2, 611 31 Jeruel Ass’n. Tuition and Amer. Miss. Ass’n. 150 5,600 32 City . . . 3, 000 33 Small endowment and miss. 6,283 2, 500 75, 000 0 485 §1, 050 12,221 13, 756 34 contributions. Tuition and benevolence . . 28, 000 10, 500 251.000 0 2,000 900 1,400 4, 300 35 A. M. E. Church and private 1, 500 75, 000 900 7,100 8, 000 36 donations. W. A. H. M. S., Slater fund . 1 . 730 3,400 175, 000 0 2, 835 300 12. 167 15,302 37 Tuition . . 0 1.836 0 225 2,061 38 Northern Presb. Church and 450 20, 000 0 420 150 4.500 5,070 39 tuition. Endowment and M. E. Ch. 65,000 0 40 South. Amer. Bapt, Home Miss. Soc _ 4. 500 0 585 0 2, 054 2, 039 41 United States . . . . . 0 400 30, 000 §15, 000 0 200 0 15, 200 42 Western Union and South 508 0 1,000 300 0 0 0 SCO 43 Western Union Ass’n. Tuition and benevolence . . 403 1. 200 12, 900 0 7C9 0 2, 947 3, 656 44 Tuition and Amer. Miss. Ass’n. 160 3, COO 40, 000 0 2,500 3,300 5, 800 45 State Baptist Convention _ 15, GOO 0 500 0 1,500 2,000 46 Amer. Miss. Ass’n _ _ 200 0 1,000 1,820 2, 820 47 Freedmen’s Aid and Southern 1,500 35, 000 2, 400 6,000 500 8, 900 4S Ed. Society. Endowment . . . 2,500 11,000 100, 000 21,000 500 21. 500 49 Tuition and Amer. Miss. Ass’n 325 8. 875 662 662 50 200 51 52 City and State 425 5, 000 53 State _ _ _ _ _ 1.530 39, -165 3, 000 0 1,255 3,480 •*.«-> ~- i , 1 OD 54 Tuition . . . . 55 Amer. Miss. Ass’n . . . 900 600 17, 904 6 1,018, 240 117 1, 5 56 City and State _ __ . 400 1,200 57 Amer. Christian Miss. Society 725 0 0 244 _ 2. 353 2, 597 58 City and State . 700 30, 000 4. 365 475 10 4,850 59 Freedmen's Aid and Southern 209 209 GO Ed. Society. Endowment, Freedmen’s Aid 2, 500 40, 000 475 2, 4C0 400 3, 275 61 Society M. E. Ch. Endowment and benefactions. . 26,409 1,500 121,200 0 6 5,600 5. 600 62 Freedmen’s Aid and Southern 5,000 100, 000 1,150 350 6, 020 7,520 63 Ed. Soc. M. E. Ch. State and United States . . 0 1, 665 61.903 10, 000 0 0 12,377 22,377 64 Tuition and contributions . 625 2, 500 100, 000 2,000! 500! 3.000 5,500 65 2220 EDUCATION DEPORT, 1898-99. Table 10. — Schools for the education of the colored, race-professional 66 67 68 69 70 71 73 74 75 76 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 93 94 95 96 Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. 3 o is 0 © "d L d rH o a L d A Jh 3 'D rH c3 o ti rH rH 3 o •rH u ffl •rH u CD 44 02 3 ti .a A ti ri fh 3 ?H £ 3 © a A © © . r-j m u o ti Eh ti ‘Si Ph o A 3 o * a O a CO © ti 3 © d £ ti a 3 d a © o A C/2 ti ti •rH -LA 'ti •rH Ph Ch ti pi © c n ti ti 3 o o O 02 CD g3 M 44 U O 4-4 O © r-H © d a © r— H c3 44 O E-i © 3 a © 3 a © i— 5 c3 4-4 o Eh 1 <*& 3 4 5 G 7 « e 10 11 12 13 14 15 16 17 18 IS gc- MARYLAND. Baltimore City Colored 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 High School. Baltimore Normal School 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 (colored). Morgan College . 13 (1 13 St. Frances Academy _ 0 38 38 38 12 5 The Industrial Home for 0 105 105 105 40 Colored Girls. Princess Anne Academy ... 0 0 0 41 39 70 2 5 0 0 0 0 4 0 4 10 29 29 11 MISSISSIPPI. Mount Hermon Female 0 25 w 25 35 Seminary. Southern Christian Insti- 10 0 10 18 9 27 8 8 0 0 5 0 0 5 0 8 0 5 7 tute. Mississippi State Normal School. Rust University . . 10 40 50 6 4 48 28 Jackson College.. . 0 45 45 45 Lincoln School . 13 90 102 6 90 40 Meridian Academy * . . Natchez College* . . . Tougaloo University _ 0 6 6 75 100 175 13 75 75 73 53 16 Alcorn Agricultural and 307 10 317 317 Mechanical College. MISSOURI. Sumner School . . . 17 0 17 17 Douglass High School. Lincoln Institute . 69 70 139 o0 29 10 6 70 Lincoln ITipTi School George R. Smith Colletm 13 40 52 12 40 NEW JERSEY. .. Manual Training and In- 0 0 0 30 79 109 10 30 0 0 0 0 0 0 0 0 33 20 26 dustrial School. NORTH CAROLINA. Washburn Seminary . . 0 0 0 39 52 91 0 39 0 0 0 0 0 0 0 0 52 0 Biddle University 19 0 19 135 0 1 35 28 13 8 16 44 26 Clinton Colored Graded 5 3 8 ty 1 School. Scotia Seminary . . . . . 0 291 291 291 291 State Colored Normal School. State Colored Normal School. Albion Academy — State Normal School. Fra.nklinton Christian Clnl - 8 0 8 0 10 10 10 lege. State Colored Normal School, a A. and M. College for the 88 49 137 ill 92 48 3 48 48 Colored Race. “ Bennett College, a High Point Normal and In- dustrial School, a * Statistics of 1897-98. a No report. EDUCATION OE THE COLORED RACE 2221 and industrial training — equipment and income, 1S9S-99 — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1898-99. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1898-99. 21 22 23 24 25 26 27 28 29 City . . - . . 0 350 $40, 000 State . . . 0 2. 000 $2, 000 $250 $2,250 M. E. Church and tuition . .. 3, 000 50,000 $800 1, 000 $8, 500 8,300 City and State . 200 United States and tuition.. 0 12,100 546 5, 154 5,700 Tuition and benevolence . SC 000 300 25, 000 350 350 Tuition and Amer. Christian 2,000 1,500 40, 000 0 250 0 3,750 4,000 Miss. Soc. State . 3,000 12, 000 2,250 0 0 341) 2,599 Freedmen’s Aid and S. Ed. Soc. 3, 000 180, 000 1,500 4,900 6,400 M. E. Church. Amer. Bapt. Home Mission 800 35, 000 485 2,530 3,015 Society. " Amer. Miss. Ass’n . . 300 3, 000 500 2, 000 2, 500 F. A. S. Ed. Soc. and tuition ... 4,000 679 171 850 1,200 Amer. Miss. Ass’n . . . . 4. 500 85,000 United States . 3,000 130, 000 5, 915 12, 487 18, 762 State and county . . 600 4, 000 150 4, 150 State . . . . .. 300 State and United States _ 257 70, 800 30, 590 80 1,233 31, 903 18,000 Freedmen’s Aid and S. Ed. Soc. 200 2,500 50.000 1,800 125 2,000 3, 925 of the M. E. Ch. State and tuition . 0 200 — 5, 000 413 0 59 5,472 Amer. Miss. Ass’n . . 6.000 0 Presb. Church and tuition _ 10, 500 150,000 4, 000 240 3,760 8, 000 Tuition . . . 300 270 570 Freedmen’s Aid . . . 9,000 1,800 65, 000 1,000 0 300 14,500 15, 800 State . . 100 1,000 2,000 2,000 State and Peabody Fund .. 210 2. 090 300 2,300 2, 600 7, 000 State and United States . 700 66, 600 7, 500 241 8,414 16, 155 66 67 68 69 70 71 72 73 74 75 78 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 2222 EDUCATION EEPOET, 1898-99. Table 10. — Schools for the education of the colored race — professional Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Name of school. Farm or garden work. Carpentry. bj) O M [ Plastering. Painting. Tin or sheet-metal work. | Forging. | Machine-shop work. .s M rc3 2 o o 53 | Printing. Sewing. Cooking. Other trades. Male. | Female. Total. Male. Female. Total. 1 O 3 i 5 G 7 8 9 10 11 12 13 11 - 10 17 18 19 20 NORTH CAROLINA— COnt'd. 97 Lincoln Academy* _ _ 98 Whitin Normal School* .. ... ... .. 99 Barrett Collegiate and In- 40 75 5 10 5 o 5 5 20 . 20 dustrial Institute. 100 State Colored Normal 0 0 0 0 123 123 0 0 0 0 0 0 0 0 0 0 123 0 0 School. 101 St Augustine's School _ _ 0 11 11 135 175 310 175 135 102 Shaw University _ 117 0 117 63 94 160 66 94 103 Colored Graded School .... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 101 Livingstone College _ 90 120 210 10 15 3 9 9 12 30 90 75 State Colored Normal School, a 105 Gregory Normal School* . 0 100 100 ICO 100 Rankin-Rieharas Institute. 6 16 J>9 16 6 107 The Slater Industrial and 25 28 53 15 10 5 18 15 State Normal School. 108 Waters Normal Institute . 0 n 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 OHIO. 109 Wilberforce University _. 24 0 24 110 Colored High School . 0 0 0 0 0 u 0 0 0 0 0 0 0 6 0 0 0 0 0 PENNSYLVANIA. f- 111 Colored High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 112 Lincoln University * _ 47 0 47 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 113 Institute for Colored \ outh 0 0 0 60 124 184 25 10 17 11 61 72 70 SOUTH CAROLINA. 114 Schofield Normal and In- 0 0 0 130 152 282 28 22 0 0 12 0 0 0 10 8 152 50 60 dustrial School. 115 Beaufort Public School .. .. 110 Harbison Institute * . 117 Browning Home School*.. 0 136 136 ... 100 36 118 Avery Normal Institute... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 119 Wallingford Academy . .... 120 Brainerd Institute _ ... 30 43 73 15 10 9 5 41 43 121 Allen University . . •j99 Benedict College . .. 89 123 212 30 6 2 o 10 4 25 123 12 123 Penn Industrial and Nor- 0 20 20 100 98 19S 20 100 0 0 0 0 ... 0 0 0 14 98 0 0 mal School. 124 Brewer Normal School _ 0 147 147 147 0 0 125 Clafiin University _ _ 0 g 9 27S 293 571 _ 72 66 ... 18 40 rt l ... r- i 200 29 TENNESSEE. 128 Howard High School * . 127 Way man Academy _ 128 Gordonsville High School 4 0 4 .. 2 2 129 Warner Institute . . 0 0 6 25 6 31 25 0 0 0 0 6 0 0 0 0 8 10 12 130 Austin High School . . 0 0 0- 0 0 (I 0 -"o 0 0 0 0 0 0 0 0 0 0 0 131 Knoxville College . 7 0 r* 31 61 92 5 0 16 57 6 132 Freedmen’s Normal Insti- tute. * 133 Le Moyne Normal Insti- 0 0 o 0 200 200 :l r>\ 30 tute. 134 Morristown Normal Col- 0 0 0 5 179 184 5 179 76 lege. * Statistics of 1897-98. a No report. EDUCATION OE THE COLORED RACE 2223 and industrial training — equipment and income , 189S-99. — Continued. Chief sources of support. 1 Value of benefactions or be¬ quests in 1898-99. Volumes in library. j Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1898-99. 2 1 22 23 24 25 2G 27 28 21) §3, 500 $200 $226 $126, Tuition . __ . . . . $75 450 1,200 125 $75 "200 300 5, 000 1,500 250 1 , 750 State and Peabody Fund. . 0 20 1,600 2,000 0 0 150 2, 150 Amer Bapt. Home Miss. Soo., 2, 000 90, 000 8, 677 $275 11,914 15,806 contributions, tuition. 0 50 2, 000 1,200 40 1,240 A. M. E. Z. and donations . 4, 500 4, 000 1,500 45 1,000 6,000 7, 045 Amer. Miss. Ass’n, tuition _ 300 200 15,000 0 1,100 2. 900 4,000 Tuition and benevolent eontri- 522 700 6,000 128 200 522 850 butions. State _ _ _ _ 1,500 30, 000 3. 252 3,849 7, 101 Amer. Ba.pt. Home Miss. Society 350 1 , 100 186 1,191 1,357 State, tuition, and endowment. 8, 629 5, 000 123, 000 16, S68 2, 304 1,636 6, 142 27, 010 480 6, 000 2, 500 0 0 0 2,500 State and city . . . Endowment and benevolence.. 20, 000 is, 656 234, 000 0 1,250 30, 000 10,000 41,250 Endowment, contribution _ 1,000 35.000 150 65 5S7 5.600 6,402 State _ _ _ _ 1,000 1, 800 100 1,900 0 200 5, 000 300 Tuition, Amer. Miss Ass’n . 0 800 20, 000 0 2,250 0 2, 500 4, 750 Tuition . . . . 8. 000 272 0 0 272 Presb. Church 200 10.000 0 A. M. E. Church . 210 25. 000 600 3, 500 4. 100 Amer. Ba.pt. TFTome Mission 2, 300 74, 000 1,192 7,059 8.251 Soc., tuition. 1,200 300 4,500 0 135 0 1,200 1,335 Benevolence, Amer. Miss. Ass’n 200 12,000 0 1,000 i . 000 Freedmen’s Aid, Southern Ed. 10,000 5. 000 100, 000 25,000 25.000 Soc. City and State . . 75 35, 000 Tuition. . . 80 1 , 500 624 624 Donations and tuition . .. 104 1 , 000 264 764 1,028 A. M. A . . 25 70 8,000 300 10 0 400 710 State . ... G24 10, 750 United Presb. Church . 2,000 100.000 800 300 12, 000 13, 100 Society of Friends . Tuition, Amer. Miss. Ass’n _ 4,800 2,900 45, 000 0 4,500 4,800 9,300 Meth. E. Ch., donations. . 7,464 600 75,000 1,150 9,669 10,819 97 93 99 100 101 102 103 104 105 106 107 103 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 2224 EDUCATION REPORT, 1898-99. Table 10. — Schools for the education of the colored race — professional Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Farm or garden work. © Carpentry. bi) .2 c3 pM o •r-M m 10 Plastering. Painting. A o & 'rt 03 g A 03 0) A m o S 13 £ Forging. Machine-shop work. &b 3 S 03 O r=) to | ^ Printing. s 03 m 18 bi) a o o O 10 q 1 Other trades. | d IS cc Female. Total. Male. Female. Total. 1 4 5 6 7 8 11 12 15 16 Tennessee— continued. 135 Bradlev Academy - 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 136 Central Tennessee College. 233 0 233 33 40 73 10 7 4 38 10 137 Fisk University _ _ 4 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 138 Pearl High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 139 Roger Williams University 16 0 16 8 33 41 0 0 0 0 0 0 0 0 0 8 18 0 15 TEXAS. 140 Tillotson College . 0 0 0 0 88 88 0 0 0 0 0 0 0 0 0 0 88 0 0 141 East End High School*.... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 142 Mary Allen Seminary t.... 0 OOf| 229 50 143 Central High School . _ Hearne Academy, Normal and Industrial Institute. a 144 Bishop College . . 8 n g 134 156 290 57 14 50 20 172 9 145 Wiley University . 30 110 140 12 35 no 40 146 Colored High School* . Prairie View State Normal School, a 147 Paul Quinn College . . 3 o 3 27 92 119 12 2 17 92 VIRGINIA. 148 Ingleside Seminary . . 0 109 109 109 109 109 149 Gloucester Agricultural 43 54 97 30 20 27 20 and Industrial School. 150 Hampton Normal and 0 0 0 377 233 610 74 46 18 18 9 16 12 5 9 180 61 176 Agricultural Institute. 151 St. Paul Normal and In- 112 118 230 18 10 4 5 ey 1 6 10 8 72 22 72 dustrial School. 152 Virginia Collegiate and In- 0 0 0 0 20 20 0 0 0 0 0 0 0 0 0 20 20 0 dustrial Institute. 153 Manassas Industrial School 27 38 65 3 27 23 1 38 154 > Public High School (col- ored). 355 Norfolk Mission College... 99 331 356 28 268 60 156 Bishop Payne Divinity 6 0 t; School. 157 Peabody School . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 158 Virginia Normal and Col- 0 0 0 0 151 151 0 0 0 0 0 0 0 0 0 0 151 17 0 legiate Institute. 159 Hartshorn Memorial Col- 0 96 96 96 64 lege. 160 High and Normal School*. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 161 Richmond Theological 54 0 54 Seminary. WEST VIRGINIA. 162 Storer College _ 163 West Virginia Colored In- stitute. 164 Sumner High School (col- 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ored). * Statistics of 1897-98. + Statistics of 1896-97. a No report. EDUCATION OF THE COLORED RACE 2225 and industrial training— equipment and income, 1S9S-0D — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1898-99. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1898-99. 21 22 23 2-1 25 26 27 28 29 State and county . ®2, 100 135 Tuition, Freedmen’s Aid and $250 6,000 105; 000 0 $1,320 $150 $7,120 $8. 590 135 Southern Ed. Soc., M. E. Ch. Amer. Miss. Ass’n, tuition, 6,632 350, 000 $435 A. 999 4,657 137 State. 0 50 18, 000 138 Amer. Bapt. Home Miss. So- 4,000 200, 000 1.170 2, 200 3,370 139 ciety. Amer. Miss. Ass’n, tuition . 2,000 42, 000 0 900 0 2,200 3, 100 140 State . . 2. 000 1,200 16 1 , 216 141 Donations . . 400 40, 000 0 5,500 5,500 142 91 140 Amer, Bapt. Home Mission 122 2,100 100,000 0 2, 522 0 9, 294 11,816 144 Soc., Slater fund. Freedmen’s Aid, Southern Ed. 3,200 30, 000 9,000 2,200 11,200 145 Soc., M E. Ch. 145 Tuition, donation . . . 2, 500 800 80 000 1,025 3,228 4, 253 147 Fresh. Church . . . 000 300 25, 000 3,000 3,000 148 Benevolence . . 8,700 700 20, 000 145 United States. . . . 136, 416 9,500 712, 000 0 0 32, 970 126, 114 159, 084 150 Contributions . . . . . 60, 000 3, 500 8, 500 12, 000 151 M. E. Church . . . 40 80 60, 000 0 509 0 1,701 2,210 152 Benefactions . . . . . 5,240 300 16,000 5, 500 5, 500 152 154 United Fresh. Church... . . 2, 000 60, 000 1, 795 6, 432 8,227 155 Contributions . 2,500 800 12, 000 300 2,500 2,800 158 City and State. . 0 157 State . . . . 0 403 157, 000 15,000 1,106 0 835 18, 941 158 Amer. Bapt. Home Mission 50,000 600 4,672 5.272 159 Soc., contributions. State, city, tuition . . 334 26, 300 8,550 80 8,690 160 Amer. Bapt. Home Mission Soc 1,108 5, 000 15,000 271 3,392 3; 6l3 161 Free Bapt. W. Miss. Soc. En- 5, 000 50, 0C0 1,000 386 1,856 1,268 4,510 162 dowment, State. State . . . . . . 600 54, 200 19, 000 5, 000 24, 000 363 100 164 ED 99 — VOL II 140 CHAPTER XLY. STATISTICS OF REFORM SCHOOLS. Reports received from the individual reform schools for the year 1898-99 indi¬ cate general improvement and progress in this class of industrial training schools. Wherever tried the cottage system has been successful. Under this system it is possible to do more individual work and to separate the better class from the more vicious. It also approaches more nearly healthful home conditions than any other system. The number of schools reporting was 82; instructors employed, 578; pupils attending school, 22,892, and 14,673 in industrial departments. The total number of inmates was 24,925. The value of grounds and buildings was $18,873,587. The expenditures on buildings and grounds amounted to $805,010; for salaries and other expenses, $2,800,281, making a total expenditure of $3,405,291. The number of assistants, not including instructors in school departments, was 1,788. There were 16,699 white inmates and 2,784 colored inmates; 8,514 were of native parents and 4,122 of foreign-born parents. Those that could only read when admitted were 2,207, and 1,595 could neither read nor write. The number committed to the institutions during the year was 11,676 and the number discharged 11,990. When discharged from the schools many of the pupils possessed a trade and were provided for in good homes; all could read and write; the majority had received the equivalent of a common school education. The North Atlantic Division reports 33 schools, 299 instructors, 11,550 pupils in school departments, and 9,282 in industrial departments. The number of inmates reported was 11,767, of which number 9,282 were males and 2,485 females. The value of grounds and buildings was $9,922,733. The expenditures on grounds and buildings amounted to $200,983; for salaries and other expenses, $1,311,832, mak¬ ing a total expenditure of $1,512,815. The South Atlantic Division reports 11 schools, 57 instructors, 1,898 pupils in school departments, and 925 in the industrial departments. Of the 1,909 inmates reported, 1,679 were males and 230 females. The total value of grounds and build¬ ings was $1,195,097. The amount expended for buildings and improvements was $17,419; for salaries and other expenses, $161,792, making a total expenditure of $179,211. The South Central Division reports 5 schools, 29 instructors, 1,549 pupils in school departments, and 441 in industrial departments; total number of inmates, 1,694. Of this number, 1,110 are males and 584 females. The value of grounds and buildings wTas $472,000. The total amount expended was $187,148 — for build¬ ings and improvements, $27,241, and for salaries and other expenses, $159,907. The North Central Division reports 28 schools, 184 instructors, and 7,164 pupils in school departments, and 6,205 in industrial departments. The total number of inmates reported was 9,164, of which number 6,729 were males and 2,435 females. The value of grounds and buildings was $6,738,019. The amount expended was $1,380,117 — for buildings and improvements, $353,367, and for salaries and other expenses, $1,026,750. The Western Division reports 5 schools, 9 instructors, and 531 pupils in school departments, and 446 in industrial. The value of grounds and buildings was $545,738. The amount expended was $146,000 — for buildings and improvements, $6,000, and for salaries and other expenses, $140,000. 2227 2228 EDUCATION REPORT, 1898-99. Table 1. — Summary of statistics of reform schools, 189S-99. State or Territory. Number of schools. V d CD -IJ v-l . 0 co 0> & a p * Number of pupils. Number taught trades. Inmates. Value of grounds and buildings. Expenditures. Male. Female. Total. Buildings and improve¬ ments. For sal aries and other expenses. 1 2 3 4 5 7 8 9 10 11 United States . 82 578 22, 692 14, 673 19, 153 5, 772 24, 925 §18, 873, 587 $605,010 $2, 800,281 North Atlantic Division. 33 299 11,550 6, 656 9,282 2, 485 11, 767 9,922,733 200, 983 1,311,832 South Atlantic Division . 11 57 1,898 925 1, 679 230 1.909 1,195,097 17,419 161,792 South Central Division.. 5 29 1.549 441 1,110 5S4 1,694 472, 000 27, 241 159, 907 North Central Division. _ 28 184 7,164 6, 205 6,729 2, 435J 9, 164 6, 738, 019 353,367 1,026,750 Western Division . 5 9 531 416 353 38 391 545, 738 6,000 140, 000 North Atlantic Division: Maine _ - . . 2 10 209 73 136 73 209 160, 000 8,000 N e w Hampshire . 1 o 0 127 105 22 127 100, 000 Vermont - - 1 3 148 65 123 25 148 75, 000 2, 134 17, 634 Massachusetts . . 10 38 848 657 707 162 869 529, 710 30, 258 145,328 Rhode Island . 9 & 6 406 110 351 55 406 223, 700 157 5,551 Connecticut . 2 15 687 583 433 254 687 625, 000 5. 801 37,278 New York.. . — 8 143 6,269 3,048 5,016 1,449 6.465 4, 744, 729 68, 625 596,833 Blew Jersey . . 3 46 802 560 645 157 802 441, 949 20, 132 121,921 Pennsylvania . . 4 35 2, 054 1,560 1, 766 288 2,054 3,022,645 73, 876 379, 287 South Atlantic Division: Delaware. _ 3 12 127 86 114 24 138 158, 000 12, 043 Maryland - 5 32 1,215 559 1,009 206 1,215 695; 400 13, 768 75, 428 District of Columbia. 1 8 248 80 248 0 248 250, 000 41,825 Virginia - 1 2 108 0 108 0 108 25, 897 111 11,856 West Virginia . 1 3 200 200 200 0 200 65, 800 3,540 20, 640 North Carolina _ South Carolina . Georgia _ _ Florida . . . - South Central Division: Kentucky . 2 13 604 441 320 374 694 400, 000 11,859 50,806 Tennessee _ 1 13 745 535 210 745 11,428 67,278 Alabama . . . Mississippi . . . Louisiana _ 1 .. 1 92 0 99 6 99 22, 000 8, 823 Texas _ . . . 1 3 108 156 0 156 50, 000 3, 954 33,000 Arkansas. _ _ Oklahoma . Indian Territory _ North Central Division: Ohio . 3 37 1,543 742 1,065 490 1,555 1.380,732 67, 045 210, 708 Indiana . . 2 8 693 693 509 184 693 319, 447 4, 449 93, 582 Illinois . 5 26 1,257 1.903 1,763 222 1.985 1, 565, 000 202, 000 233,360 Michigan . 4 33 1,173 396 1,053 676 1,729 934, 963 4,000 153,561 Wisconsin . . 9 16 552 243 320 228 548 343, 671 Minnesota . 2 14 433 441 405 38 443 707,037 15, 857 109, 378 Iowa . . 9 16 631 631 442 189 631 274, 169 1,152 65,329 Missouri . 3 15 236 510 739 195 934 600, 000 20, 000 116,536 North Dakota . South Dakota . 1 6 111 ill 88 23 111 100, 000 4, 000 1,500 Nebraska . 2 6 195 195 125 70 195 270, 000 2, 500 16, 000 Kansas . . 2 8 340 340 220 120 340 243, 000 32, 364 26, 796 Western Division: Montana . . Wyoming . Colorado . . i 3 140 134 111, 700 New Mexico . . Arizona . Utah . . . . Nevada . . Idaho . . W ashington . . 1 3 148 148 110 38 148 83, 000 20, 000 Oregon . . . 1 3 102 64 102 0 102 150,000 California . 2 2 141 100 141 0 141 201, 038 6,000 120,000 REF OEM SCHOOLS 2229 Table 2. — Summary of statistics of ref orm schools, 1S9S-99. State or Territory. Number of as¬ sistants. Race. Nativity. Illiteracy. During year. White. Colored. Native par¬ ents. Foreign-born parents. Could only read. Could neither read nor write. Committed. Discharged. 1 1 2 3 4 5 G 7 8 9 10 United States. - . 1,788 16, 699 l ^ 1 GO ►f- 8,514 4,122 2,207 1, 595 11, 676 11,990 North Atlantic Division.. 807 7,734 906 2, 412 1,600 322 389 4,893 5, 156 South Atlantic Division . . 141 1,285 623 1,621 214 556 178 '894 883 South Central Division. ... 103 1.140 342 476 168 350 209 890 972 North Central Division. .. 669 6, 048 880 3, 687 1,932 841 790 4,776 4,725 Western Division . 68 492 33 318 208 138 29 '223 '254 North Atlantic Division: Maine . . . 210 3 66 7 70 53 New Hampshire . 9 126 1 49 78 Vermont. _ _ _ 13 140 8 140 8 100 30 82 73 Massachusetts. . . . 101 833 32 283 299 42 29 608 642 Rhode Island . 36 374 32 140 266 22 32 318 268 Connecticut . . . 59 200 54 196 201 20 12 192 306 New York . 335 3, 473 292 329 169 41 27 2,374 2, 367 New Jersey . . . 63 691 117 91 32 1 5 230 252 Pennsylvania . . .. 184 1,687 367 1,118 540 96 254 1,019 1, 195 South Atlantic Division: Delaware . . 18 64 73 40 34 32 15 28 24 Maryland _ _ 52 844 371 1, 056 149 427 79 586 610 District of Columbia.. 40 98 150 218 30 82 64 130 106 Virginia . . . . 14 108 0 107 1 15 8 50 84 West Virginia _ 17 171 29 200 12 100 59 North Carolina _ South Carolina . Georgia . Florida _ _ South Central Division: Kentucky . . 52 364 118 . 344 144 306 142 359 288 Tennessee . 37 6S2 63 269 225 Alabama . . Mississippi . . Louisiana . . 24 75 27 17 181 382 Texas . . 14 70 86 132 24 17 50 81 77 Arkansas . . Oklahoma _ Indian Territory. . North Central Division: Ohio . 92 651 143 260 184 86 910 956 Indiana . . . 43 613 80 584 96 67 139 219 280 Illinois . . . 55 1,632 277 1,095 668 272 251 1,320 1.033 Michigan . . . ... 120 972 81 763 293 24 52 780 787 Wisconsin . 77 525 13 144 404 221 302 Minnesota . . 50 146 4 48 68 2 6 139 144 Iowa . 36 554 77 479 146 250 230 213 203 Missouri . . . 102 412 102 82 4 20 10 725 655 North Dakota . . South Dakota . . 14 104 7 68 43 8 4 24 26 Nebraska. _ 41 178 17 45 25 69 60 Kansas. . . . 39 261 79 119 1 193 12 156 279 Western Division: Montana . . . Wyoming . . Colorado _ 16 118 16 87 47 0 1 71 79 New Mexico . . . Arizona Utah . Nevada . Idaho . Washington . 12 145 3 85 63 28 19 77 88 Oregon . 13 99 3 80 23 100 2 23 20 California . 27 130 11 66 75 10 7 52 67 2230 EDUCATION REPORT, 1898-99. Table 3. — Statistics of industrial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Post-office. Name. Executive officer. Nu of a c3 ml: issi nts r2 s 0) Pm er st- r— 1 -+^ o Eh 1 2 3 4 5 6 Whittier, Cal _ City and County Industrial School... No report _ W at, term an , Cal _ Preston School of Industry _ _ David S.Kirshherg is 9 27 Golden, Colo _ State Industrial School _ _ Barnard L. Olds 13 3 16 Meriden, Conn. . Connecticut State Reform School _ Charles M. Williams. 20 19 39 Middletown, Conn..- Industrial School for Girls _ W. G. Fairbank () 20 20 Clayton. Dei _ _ St. Joseph’s Industrial School* . . Rev. L. J. Welbers r' 1 8 Wilmington, Del - Ferris Industrial School . . . Asmond S. Meserve. 5 3 8 _ do . . Industrial School for Girls . . . Mrs. L. E. Brown.... 0 2 2 Washington, D. C — Reform School of the District of Co- G. A. Shallenberger. 30 10 40 Augusta, Ga. . Richmond County Reformatory In- N o report . stitute. Chicago, Ill . . Erring Women’s Refuge of Reform.. Helen M. Woods . _ do . . John Worthv Manual Training School Robert M. Smith _ 2 0 2 Glen wood, Ill _ Illinois School of Agriculture and Oscar L. Dudly . 8 35 43 Manual Training for Bovs. Pontiac, Ill . . Illinois State Reformatory * . . George Torrence _ South Evanston, 111 . . Illinois Industrial School for Girls. .. Miss Katherine S. 0 io io Miller. Indianapolis, Ind.... Indiana Industrial School for Girls.. Miss Sara F. Keely.. 13 13 Plainfield, Ind . - Reform School for Boys . . . T. J. Charlton.. . 21 9 30 Eldora, Iowa .... Industrial School for Bovs . . . B. J. Miles _ 14 6 20 Mitchellville, Iowa.. Industrial School for Girls _ _ A. H. Leonard . 16 16 Beloit. Kans _ Kansas Industrial School for Girls... Hester A. Hanback.. 7 7 North Topeka, Kans. Reform School* _ _ _ J. W. Hart 18 14 32 Louisville, Ky _ Industrial School of Reform *. . P. Caldwell 25 10 35 Newport, Ky . . _ Convent of the Good Shepherd . Mother M. Baptist . 17 17 New Orleans, La _ Boys’ House of Refuge . . Michall T. Mokler Hallo well, Me . . Maine Industrial School for Girls.... Miss Helen M. Staples _ 6 6 Portland, Me _ State Reform School . . . . Edwin P. W entworth 3 0 1 Baltimore, Md . . House of Refuge . . . Robert J. Kirkwood 21 5 26 do Female House of Refuge . Miss Mary D. Stuart 6 6 Baltimore fsta. ), Md. St. Mary's Industrial School for Bovs. Brother Dominic _ 16 6 16 Cheltenham, Md . House of Reformation for Colored Nathan Thompson .. 21 3 Boys. Melvale. Md _ Industrial Home for Colored Girls *.. Mrs. H. F. Whitte- _ 4 4 more. Boston, Mass House of Reformation . . . John C- Anthony _ 10 0 10 North Chelmsford, Middlesex County Truant School .... M. A. Warren . 4 5 9 Mass. Goshen. Mass _ Hampshire and Franklin County W. A. Barrus _ 1 1 2 Truan t School. Lancaster, Mass - State Industrial School for Girls _ Mrs. L. L. Brackett . . 14 14 Lawrence, Mass . Essex Countv Truant School... . Henry E. Swan . 3 4 7 Oakdale, Mass _ County Truant School _ _ No report . . . Salem, Mass _ _ Plummers Farm School of Reforma- Chas. A. Johnson _ 3 3 6 tion for Boys. Springfield, Mass.... Hampden County Truant School - Erwin G. Ward _ 1 3 4 Walpole, Mass . Norfolk, Bristol, and Plymouth Union Aaron R. Morse _ 2 0 7 School. Westboro, Mass Lyman School foi’ Boys . . . Theodore F. Chapin 19 23 42 Adrian, Mich _ Industrial Home for Girls . . Mrs. Lucy M. Sickels 17 17 Detroit, Mich . House of the Good Shepherd _ Mother St. Scholas- 31 31 tica Stiene. Ionia, Mich . . State House of Correction and Re- Otis Tuller . . . 37 0 37 formatory. Lansing, Mich _ Industrial School for Boys . J. E. St. John . 25 10 35 Red Wing, Minn . Minnesota State Training School _ J. W. Brown . . 16 14 30 St. Cloud, Minn _ Minnesota State Reformatory _ Hon. W.H. Houlton _ 20 0 20 Boonville, Mo . State Reform School for Boys . Lyman D. Drake — 35 7 42 * In 1897-98. REFORM SCHOOLS 2231 and reform schools for 189S-99, Inmates. Schools. Value of grounds and buildings. Expendi¬ tures. Sex. Race. Na¬ tivi¬ ty. Illit¬ eracy. During year. Number of teachers. Number of pupils. Hours of daily sessions. Number taught mechanical trades. Buildings and improvements. For support. Male. Female. Total. White. | Colored. Native parents. Foreign-born parents. Could only read. Could neither read nor write. Committed. Discharged. Male. Female. Total. Male. | Female. Total. 7 8 i ^ io 11 12 13 14 1 5 16 17 18 1© 20 21 2' 2 23 24 25 26 27 28 _ 141 0 141 130 11 66 75 10 7 52 67 i 1 2 141 6 141 4 100 §201, 038 §6,000 §120, 000 134 0 134 118 16 87 47 0 1 71 79 1 1 2 140 0 140 4 134 433 0 433 66 77 143 214 2 5 ry 433 0 433 3 433 400,000 77, 587 254 254 200 54 130 124 20 12 49 92 0 8 8 0 254 254 4 150 225, 000 5,801 37,278 43 0 43 43 8 2 7 1 8 43 0 43 24 3 43 120, 000 71 0 71 40 31 40 31 31 10 17 18 0 1 1 60 0 60 19 10,000 12, 043 0 24 24 24 0 3 1 5 3 4 0 O O 3 24 24 5 24 28, 000 248 0 248 98 150 21S 30 82 64 130 106 8 0 8 248 0 248 4 80 200, 000 41, 825 0 82 82 2 4 2 2 85, 000 117 0 117 103 14 70 47 11 15 588 471 7 0 7 117 0 ii7 6 117 130, 000 52, 000 23,0001 276 0 276 256 20 270 6 278 250, 000 50, 000 30,360' 1,370 0 1.370 1,146 224 755 615 261 236 732 562 14 0 14 1000 0 1000 4 1370 960, 000 100,000 180,000 140 140 125 15 3 3 104 140 140 140, 000 184 184 176 8 148 23 7 15 35 50 3 3 184 184 5 184 156, 447 2, 449 37,082 509 0 509 437 72 436 73 60 124 184 230 3 9 5 509 0 509 84 509 163,000 2,000 56,500 442 0 442 391 51 325 111 250 225 140 150 7 7 14 442 0 442 4 442 205, 568 1, 152 46, 946 0 189 189 163 26 154 35 5 73 53 0 2 2 189 189 4 189 69,600 18,383 120 120 96 24 119 1 46 39 3 3 120 120 5 120 68, 000 14, 654 5, 379 220 0 220 165 55 198 12 110 140 4 1 5 220 0 220 4 220 175; 000 17, 710 21,417: 320 124 444 364 118 344 144 306 142 319 260 1 6 7 320 124 444 44 289 400, 000 8,000 50, 000 250 250 40 28 6 6 160 160 7 152 3, 859 806. 99 0 99 24 75 27 17 181 382 J 0 1 92 0 92 6 22, 000 73 73 74 3 66 7 25 2 2 73 73 O 73 35, 000 8,000. 136 0 136 136 45 53 4 4 8 136 0 136 1 125, 000 209 0 209 209 140 69 100 29 107 331 6 2 8 209 0 209 \54 4 J 116 300, 000 93 93 93 70 23 2 29 22 2 2 93 93 4 93 60,000 630 i 1 , 534 542 0 542 542 475 57 48 35 329 323 12 0 12 542 0 542 3-5 237 100, 400 10, 148 27, 853 258 0 258 258 258 ... 254 4 73 90 5 0 5 258 0 258 4 .... 200, 000 1,390 28,541. 113 113 113 113 — 23 11 48 44 — 5 5 0 113 113 6 113 25, 000 1,600 7, 500 158 0 158 154 4 120 38 135 119 4 5 9 140 0 140 5 140 65, 0-00 115 0 115 111 4 76 67 1 3 4 115 0 115 44 60 120,000 12, 656 15, 780 300- 162 162 147 15 8 91 54 0 6 6 162 162 3 162 118,115 5, 972 31,308; 41 0 41 39 9 39 2 28 13 29 32 1 1 41 0 41 4 20, 000 9, 308 27 0 27 27 ... 14 13 6 .... 21 94 ... 1 1 27 0 27 4 12 25, 000 500 5, 800 30 0 30 30 25 5 5 3 31 99 1 1 30 0 30 4-5 20, 000 6, 166 53 0 53 52 1 11 42 3 — 46 36 ... 1 1 50 0 50 4 — 20, 000 1,300 8, 000 283 0 283 273 10 74 199 5 179 288 3 12 15 283 0 283 5 283 141,595 10, 486 68, 666 296 296 5 5 296 296 34 296 191,171 4,000 11, 739 380 380 160 120 2 83 83 3" 100 65, 000 453 0 453 412 41 363 93 14 52 275 | 303 13 0 13 198 0 198 438, 792 DO DO CO DO 600 0 600 560 40 400 200 io! 345 364 J 10 12 600^ 0 600 44 240, 000 60, 000^- 255 38 293 .. i 3 3 5 255 38 293 4 293 307, 037 15, 857 59, 642 150 0 150 146 4 48 68 2' 6 139, 144 91 0 9 140 0 140 54 148 400; 000 49, 736 ^ 428 0 428 326 102 1 238; 173; 4 1 5 150; 0 150 5” 300 200, 000 ii, 666 48, 000 , 26 31 34 2232 Post-office. 1 49 Ckillicothe, Mo . . 50 St. Louis, Mo - 51 Miles City, Mont - 52 Geneva, Nebr . . 53 Kearney, Nebr . 54 Manchester, N. H ... 55 Jamesburg, N. J . 56 Trenton, N. J . . 57 Verona, N. J. .. . 58 Brooklyn, 1ST. Y . 59 Canaan Four Cor¬ ners, N. Y. 60 Elmira, N. Y _ 61 Hudson, 1ST. Y . . 63 New York, N. Y _ 63 _ do . . 64 West Chester, N. Y . - 65 Utica, N.Y- . . 66 Cincinnati, Ohio _ 67 Lancaster, Ohio _ 68 Rathbone, Ohio - . 69 Turner, Oreg . 70 Glen Mills, Pa . 71 Huntingdon, Pa - 72 Morganza, Pa . 73 Philadelphia, Pa . 74 Howard, R. I . 75 - do - - 76 Plankington, S. Dak . 77 Nashville, Tenn . 78 Gatesville, Tex . 79 Ogden, Utah . 80 Vergennes, Vt . 81 School, Va. . 82 Chehalis, Wash- . 83 Pruntytown, W. Va . 84 Milwaukee, Wis . 85 W aukesha, Wis . EDUCATION REPORT, 1898-99. Table 3. — Statistics of industrial and Name. 2 State Industrial Home for Girls _ House of Refuge . . State Reform School . . Girls’ Industrial School . . . . State Industrial School for Boys . State Industrial School . . . New Jersey State Reform School for Juvenile Delinquents. State Industrial School for Girls . Newark City Home . . Brooklyn Truant School . Berkshire Industrial Farm . . New York State Reformatory _ House of Refuge for Women . . New York Juvenile Asylum . . House of Refuge . . New York Catholic Protectory . St. Vincent Industrial Home . Cincinnati House of Refuge . Boys’ Industrial School . . . Girls’ Industrial Home . . . Oregon State Reform School. . . House of Refuge (boys’ department) . Pennsylvania Industrial Reforma¬ tory. Pennsylvania Reform School _ The Plouse of Refuge . Oaklawn School for Girls. . . Sockanosseb School for Boys _ South Dakota Reform School . Tennessee Industrial School _ _ House of Correction and Reforma¬ tory. Reform School . _ _ . Vermont Industrial School . Laurel Industrial School . Washington State Reform School * .. West Virginia Reform School . . Wisconsin Industrial School for Girls. Wisconsin Industrial School for Boys. Number of assist- ants. Executive officer. Male. Female. | Total. 3 4 5 6 Mrs. L. U. De Bolt . . . 2 8 10 Wm. C. Nolte _ 35 15 50 No report. . . . B. R. B. Weber . 5 5 C.W. Hoxie. . . 30 6 36 F. W. Robinson . 6 3 9 Ira Otterson . . 23 17 40 Mrs. Myrtle B. Eyler 1 13 14 C. M. Hamson . . 6 3 9 No report. . W. W. Mayo _ 9 2 11 Z. R. Brock wav . 123 0 123 Marv E. May . . 11 32 43 Charles E. Bruce _ 23 35 58 Elisha M. Carpenter. 47 45 92 Brother Eusebius ... Brother Julian . 7 1 8 James Allison . 23 13 36 David M. Barrett _ 42 14 56 Albert W. Stiles _ 0 21 0 H. E. Bickers. . 8 5 13 F. H. Nibecker . 19 0 19 T. B. Patton... . 94 0 94 J. A. Quay . 49 22 71 M. A . Campbell . . James H. Eastman ._ 0 4 4 _ do . . 19 13 32 C. W. Ainsworth _ 8 6 14 W. C. Kilvington _ 37 o 37 J. Tankeaslev _ _ 14 0 14 N o report . S. A. Andrews . . 6 7 13 12 2 14 Thos. P. Westendorf 12 D. W. Shaw . . . 12 5 17 Miss EmmaF. Bland. 3 29 32 Chas. O. Merica . 25 20 45 * In 1897-98. REFORM SCHOOLS 2233 reform schools for 1S9S-99 — Continued. Schools. 73 Number Number d bn P3 of of © <3 teachers. pupils. d d 3 CO rH .2 *55 o a) a nd Pi c3 C/3 3 rd rCj 0J&d Pl 5 r— 1 b -i-J bio © © CftJ o 0 o © a © 3 o a5 r— H d g © 3 -p o 73 P d o a p5 © d *d a fj-i £ H M £ s> 18 19 © 1 is 22 & 24 25 2(5 3 3 86 88 5 86 $200, 000 7 7 6 124 200, 000 2 Q /V 70 70 4 70 70, 000 4 0 4 125 0 125 5 125 200, 009 3 3 105 22 127 5* 34 100, 000 180,000 23 17 40 405 0 405 375 2 2 123 123 3 123 91, 949 1 3 4 240 34 274 5-3 62 170,000 ... 1 1 46 0 46 3 46 40, 000 30 0 30 1350 0 1350 44 1,459,971 0 6 6 229 229 3 117 299, 758 1 28 27 653 285 918 5 308 850, 000 0 20 20 681 112 793 44 535,000 35 19 54 1900 800 2700 44 2350 1,500,000 5 0 5 233 0 233 5 229 60,000 1 7 8 304 140 444 3 142 440, 000 2 18 20 761 0 761 4 600 500,000 0 9 9 338 338 5 440, 732 2 0 9 t V 102 0 102 4 64 150, 000 0 13 13 828 0 828 4 3S8 1.000,000 8 0 8 XQO 0 522 i 522 1,250,000 6 4 10 416 131 547 5 493 607,645 0 4 4 0 157 157 4 157 165,000 0 1 1 0 55 55 23, 700 0 5 5 351 0 351 5 110 200, 000 3 3 6 88 23 111 4 111 100, 000 0 12 12 535 210 745 9 2 1 3 108 0 108 6 .... 50,000 1 2 3 123 25 148 65 75.000 2 0 2 108 0 108 4 25,897 o 148 3 148 83, 000 65, 800 3 0 3 200 0 200 34 200 0 7 7 15 243 258 4i 243 118, 510 8 1 9 .... 294 294 4 .... 225, 161 Inmates. Sex. Race. Na¬ tivi¬ ty- Illit¬ eracy. During year. Male. Female. Total. White. T3 0) P o o O 11 (z5 p d © d P. © > p d 5zj 32 82 Foreign-born parents. • i 'ft o3 CD Pi O 3 3 o O 14 Could neither read nor write. Committed. Discharged. 7 8 i) 10 13 4 15 16 17 86 109 86 420 86 ... 20 10 6 481 23 459 311 70 70 63 7 45 25 39 40 125 0 125 115 10 30 20 105 22 127 126 1 49 78 405 0 405 321 84 119 164 123 123 104 19 91 32 1 5 17 6 240 On o± 274 266 8 94 82 46 G 46 46 0 32 16 1,446 0 1,446 J , 346 100 523 593 263 263 248 15 137 126 21 13 84 105 708 274 932 884 98 1003 1124 6811112 793 716 77 579 481 1, 900 800 2, 700 235 0 235 233 2 192 43 20 14 153 48 304 140 444 362 82 260 184 86 414 398 761 0 761 411 473 350 350 289 61 85 85 102 0 102 99 3 80 23 100 2 23 20 828 0 828 670 158 247 213 82 84 460 376 522 0 522 437 85 447 75 86 81 250 339 416 131 547 468 79 329 218 64 230 367 _ 157 157 112 45 95 34 28 25 79 113 0 55 55 52 3 33 22 1 11 22 20 351 0 351 322 29 107 244 21 21 296 248 88 23 111 104 7 68 43 8 4 24 26 535 210 745 682 63 269 225 156 0 154 70 86 132 24 17 50 81 77 123 25 148 140 8 140 8 100 30 82 73 108 0 108 108 0 107 1 15 8 50 84 110 38 148 145 3 85 63 28 19 77 86 200 0 200 171 29 200 12 100 59 15 228 243 237 6 68 175 84 103 305 0 305 288 7 76 229 137 199 Expendi¬ tures. t/3 -P> a a> a 01 ft a a co flO .g r I % cq 37 §6, 000 4CJ U O r,, ft Pi m u o Pp 38 $14, 83G 49 54, 700 50 . — 51 0, 000 52 10, 000 53 . . 54 66, 841 55 2, 500 iMoi 4,244 1,987 19, 030 36, 500 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 43, 115 5,930 8,058 11,522 13, 314 227,011 66, 349 120, 118 170,041 7,297 47, 237 12,511 58, 703 110, 904 41, 101 a60,000 1,691 12, 185 128,000 145,220 106,067 157 5,551 4,000 11,428 3,954 1,500 67,278 33,000 2, 134 111 3,540 17,634 11,856 20, 000 20, 640 a A gift. CHAPTER XLYI. SCHOOLS FOR THE DEFECTIVE CLASSES. Schools for the blind. — It is gratifying to note in most of the institutions for the education of the blind in this country the effort to secure for the blind the means of a broader intellectual foundation, a greater development of the inner forces of thought, feeling, and action, a greater power of self-reliance and self-direction. As now conducted the kindergarten and elementary schools lay a firm foundation fortheir physical, mental, moral, social, andsesthetic development. This, followed by a high or preparatory school complete in its departments for physical and man¬ ual training as well as for literary, scientific, and musical studies, will fully equip them to enter colleges and universities and conservatories of music. There, in company with the seeing pupils, the blind may pursue almost any branch of knowledge, thus enabling them to enter many spheres of usefulness, not confining them to the field of manual labor that is now practically closed to them on account of the extensive employment of machinery. The total number of schools rejmrted was 36; number of instructors, 393 — male 137, and 256 female; in music, 127, and in the industrial departments, 122. The total number of pupils reported Was 3,665 — male 1,898, female 1,767; in the kinder¬ garten, 417; in vocal music, 1,738; in instrumental music, 1,797. In the industrial department were reported 1,924. The total number of volumes in the libraries ■was 93,262. The value of scientific instruments was $100,610 and the value of grounds and buildings $6,334,307. The total expenditure was $1,065,437. Schools for the deaf . — There are represented in this report 104 schools for the deaf, with 1,158 instructors and 10,923 pupils. .The 57 State public schools report 1,007 instructors— males 362 and females 645; in articulation, 381; aural develop¬ ment, 31; in industrial department, 280. The total number of pupils, 9,890, of which number 3,623 were taught by the combined system, 3,301 by the purely oral method, and 3,169 by the manual method; 696 were taught in the kindergartens. The number of graduates was 246. The libraries of these institutions contained 95,229 volumes. The value of scientific apparatus was $14,420; of grounds and buildings, $11,849,054. The total expenditures amounted to $1,999,767. The 18 private schools for the deaf report 72 instructors — 42 in articulation, 8 in aural development, and 24 in the industrial department. The number of pupils reported was 439, of which number 256 were taught by the combined system, 141 by the purely oral method, and 37 by the manual method; 47 were taught in the kindergartens. There were 32 graduates. The public day schools for the deaf reported 79 instructors — 57 in articulation, 25 in aural development, and 32 in industrial departments. The number of pupils reported was 594, of which number 110 were taught by the combined system, 324 by the purely oral method, 9 by the manual method. The number taught in the kindergartens was 31. There were 13 graduates. 2235 2236 EDUCATION REPORT, 1898-99. The first oral school in America for the deaf was established in 1867. It then met with very little favor. Since 1891 the system has grown with wonderful rapidity, and is now followed in all the leading schools of the country. Again the kindergarten supplies the means to the end. in oral training. The early formation of the habit of looking to the lips rather than to the hands for information is the first step toward the acquisition of speech. Manual training in schools for the deaf occupies an important place. While it is not trade teaching, it prepares pupils for the selection of a trade; and “ as a trained mind is the best preparation for the study of a profession, so are the trained hand and trained eye the best preparation for the successful acquisition of a trade.” The South gives evidence of gratifying progress in deaf-mute education. The schools of Georgia and Texas have grown from log cabins to elegant buildings. The deaf school buildings of Georgia are valued at $75,000 and those of Texas at $337,500. Schools for (lie feeble-minded. — The number of schools reported was 29, with 281 instructors in the school departments, 236 in industrial departments, and 675 assistants in caring for the inmates. The number of pupils reported was 9,542, of which number 973 were instructed in the kindergarten and 1,559 in music. The 19 State public schools report 233 instructors in school departments, 206 in indus¬ trial departments, and 610 assistants caring for the inmates. The number of pupils reported was 9,158. Of these 973 were in kindergartens and 1,559 in music. The value of grounds and buildings was $5,546,827, and the expenditures were $1,472,170. SCHOOLS FOE, THE DEFECTIVE CLASSES. 2237 Table 1. — Summary of statistics of schools for the blind, 1898-90. States and Territories. United States. North Atlantic Division South Atlantic Division. South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . New Hampshire . Vermont . . Massachusetts _ Rhode Island . . . Connecticut. . New Aork . _ . New Jersey . Pennsylvania . . . South Atlantic Division: Delaware . Maryland _ _ Distt ict of Columbia . Virginia. . West Virginia . N orth Carolina . . . South Carolina . Georgia . Florida . . South Central Division: Kentucky . Tennessee . Alabama . . Mississippi . Louisiana, . Texas . Arkansas . Oklahoma _ Indian Territory _ North Central Division: Ohio . . Indiana . . . Illinois . Michigan . Wisconsin . . Minnesota . . . Iowa. . Missouri . North Dakota . . South Dakota . Nebraska . Kansas . . . "Western Division: Montana . . Wyoming . Colorado . . New Mexico . . Arizona . . Utah . Nevada . Idaho . . Washington . . Oregon . . California . . Instructors. v. 2 ? § h z: CD £ £ 3 m 2 35 © 'cS 137 22 34 33 42 14 10 10 5 6 4 3 a © 258 63 4.3 52 88 13 Total. Music. Industrial. 5 0 7 393 127 1 OO _L#v ,c« 2238 EDUCATION REPORT, 1898-99 Table 2. — Summary of statistics of schools for the blind, 1S9S-99. States and Territories. Pupils. Male. Female. Total. Vocal music. Instrumental music. Kindergarten. Graduates 1898-99. Industrial de¬ partment. 1 2 3 4 5 « 7 8 9 United States . 1,898 1,76? 3, 665 1,738 1,797 417 107 1,924 North Atlantic Division - 298 281 579 211 267 117 38 449 South Atlantic Division . . 333 306 638 352 430 45 22 362 South Central Division . 418 470 888 675 397 125 20 552 North Central Division . . . 765 638 1,403 425 636 130 27 519 Western Division . . 85 72 157 67 42 North Atlantic Division: Maine _ _ New Hampshire . . Vermont _ Massachusetts . . . 123 115 238 61 117 74 13 204 Rhode Island _ _ _ Connecticut . . New York . . . 83 69 151 7 50 25 6 88 New Jersey . . . . Pennsylvania . . . 93 97 190 143 100 18 20 157 South Atlantic Division: Delaware . . . Maryland . . 78 57 135 88 89 18 3 95 District of Columbia _ _ Virginia _ _ _ 34 25 59 52 39 3 57 West Virginia . 19 24 43 15 36 1 25 North Carolina _ _ 114 118 932 150 165 27 5 90 South Carolina _ _ 27 23 50 47 44 1 50 Georgia _ _ 53 55 108 52 9 45 Florida . . . . r y t 4 11 5 South Central Division: Kentucky - 63 r'o i O 136 136 68 24 8 116 Tennessee _ _ 63 73 135 123 93 2 135 Alabama _ _ _ _ 46 46 92 89 73 Mississippi . . . . . 99 fjt j 12 34 13 19 11 ' 44 Louisiana _ _ _ _ 24 23 47 47 28 15 Texas _ _ _ 93 126 219 97 114 33 6 59 Arkansas . . . 100 108 208 155 60 36 4 125 Oklahoma. . _ _ Indian Territory _ _ 8 9 17 16 16 6 North Central Division: Ohio _ _ _ 194 138 333 139 151 37 9 Indiana _ _ _ _ 63 66 129 111 Illinois . . . . . 153 99 252 57 113 46 5 80 Michigan _ _ _ _ 63 52 114 28 76 4 7 Wisconsin _ _ 64 55 119 10 66 10 9 87 Minnesota _ _ _ _ Iowa _ _ _ _ 98 84 180 53 90 110 Missouri _ _ 53 52 104 70 73 17 74 North Dakota _ South Dakota _ _ Nebraska . 36 39 75 68 68 9 50 Kansas . . . . 45 53 98 11 Western Division: Montana . . . 4 o n 5 Wyoming- _ _ _ _ _ Colorado _ _ _ 21 24 45 New Mexico Arizona . . . . . Utah . 13 5 18 16 16 Nevada _ . . . . Idaho. . . Washington _ _ .. 5 12 5 9 Oregon . . . . 14 8 22 13 17 California 28 25 53 53 28 SCHOOLS FOR THE DEFECTIVE CLASSES 2239 Table 3. — Summary of statistics of schools for the blind, 1S9S-99. Value of grounds and buildings. Expenditures. States and Territories. V olumes in library. Value of scientific apparatus. Grounds and buildings. For sal¬ aries and other expenses. 1 2 3 1 5 6 United States . . .1 _ _ 93, 263 $100, 610 $6, 334, 307 $322, 318 $743,119 North Atlantic Division . . 32, 553 7, 500 30, 900 20, 125 37. 455 1,404,275 875, 000 672, 500 108, 669 96,087 60, '283 82, 902 154,324 128,071 293, 660 84, 162 South Atlantic Division . ._ . . South Central Division _ _ _ 7,89-1 13,212 35. 239 North Central Division. _ _ _ 2, 442, 532 940, 000 51,264 W estern Division _ _ _ 4, 364 4. 630 6, 015 North Atlantic Division: Maine _ _ _ _ New Hampshire. _ . . Vermont . . _ - _ _ _ _ Massachusetts _ _ _ _ _ 13, 071 574, 596 Rhode Island _ _ _ Connecticut _ _ _ _ New York . . _ _ _ 4,889 5, 500 348,092 10, 000 24, 483 New Jersev . . _ _ _ Pennsvl vania _ 11,593 2,000 481,587 98, 669 58,419 South Atlantic Division: Delaware _ _ _ ]YT d vyl hf, cl _ _ _ 2, 405 5, 000 350, 000 36, 087 40, 474 District, of Coin ml via _ _ Virginia _ _ _ 1,000 189 21,000 1,000 3,500 150, 000 75, 000 150, 000 West Virginia _ _ 34, 850 52, 500 North Carolina _ _ _ _ 1,000 57, 500 South Carolina . _ _ _ Georgia _ _ _ _ 3, 250 125,000 2, 500 16, 500 10, 000 23, 811 22, 246 Florida . ... _ _ _ 50 400 25,000 South Central Division: Kentucky _ - _ 3, 000 2, 600 2,500 250,000 10, 000 50, 000 20, 183 Ten n essee .... _ _ _ 4.500 1.500 Alabama . . . . . . . 1,267 9,000 1 . 200 21, 160 Mississippi . _ . _ 1,500 50, 000 4,000 Louisiana . . . . . 1,000 4, 700 600 2, 000 5. 000 40, 000 172,500 100, 000 15,000 3,000 19, 354 16, 000 21,500 Texas _ _ _ _ Arkansas _ _ _ _ 3,000 11,850 Oklahoma _ _ _ _ _ Indian Territory . . . . 45 50 North Central Division: Ohio _ ... . 4, 472 1,600 5, 000 3,000 3, 500 4,000 2, 955 650, 000 521,382 21,630 1,498 61.306 27, 738 Indiana _ _ _ _ _ _ Illinois _ . . . . . 12,000 4, 000 7,000 175,000 45,000 26. 087 Michigan _ ... . . . . . 126,150 195,000 W isconsin _ _ _ _ _ 5, 000 25, 000 Minnesota . , . . . Iowa _ _ _ 13,000 928 1,000 150,000 250,000 2, 000 11,000 56,817 Missouri _ _ _ North Dakota _ _ _ _ _ South Dakota _ .. _ _ Nebraska . . . . . 2, 739 1,500 75, 000 300, 000 50, 000 21,136 22, 712 Kansas . . . . . . 1.200 5,000 530 18; 000 Western Division: Montana * . . . . . 200 Wyoming _ _ _ _ _ _ Colorado . . . . 31 2,000 120, 000 14, 730 * New Mexico _ _ Arizona _ _ _ _ _ Utah . . . . 483 700 200, 000 Nevada . . . . . . Idaho . . . . . . . Washington . _ _ 145 850 Oregon . . . . . . . 505 550 20, 000 7, 700 California _ _ _ _ 3,000 550, 000 6, 015 61,672 Table 4. — Statistics of State institutions for the education of the blind , 189S-99. 2240 EDUCATION BEPOKT, 1898-99. Expendi¬ tures. •j.ioddns .10^ w $21, 160 21.500 61,672 14, 790 10,000 16.500 45,000 27, 738 11,000 18, 000 23,811 19,354 30, 815 10, 659 •sjusnioAOJd -uii pun sSuipxing pH 0\ $9, 000 11,850 6,015 2,500 1,498 50 2, 000 20,183 15, 000 1,087 35,000 •sSnip^mq pue spuno.ig jo erquA s $50, 000 100, 000 550, 000 120, 000 25, 000 125,000 175,000 521,381 150, 000 300,000 250,000 40,000 350,000 574,596 •sujbj; -uddu otj;iju0ios jo ©nju^ £> FH I $1,500 3, 000 2, 000 400 12,000 2, 955 125 1,000 5,000 2,500 2, 000 5,000 •Bjidno .led jsoo xbuiiuy X fH O C'lGO O O O lO CO 1 ' • O O C5 • o COH^COCSH'iiOOO i i i OO O 05 <0 Cl T— 1 Cv* Oi 1-H rH Cv; ^ i • 1 r-H CO (Ci 'CO III 1 III 1 •A.iu.iqix ui sauniTo^ pH 1,267 600 3, 000 31 50 3,250 5,000 1,600 45 13,000 1,200 3,000 1,000 2,405 16,071 W ■JIT9UI -j.indop jBtajsnpnj o fH CO 1 1 1 lO O T-H 1 O • co ' CO . 1 O CvJ 1 IQ rH 1 rH 05 « O CO 0^ rH ' ' H' i tH i • ii ■oisnra JBOO^ « pH 89 155 53 57 16 53 136 47 56 32 61 moi pH pH 02 CO CO iO TH co Oi C5 O' CO CO 3H CO rH COC5 COH1 OCO CO 02 H 02 tH tH H rH 0 1 •0XBIU0JI © p=i CO CO iO -H H iO 05 QO 05 -H CO CO CO O 'H O 02 02 O 05 CO CO lO L- 02 H rH tH ri r— i •0TO © OOCOr-ii.^COCOCOCOCOiC)CO^C0 02 CO HH O 02 02 O iO CO 05 H CO 02 iO 02 02 rH rH H Instructors. •JU9UI - j .i n d 0 p xui»ijsnj)ui X CO 02 • 02 i — l 02 CO "H • 02 02 CO iO 'H 02 O • i rH •oisnj\[ b» COCOCOCOrH02iOCOrHCOCOCOCOCOiHO 02 •lUJOJ^ © r-p HH H tH 02 O HI CO i— i O r-i CO 02 CO CO rH rH rH 02 rH iH rH rH H IO •0JUUI0JX iC O 0502 C0HHiH05C0D-C0C0h8C0 02 05 H co •0UK 4* O IO 02 rH • CO CO IO ' H 02 iO 02 O -H H : : ^ © u 6 o o •r— 4 d © © H M d o co Pi ,d O d K Q be W Pi " O eg O bD M £ o o co d PQ o 'p © d © p Ep eg W & >» d © m d £ c3 6 © Q fe d d d eg % O PS eg P d eg hQ © ©44 d S ,53 og s ' d® § eh£ K PQ pi © PQ © d d p fcc eg £ K p ’p © • © r& d m O Pi bo eg PI eg eg © Q © rd •P P o

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Colorado . . . 43 39 82 82 40 42 2 New Mexico . . . 8 4 12 12 Arizona . . . . Utah 54 27 81 81 20 Nevada _ T d a’n o Washington . . . 35 33 68 68 Oregon . . .... 32 26 58 4 California .... _ 90 71 161 161 11 - 2244 EDUCATION REPORT, 1898-99, Table 7. — Summary of statistics of State institutions for the deaf, 1S9S-Q9. Volumes in library. Value of scientific apparatus. V alue of Expenditures. State or Territory. grounds and buildings. Grounds and buildings. For support. 1 2 3 4 5 6 United States . _ . 95,229 $14, 420 $11,849,054 $158, 952 $1,840,815 North Atlantic Division . . 38, 923 13, 008 6, 650 32, 909 8.350 2, 620 1.350 1,250 4, 076. 264 1,608,000 1,330,500 3, 795,390 1,038,900 61, 394 26,000 26, 350 37, 976 7,232 764,813 188, 877 205. 658 573. 659 107, 808 South Atlantic Division . . South Central Division _ North Central Division. . . W estern Division . . . . 3, 739 850 North Atlantic Division: Maine _ _ _ _ 600 30, 000 15,000 New Hampshire . . Vermont . . . . . Massachusetts. . . . 2, 400 170, 000 90, 000 208, 000 1,954,669 150, 000 1,473,595 500 47, 254 19,000 5,088 453, 188 Rhode Island . . 142 Connecticut . . . 2,300 21.857 225 Ne w Y ork . . . . . 8,250 51, 376 New Jersey . . . . . 1,500 10, 124 Pennsylvania _ _ 100 9,293 225, 283 South Atlantic Division: Delaware . . . . . . Maryland . . . . . 3, 008 4, 400 600 780 290, 000 700, 000 150, 000 75, 000 235, 000 58,000 75, 000 25,000 143, 000 150, 000 100, 000 75, 000 350, 000 337, 500 175, 000 34, 027 70, 000 25, 000 34, 850 15,000 District of Columbia . . Virginia . . . . . 1,000 40 3,000 West Virginia . . . 500 North Carolina . 2,300 900 200 23,000 South Carolina _ _ Georgia. . . 1.200 600 Florida . . . . 100 10,000 65,006 33,500 31, 407 18,530 South Central Division: Kentucky _ _ 2, 000 500 3, 750 1,600 Tennessee _ _ 900 Alabama . . - . _ Mississippi _ _ 1,000 500 Louisiana. . . . . . Texas . . . . . . 1,050 1,200 50 12,000 9,000 17, 215 40,000 Arkansas _ _ _ _ _ 800 Oklahoma . . . Indian Territory . . . North Central Division: Ohio _ _ _ _ _ _ 1, 000 3, 209 12, 000 3, 665 2, 400 1,850 2, 800 750, 000 530, 460 500, 000 435, 305 120, 000 271, 625 400, 000 360, 000 23,000 60, 000 120,000 225, 000 Indiana, . . . . 2,623 61,698 109,217 59, 884 43, 286 45,000 43,000 103,383 Illinois _ _ 5,463 6,390 Michigan . . . . . 600 Wisconsin. . . . . . 100 Minnesota . . . 6,000 4, 500 12,000 Iowa _ _ _ _ _ _ Missouri . . . . . 2, 000 200 North Dakota, _ _ _ _ 400 South Dakota, _ 185 1,000 10,000 55, 710 42,481 10,286 Nebraska, . . . 1,400 2,000 100 ■ Kansas _ _ _ _ 350 Western Division: Montana .. . .... 150 50, 000 1,217 W voming.. . . . . Colorado . . . . 581 200 120, 000 5, 500 - 1. 24,000 New Mexico Arizona . . . . . I .. Utah . . __ 358 188, 400 Nevada . Idaho Washington . 100, 000 25, 000 Oregon . . . . . . 200 11,850 61,672 California . _ . 2, 500 500 550, 000 6,015 SCHOOLS FOE THE DEFECTIVE CLASSES 2245 Table 8. — Summary of statistics of public and private day schools for the deaf, 1S9S-99. PUBLIC DAY SCHOOLS. States. Instructors. Pupils. Number of insti¬ tutions. M ale. Female. Total. Articulation. Aural develop¬ ment. Industrial depart¬ ment. Male. Female. Total. Taught by com¬ bined system. Taught by purely oral method. Taught by manual method. Kindergarten. Graduates in 1898-99. Expenditures. I 2 3 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 Total . . 29 6 73 79 57 25 32 331 263 594 110 324 9 31 13 $43,155 California . i 0 2 2 9 5 14 14 4 Illinois . . . . 12 2 18 20 17 14 16 106 68 174 49 109 Indiana . - . 1 1 0 1 1 7 8 15 15 Massachusetts . . 1 1 16 17 12 5 63 65 128 9 22, 299 Michigan . . . 1 0 2 2 6 6 12 12 1,200 Missouri _ 1 1 3 4 i 25 15 40 40 1 Ohio . - . 4 0 12 12 10 6 5 57 46 103 6 81 9 27 4,018 Wisconsin . S 1 20 21 16 5 6 58 50 108 108 3 15, 638 PRIVATE DAY SCHOOLS. Total . . - 18 20 52 72 42 8 24 230 224 439 256 141 37 47 32 73,500 California . . - . 3 1 4 5 1 2 14 19 33 91 4 5 Illinois . . 3 0 13 13 10 4 3 49 53 103 73 24 24 Iowa . . . . . 1 1 0 1 3 2 5 5 Louisiana _ _ _ 1 3 5 8 3 6 27 18 45 23 ?? Maryland . 1 2 2 4 4 22 10 32 32 3 51,500 Massachusetts . . 1 4 4 2 12 5 17 17 17 5 Michigan -- _ 1 3 1 4 2 2 20 23 43 43 5 22,000 Missouri . _ _ 2 7 7 4 3 15 37 52 46 6 Nebraska _ 1 2 3 5 3 2 5 5 10 1 6 New York 1 3 6 9 9 12 19 31 31 Ohio . 1 3 3 1 8 4 12 6 5 Oklahoma. . . 1 1 0 1 0 5 5 5 Wisconsin . 1 4 4 8 3 5 43 19 62 41 21 19 Table 9. — Statistics of State institutions for the education of the deaf , 1S9S-99. 2246 EDUCATION REPOET, 1898-99 d CQ © £ M -M •jaocldns .ioa t- 0 w 0 O CO 0 O O i - O >-0 00 O ^ 0 c: crj 0 O «"M cT — T 0 0 CO O c-i W i- O rH t- CO O O! O O of H co' 0 0 ^ •sjTieuiOAo.td -rax pun sSuxpjtna OO 1 1 O O O »-< • » O'! 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CO -M i^*fa y. © fa R O ft cj R .3 c© CO 04 to P fa O r-J 71 C7 ■41 1C o CO CJ T~l 0-1 SCHOOLS FOB THE DEFECTIVE CLASSES. 2247 CO i O 05 co H4 i H< o o CO O o i i co CO H< (M HH CO Q i o »co CO ICO » CO H oo co i i Oi CO 05 H-i O < o CO CO 02 i CO W ICO CO <0* N ■ 02 co CO 3 CO of in i >co o CO i cf ICO oo CO ICO i i in . b- ICO CO hH CO i T—i (02 H< i ICO cD3 rH ICO i i CO rH 02 ICO i » H i r-H i o i 1 i i O o o rn 1 i O i l CH* CO m 1 i i o O rH 1 o i CO l CO m i L-> i 1 i ICO CO o O <02 1 • ICO ■ co • CO ICO • CO i 1 i i CO co • (02 rH 1 ICO ■ >xT 1 ICO o' i i » i i rH 1 ■ 02 1 I o o O o o o O o ico ico o O O o O 1 o o rn co CO o o O o o o o o o <02 o O 8 Q o » o o O CO -H o o o o o o o o CO CO o o o 1 o o co b- in co' o o ICO in in in i<0 r-T ICO cf o' o o 1 cf o cf i- CO ?! -r ICO CO CO »co ilO rH CO b- o ICO ICO 1 CO co r-H rH CO 02 rH H< ©! 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CO i 02 , r~-, HH rH CO 05 O CO 05 i 1 02 o b- i 02 Th CO rH -H ICO i m 02 ICO b- 1 02 rH CO i O J J rH i i rH i / I CO i ■ 02 r-H 02 r-H CO o V- i CO CO CO HH 1 y—l I- i 1 i o 1 i i CO »o I- CO '•H <02 (02 (02 oo I- <02 2- i 1 i b- i rH rH rH i i 1 » i s rH J i i I CO 02 •TO »co O Hv> —H CO CO <0> HH ICO I— ICO 02 02 O co i — 1 02 i-0 o 03 ico (02 <02 HH 05 o 02 b- HH rH 02 CO 05 02 CO rH rH HH <02 HH rH rH •H 02 O CP CO <02 in !-• J— 05 CO (02 CO rH i- r-H HH co CO 02 r-H CO CO CO iO CO rH CO CO C5 H< b- rH CO I- CO 05 HH C5 "l rH rH r-H rH rH b- CO ■ o rr ICO ICO H< iM O O CO CO ico H< CO HH H< rH o CO 02 CO ■m HH ICO CO rH CO HH HH CO rH r-H J-3. rH C5 rH ICO O rH <02 rH <02 rH 02 00 CO ico ico CO rH b- ICO m b- rH L— •iO y—i CO ■O HH b- 1 1 1 rH HH ; ; <02 i ; ! ; rH • co 1 1 1 1 02 J ■ ! <02 C3 CO CO (T'f H< <01 rH CO PO (02 ICO rH co CO 1 02 O 05 O T“l 1 rH CO 02 r-H 20 CO SCO CO co CO rH CO 05 02 HH 05 ICO rH H< O rH icO i°| G^G '■ n £ g © GO 43 c^, I Gig*-* ■pSO ,-Pp ■ - © 2 Eicn Cfi 43 © = =! ow® P S o P Q .+= fn'Jg G c2 ©G4 P _, o - o © P © © tt1*50 o G O GSP-P © GpD, G © jG^^P1-0 4©4ffl’E£i rH £_i ^-l rH d o dQ eg £ a 5 r© G P fc-3 G f=5 t-4cm'i G G3 5? Gpr G brj° g^ P o o © 43 P © © © ©CG 55 2 ° i'g® P © •2Q. S 5 P n „ &3 r_ * ^ © G p G ■G=y O . K o S^P CM ^ O M ^ ^ fsp .2+3-ph -+P CM v miOrt G 43 G O © P O'® P WT3 ® ri P 2 G P P 2p' eg © p -::• G •43 J3 G 44 © © P O O G 43 O © 4-1 4J . r-H gp 8 £ Gp P G O sQ® H4 _ >2 G3 © mSGo) GtM 08 Gi 32 3 eg CO s *4 ©O ©^ 55 iz; =2S G1"* G © 1—3 JJ ^43 jS O H G o o-js . o Pp •r4 3 m M ° 2 ©p G ppp ^PQ £2g ©43 G £ o o =44 M o.2 O P rG O © G 02 G ©2 GP 5 A © 8°p eg © © ggg m < = V G^ G © . ^rG - FM -M o o 0 43 d -4-3 W .!■ £ 03 hH 0 -M M H 03 O <4-1 .Pr <1 G.2 © 43 G^ 6 m rH CD SH =G w 2 4?.W0 ©^Ph| g2§l sJhl ■ — " — ’ +i ■+■> 02 ori .UH43 ■Ji . G © fe © •s ©o ^ m-° 1-43 G+4 G G j3 © % O Q rG.G M 43 43 =13 G G O O 42* 5^ P,Q G M *-3 ©" rG >-. M > G G P, G P © © bfi G O m G o 43 G G O ffl P G3 G G GJ t3 f=5 ©" G O 2 *-M r-H o3 w o © G P o 43 a 2 c3 P 02 -4-3 CO ^ c3 og -43 £ S .S PH F=3 -4-3 r-H M d £ G P P © rH <=\ 55 H o © <£ o VI o G3 P 43 43 rH d G r— 1 G P O s 0 rH P p o Eh ; x , © !24 ^ © p G G U2 {5H 55 p G G 6 r-H G =G G ffl ?5 o P 55 © o r— i G S 55 x > 2 g • G O , C+J3, ^&d2 ^ G G © CO 03 O ?-H C\» rH CO -rH 1-0 SO L- CO Ci (M Gl C^> 0& C\2 oa CO CO CO * From 1897-98. Table 9. — Statistics of State institutions for the education of the deaf, 1SDS-D9 — Continued. 2248 EDUCATION REPORT, 1898-99. Expendi¬ tures. •pioddns .tog M e< $117,383 52,409 47, 402 15, 000 11,850 47,611 15, 666 •s;uaui8Ao.id -rax pun sSutpxing « n O O 1 • O 11 01 CT' * 1 O ii 00 TH • • O « • r-y 1 1 CO 11 ii , . oi 1 1 1 i C 11 978 3, 315 •sSni -pqnq pun spunoaS jo enjuA $526,000 130, 000 257, 117 185,000 50, 000 23,000 750,000 1C Cl 258,095 60, 000 •sr4 -nunddn opi^ueios jo erquA 1 e $5, 000 2,500 200 O 1 O • rH • 1 1 1 qn}idno .led q.soo pm tray M $320 279 148 200 201 -H O O O —H ID Cl Cl CO •A.mjqxx m sarantoA 50 f=i 7, 634 7,000 3,043 1,300 1,000 400 1,000 O hH O O \D O Cl d Cl co" Pupils. ‘66-8681 ni ssympuj-Q h Cl rH 1 » 1 » 0 rH 1 1 1 1 ii* 1 ii« 1 rH O rji rH •U8q..inSo;8pui2 C5 p*i O lO 111 11 T#H CO * • • 1 • rH * • l l | CO 1 1 1 1 •poqqetn 1 n n u n ui Aq ^qSnnj, pH l> Cl 1 O H 1 N C7 ‘ CO CO 1 hH t-H 1 rH » CO •poqxQcU Xn.ioAxound Aq aqSnnjj pH Cl d 1 CO Cl b* C> hH Oi 1 CO rH CS CO rH | rH Hi O •UI8}SAS pamqraoo Aq cxqSnnx W pH 179 43 H< 1 Cl • H 1 qnxox S* fH zo Cl O Cl CO co r— hH co co O ZD Ci CO O 05 00 CO Cl 10 0 ZD rH t-H *—i d iO rH •8XnUT8g pH pH LO rH CO JO rH Cl rH Cl CO CO CO O CO Ci CO kO rH Cl C5 Cl t-H t-H Cl 0 pH 301 88 73 107 52 18 288 12 32 101 32 Instructors. 4U8TU jndsp pji.ixsnpni 5i -H CC CO hH lO Cl CO rH rH iD Cl 4U8indoxoA8p xn.iny 30 | ; | i ; H : . ZD •uoixnxnoiq..iy b. 28 5 4 8 1 1 13 t- ZD _ ^ _ | . | cs c o oo co o O'# co^t-h co qn^ojj cs | ®i - 10 O O CO Ci Cl Cl CO rH rH Executive officer. rc E. H. Currier _ Z. F. Westervelt . Edward B. Nel¬ son. E. McK. Goodwin John E. Ray _ DwightF. Bangs. J.W. Jones . H. C. Beamer _ P. S. Kniuht _ William N. Burt. Miss Mary S. Ganett. © a ^ © _L ©.p 2 «h £2 :*2 4H rtq_| 50 . O O d W •rt I — i CL> Sl-gsa c | 5 t ^ ■ai^? or ruSO Kj", fn=M ** ^2|^S 6 £ s-i o «w 50*. O d cp O M.g.d a m P © q o^S 5s"1 «w isSlg op g 05 fcn&'S HoO® qot2 O & gJL i '-gCla sl-g^ l-H -U S ^ j 03 d n d u ,q: _G d a a ^ ^ dQ^ ^feS* H § 2^ fS sa > £ ,£3 op P=M P O +3 ’£> ff . 2.2^ pp a .2 ©a o «t-l © +3 P +3 CO d i— i c3 a cS © A o o o . r- 1 V ui * O CM M ® „ d © o o ^ d c.2o © £ 2 7-n • r-H jr 4^ q a ts ^ ® a ®Q >, Pcm 2 &-% ® 50*;^ H i ®PQ o £ H § ®=2g a p.© 2 1 1 1 1 ! 'A .2 i d l 1 0 O £ ©”' Q rd H C3 5C c3 3 O ■4H 4H fl rd H f3 W rO _® © P 0 0 © a © cS to OO • M '© evils Dak. olum P 43 d P « S M Q O O c3 -?■■ CO H £.2 © +3 £ ■ A1 1 pH 1 c3 to ft © M o H o o * © ; top h3 ft H c3 ft rd ft '© <3 •rH r3 HI 1(0 O l— 00 CO CO CO CO CO O O rH O'! CO Hj CO H< HH Hi H A.L.E SCHOOLS FOR THE DEFECTIVE CLASSES 2249 T—S IO O i O o IO O O CO (M 00 O CP o rH • 1 1 10 co 05 o o o o 02 1 1 O CO 02 T— 1 o 05 i CO i— >o 1 rH CO -H 02 r— 1 rH CO rH 1 1 02 1 CO -rH r-4 i 1 1 1 O • i co O' O •1 1 o o ■ i i i ■ o o o CO 8 1 1 t 1 1 1 1 1 1 1 iO i 1 i rH H 02” 1 1 1 1 1 1 i 1 i rH 1 1 1 1 1 » 1 1 1 1 Q o o o O o O O O 3, O O O o o o o O O O Q O O o IO o o o o 1-0 O H O O O O cT io” o 00 o o O CO O 1.0 O o IO C5 JlO co IO CO O CO iO 02 o 1 — 1 rH CO rH rH rH rH 1—1 1 1 i i 1 i 0 • • 1 O 1 1 i i 1 i 10 1 1 H 1 O 1 1 ) 1 1 1 i i i i i i i i 1 1 t 1 ■ i i 1 1 1 1 1 1 1 1 1 1 1 1 1 t-H r-H i— i o 1 iO i- . 1 05 O C5 CO i iO 1 co • CO 02 02 Oi i • i i rH 1 1 1 1 rH 1 1 1 rH 1 1 1 1 1 1 1 1 02 O o 02 o IO o 0 O CO O 1 O o i- 4h o oo o 1.0 c 0 0 O XO r-H t-H 05 rH 05 rH 05 CO CO 1 10 -H CO” 1 1 02” o 1 i i i ■ rH H ' 1 1 rH 50 1 1 1 ; i i i i i i 1 1 1 1-1 10 co 1 i i i CO H • 1 1 lO 02 lO 1 i i rH 1 1 1 1 02 T— < 1 j i i rH 1 rH 1 1 1 rH rH CO t—4 02 CO i rH 1 0 in 1 rH '~H co CO CO i CO 1 o> rH 1 rH 02 i 1 1 rH , , i i C5 o 1 —H H iO co IO 1 i i i i tH CO 1 CO CO 02 CO 1 ! • J J 1 02 rH ! CO r— 1 02 i — i C5 iH lO •H rr o* CO 05 o? O co CO rH -H 02 CO CO co rH co CO CO lO r-H 02 02 rH rH 02 co CO 02 rH H O N rH 05 CO i-O 02 IO 02 05 H 02 02 CO CO CO 0 o* H rH )C -rH -rH CO L- CO rH ~H H^ CO 10 O 1-0 CO CO lO 02 CO 02 CO 10 t- CO I- 0> (M rH rH rH iO CO i iO 'rH HH 02 t- t— L- CO L-> CO r-H i i i | ; i i i ; rH 1 1 J ] j 02 o CO CO ■rH rH 02 1 05 lO 02 IO rH 05 r-H o rH CO iO CC L— i- rH CO CO rH t-H rH rH 02 rH rH 02 . 02 -H CO co rH H 02 05 02 lO 02 1-H rH rH -p pi o 6 d £ o ffl Q pi P o s © P P © 'P P eg 73p- p p • eg oS • P d O 73 P. cc 03 © g eg P 7! © 73 O P P 73 eg 3 o p .Eh P © cc , -p . ® >-hh -p P 3 - o m r-H £ o ffl < ^ ^ jy Ep ^ . 2 o CO HP> c3 £ CO 0) aj ►“O (D o p I d *"3 O 1° PIP -s =4-1 .2 p 2 ® 2 Q P 2 m'P ?h go ©=*H Ph © GO © -P fl 2 OP ■5 43 P '4-1 -P O ‘-P -H 73 K o =4-1 .S 08 PS-SeJ cgP > © >,P 7+" a ^ d o o =4-4 P PH +5 ^ Cg Cj O £ S3 ^■d p?P -62 nuP ®P G r-H © O -P q=4H CO c o p © r^j CO H 5 <3 * PQ o a> pHm+3 d 'd H lp^ . . CW eg P cg Q3 -P 03 P 2 © P P -P=t3 P2P d cg =P eg © P © © 7 r 73 _ , ® O PS P P.1 Pi A c3h a; J2 © I EH P p 3 = ; 3 ;P- sr -2 o CO *-H ^ o pp ££ © p © p : * M 43 =§* ® ^P *3 eg eg P © -P PP O ; 4P p, goS g 2 ® P© a pmp s _ c eg .Cg cg «p C «p eg P eg © be © P.3P > o

i>S3 . pP^'S g* m ® m © 2 © ^=2 ®p-Sp -p a © 3 Ph cS Ph I »>. co P PP -H ft <3’® eg P eg PI - 2 ^ P eg OftCLi ^ ^ ® F~4 CO P3 © © pi © ©i • r-H > O ?H P O CO be .3 M P4 m 3 Ph © o CO eg P Pi PI © Eh ©" y, © . * y* P M P P 5 O CO oP d d co M o PS rrt © Sn3 be eg !> d" o eg > eg eg ® © >4 ©P © =|| :o co 5> p > c3 "3 Q lO CO i- CO O O rH Tti Tti -rH ^ lO ic 0>1 CO -H IO CO ^ lO iO iO iO lO o Table 10. — Statistics of public clay schools for the deaf, 189S-99. 2250 EDUCATION KEPOKT, 1898-99. •j.ioddns .iOjj ] ” ^ rr gg £p I -sjuaraaACud P j -uii pu'e sSaippng S? o 3 51 •sSin •pimq pxre spunojS jo anx'BA •snj | © -'Bj'edd'B DTjxjuaios jo arqBA | ?\ •■BjTd'Bo jod q.soo pennuy ies c-x c o r~. l- <=/>rH T- •Aj't’.iqp m garaujo^ x •6G-868I ni so^npBjeo •noja-sSjcspuijj I '■£> ' pH •poq^exn pjnuBia Aq jqgiTBj, •poqjaui p:,io Ajajnd Aq jqSnvej, ■f PH < X 1- t-J 05 5* | -TxxajsAs P | paxnqtnoo Aq jqgxvBj, M qBjox ?> rH X L-» H 05 •0X131X10^ pH fH CO r-H LO rH 05 CO O CC O 'TO - PH 35 O CO CO X •^U0UI - jaedap j B i .i j s n p xi j Si o h> 0 •juaxndoxaAap xrejny » •UOTJ'BXnon'IV £■> Ci ’P^oj, rH l~ rH HI’ ,1 0 < o 'TJ O o o 'TS O 'TS ps > ®rt j . -X ~ iSBi8 ‘•s$* ! PS CD T3 a ’■+3 U a eg £ Q ° M o 0,h 0 -^co o £ Sq o O U . ^ P h 0p eg co 0® 0PQ H f-, ffi "s 3h PP o o P 0 CO >> cg P 0 CO p o c J o CO .0 3 o H o o s CO o. •h'h'o p^2 sp o :p • P j M : > p o cw r= C3 H © PP 40 > eg P o ■Hi 'o C O CO >. eg © P ■«13P cS Cg 2 O .rH PQ§S § 23 H ® rfl Ifi-il & © P o =h CO H-H Cu ^ Ci6 rH g ® 2 © 1 ^ ^ 4-^ I O-P O Uh :w p © © cS 9 P 02 O Ph Cg O of ©^! r©h_l fax) o S fcJO o Wffi p 0 o 4H 0 p rH >i O O L-- SCHOOLS FOE THE DEFECTIVE CLASSES 2251 w 0 2 1*0 o © ft © r~H ft eg be' 3"". 03 2 9 p SCj H bcO ft ' :o 3 3 o t> u 330 . CO < 2 § ft^ft Ft cc © r? ©ft 9 © cS ft rH 03 PH <*$ ft ft ^5 ft! 1 GO O 1 1 CO 001 0 CO O O O 1 ■ CO OCC^5 >0 »o CO co 1 CO fc— CO rH Cj CD 1 t CO 1 1 1 1 1 1 CO tH 1 ■1 1 1 1 1 1 1 1 1 1 • 1 < O . 3 1 3 1 1 1 1 1 1 1 xO * xO 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . L-3 . 1 1 1 1 1 1 is- 1 1 1 1 1 rH 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 O 1 1 1 1 1 1 1 1 1 1 1 1 1 I O 1 1 1 1 1 1 1 1 1 1 1 1 O 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I 1 1 1 i 1 1 1 1 rH 1 1 1 1 1 > 1 1 1 1 0 0 1 1 1 1 1 1 * 1 1 1 1 1 1 1 1 1 0 • 1 • 1 1 1 1 rH rH 1 1 1 1 1 , 1 1 1 1 1 €0 1 1 1 1 1 1 * 1 » 1 1 * 1 1 1 1 1 l 1 XO O 1 1 1 1 (3> 000 1- O O 3 1 Cft CO 1 1 *0 XO »0 XO CO >0 XO 1 1 1 1 1 1 1 rH iH rH rH rH rH rH 1 1 O 0 O tH ' o> 1 XO 1 0 e > o> • 1 1 1 1 r-H 1 1 rH 1 1 1 1 1 1 1 1 rH k 1 1 1 1 1 1 1 r-H ; • 1 i 1 1 l 1 1 1 1 1 • 1 1 1 1 1 1 1 1 CO 1 1 1 1 1 1 1 ■ 1 1 1 • 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 » 1 1 1 — 1 1 1 *H 1 1 1 1 ■ 1 i 1 1 1 1 1 1 li I 1 1 1 1 I 1 e * 1 I 1 O 1 * 1 III 1 4 1 1 II 1 1 1 1 1 l 1 1 1 1 1 1 t- 1 1 CO in XO 3h CO rH CD CO l i CO 1 1 1 1 XO rH ,3 1 1 1 O 1 1 1 ; 1 i I J J | 1 1 1 1 1 I * i ! 1 J -H 05 CO L- CO 7 5 7 CD •H CO co xO lO 1 — 1 O -H xO O rH XO hCIH CD xO rH CO rH H Ci Cl O 3 'H i- 3 CO COCO CO 3 ZD xO xO C'i Cl CO 1 1 1 1 | 1 1 xO 1 1 1 1 C3 tH 1 • 1 1 1 1 - Cl 1 1 1 1 i 1 1 rH 1 1 1 lO 1 1 1 i rH 1 rH 1 Cl 1 1 r-i tH »o 1 1 1 xO rH rH rH H CO Cl rH - xO 1 — i xO iH CO rH rH rH ft ~H rH rH C? xO rH xO ^ — 1 CO tH rH rH C5 CO rH pH tH i O ■ : 1 1 1 1 1 1 1 1 1 1 1 • ; rH 1 1 1 1 Os- fl 0 © 3 ft 1 1 1 1 1 1 1 1 1 • • ZO zn in 4H 4ft © rH 1 1 N 1 1 1 1 0 CO rH r! 9ft m 9 4ft c$ c3 M GO CT5 I 2 o ft * o «w o o r-i o 02 ft eg fl eg © Q © o ft o .g'gOD g ft o c3 0 Q © ft o ft 3 o 3 02 o 3 9 Ph o ft p— I O O r9 O 02 o ft 3 (S . _ ftl 3 pi © 3P ® © f' i-< 33 5 ft eg © ft 3 o ft ft 9 9 o O o o 23 o 02 ft eg ft ® ft £ eg jh'O^Q ||°® r _, Q rH r~j 602 ce+j ft ft © 1 • ^ , ft ft eg ; © Hi :Q£ ©H o ft 0 T Hi ft ft'w 02 .+>H So® o 2-h> ft J-£ © © ObO 9 £ft~ £j3 © ft r^i C3 ft „ . o © ft 4-1 5 a a Ph rj i % 2 o'g ©333 ® ft 3 ® 3 ft 3 o ft cZ ft o 02 ft eg - -ft • 13 ft M ft eg eg eg OX © r- © >?Q 2ft O efi ft ® p 2 co ^ o 3 m 3 o ft ft 02 ft eg O 9 o o ft O 9 3 3 > © 5 o ft O c8 •1—1 rH K*j3 ft £ ® 3 r— < o 9 eg ft ft ® t *M jo© M >ft eg !>ft ft O © 2ft 2 ft 9 -e-1 H H H o S « ft33 m £ © © ft eg > m 3 o ft ft CK o Cg be ft o ft © 02 m i> Table 11. — Statistics of private schools for the deaf, 1S9S-99. 2252 EDUCATION REPORT, 1893-99. •sStiipimq i m pirtj spxmoaS jo 9tip3,A. 1 & o -dv opiq.u9ios jo enp3x\. © .19 cl q.soo penuxiy Si Pi CO •Xd'sjqxi ui sauinjOA x CO 01 Ol C! ’66-8681 TIT Sa^Btip'BJp £ 1 1 1 1 1 1 1 1 • 1 1 1 1 1 CO 0 iO) 1 l 1 1 l l 1 • 05 • rH •Ua^J'B.§.I8pUI^I T=1 10 ■ 1 1 O rH 1 1 1 1 1 ! 1 rH J 1 1 go ! 1 1 1 l 1 1 1 1 1 poqiora I'Bn -11131X1 Aq pi O • 1 0 01 i» 1 ! ; 0 --8 Ol t- CO rH CO ^8 cc CO H- 1“ CC rH rH CO 01 1*0 01 GO •eX'Bxuax M Pi C5 01 <- 1— r—* i-O 01 GO rH 10 5 CO 01 C7 C iO CQ H- iO 05 H •0I*W O pi ^ co t- ^ CO 01 r-H co c — Ol 01 01 Ol -H r^) 01 r— H r— UC 01 t-h 1 co « 1 1 CO -8 •0,119104.1^01 -9p X^l^^stipuj ss rH 7-1 ! zD 1 1 1 1 1 1 1 ■ ; T— 01 Ol 1 1 1*0 ■ 03 o 4U9UX -do{9A9p peariy X i O'! 01 : ; 1 1 1 1 1 1 1 1 01 01 ! 1 1 1 1 O •uoi^'B [004.1 y tM ‘hO • CO t8 01 71 01 01 CO 0 r— • CO ft C/3 TBlox ft rH — CO CO 0 h8 rH GO -rH n8 CO IO 05 CO t-H CO HH •0[UIXt9X 1© H 0 eg CO GO O 1*0 Ol rH cc Hf CO GO co 0 -8 •9FM H T~ i i H CO 71 j CO 7170 T-H r8 •H © © M ft © a d & fO s eg be u o i © i— i ^3 5o nK ft o C/3 • rH t/2 o ken ft © i> O pH bo CO O O +3 © eg o . eg ^ C 611 eg eg ft ^ U S .aft a £ ft £§ © ft d • ' 4- H C3 >. . 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C © ft- © Q eg' Q S © ft +4 Ph o © +H c +H •rH -4-H C/3 £ C/3 la ^ © Ph eg © Q o ft eg o CO c a © c _.«m a ft ft -ft © egft eg o-je la © CO ©ft 2 oQ ©Q -m 'ft ft 02 © © 9 ft CO o Ph O . ■ © eg CO u*3 _r C ft eg C Ph £ Ph ft C C eg O 02 eg o © co © a © Ph O ft © eg eg ft o-i C ! - © hH w eg. ft © rH _ j t-H © t*H ft C -HH o 2 oft o be S bjo © be eg I? eg © eg © d © ft,© 2^2 co 2 o o o • l_l eg ©~ ©'S psg a ^ © >ft S d C>3 QO ftft ©ft Ph © .a 4ft C/3 i-H © ft u o Ph hh> © Q ft 4H Ph O ft Xfl CO d O be a o ft ' C-l J M o 6 ^ ^8 A . © O i *! -M r •S 03 • a a r— n -t— »a o i a O • a ^ t 4ft -jh •rH QJ »rH ^ ^^^a©^.2 02 02 Oft O d r-H ft O c o Ph >H ft O c eg Ph ft ft 02 7-1 CO »o co t-- co ex o *From 1897-98. SCHOOLS FOR THE DEFECTIVE CLASSES. 2253 Table 12. —Summary of statistics of public and private schools for the feeble- minded , 189S-99. PUBLIC INSTITUTION'S. States. ! Number of institu¬ tions. Instructors. Pupils. Value of grounds and buildings. Expenditures, Male. Female. ; Total. Industrial de¬ partment. Assistants caring for inmates. Male. Female. Total. j Kindergarten. Music. 1 2 3 4 5 6 7 8 9 io 11 is 13 14 Total. . 19 57 176 333 206 610 4, 750 4,408 9,158 973 1,559 $5,546,827 $1,472,170 Massachusetts . . 1 5 9 14 6 94 398 208 678 210 82 363, 600 94,326 New York . . . 3 1 16 17 22 77 352 814 1, 166 124 179 602, 653 157,383 New Jersey . . 3 5 H 16 14 44 176 188 364 43 259 250, 000 66, 254 Pennsylvania . .. 1 1 19 30 70 41 579 382 961 70 120 575, 000 182, 191 Kentucky. . 1 7 5 13 7 11 78 68 146 94 120, 000 55, 063 Ohio . 1 3 36 28 16 49 683 439 1,122 783, 297 154, 153 Indiana . . 1 14 13 27 18 30 327 279 606 32 285 400, 000 86,200 Illinois . . 1 3 13 16 5 41 450 400 850 150 35 500, 000 111,500 Michigan . . 1 9 9 4 17 101 176 277 10 129, 600 65, 908 Minnesota . . 1 3 13 15 4 41 367 330 697 45 94 449, 895 122,480 Iowa . . 1 7 18 25 11 41 518 386 904 66 123 315,915 122,040 Nebraska . . 1 3 6 8 3 10 108 116 224 20 74 200, 000 74,000 Kansas . . . - 1 1 3 3 40 91 49 140 26 100, 000 50,226 Washington . . 1 3 2 i 3 29 23 52 42 29 25; 000 California.... . 1 3 7 9 20 20 302 274 576 108 50 500,000 80,000 Wisconsin . 1 5 7 12 5 51 191 204 395 37 125 231,867 50, 446 PRIVATE INSTITUTIONS. - Total.. . 10 6 42 48 30 65 233 151 384 138 164 $223, 000 $14, 600 Connecticut . 1 4 4 15 117 69 186 68 64 125, 000 Illinois _ 1 1 1 7 10 7 17 3 10, 000 Maryland _ _ 1 1 1 1 4 21 6 27 9 10 Massachusetts _ 3 2 10 12 17 18 51 20 71 2* 17 50, 000 Michigan . . 1 1 4 5 4 4 16 14 30 12 30 New Jersey . 3 3 22 25 8 17 18 35 53 24 43 38,000 14, 600 Table 13. — Statistics of State institutions for the feeble-minded, 1S9S-99. 2254 EDUCATION REPORT, 1888-99. 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CO 3 • Ssi CO “(S> SO e So co K 0 0) H H j Expenditures. •jiiodclus .10^ 30 pH . 0 • 05 1 •sjaoraoAO-.icIini p u v s.otup[ing pH ' 3 • 0 • 0 . iP rH ■aiimidg H5 rH rH rH CO i£> CM rH »C OH rH '9PBML H J J • rH rH • -H 0i rH J © © 55 o © > © © k! H © © ccj m 0 Ps 33 « do d 2=1 +3 r—r *r- ( .be g ’5 oo Wd o 5 ®£ ®k so 0 O E2 3 0 © © w Q © k 0 ^ a g m 3 ;3 W 0 © S3 50 co © © J© ° || 0^ . =2 0 s o © So 0 r_3 03 o,q 3^ •£323 13 S| § 2 © 5 9 0 o §PP Opq © © ^ ©Q CJ r-H £21 cj m 0 d S CD 0 Pi 1 \ 1 ! • £ O w ?H .=3 rH g| 0 © 0«2 O 0 • 0 0 0 3 P2^ © Q0 ss> © 0 •rH d ©•55 © £ O 5 S bfl2 Ss c/5 +p> <1Eh > O O P3 rH 0 © 0 the © 5 0 • M :h i ^£1 Orj . 'h v [5 0> O > O'- O rH 05- O Q. ‘12 CD, HO, Hn © © .3 0 © so Pi SH a: . 3 0 o 0 © I SO . 'B ° 0 2s£ =2 s =+H 3J , c5 .2 3 ||§ ijllli a © © so -P g so CH S cj o u fe ffl „ss © ® O rt SO © S3 fl 0 t>O0 0 © ©<3 5.5 Oo © io bc^j'S o. -.50 > Pi CQ 0 . © sms © P1 ©To O Ps .so SLM j© © H © CTJ pS ‘©'©2 O ©t0CC_ c3 © p H3 OPs O 0 © ® O ^ be 2 r0— « QJ 'H H K 32 o O: -3 rS 2.-0 w 05 (73 C3 tri f =q co S r3 0 f* *y 7 15 371 342 713 128 Jersey City . . . . . 2 4 63 69 132 129 Newark.. . . . . . . 37 73 2.000 2, 076 4,076 130 Orange . . . . . . 5 5 97 112 209 131 Passaic . - . 6 10 300 369 669 132 Paterson . . 18 20 600 713 1.313 133 Plainfield .... . . . . . 5 6 145 149 294 134 Red Bank . . . . 3 3 62 68 130 135 Salem - - - - - - - 2 2 30 37 67 136 Union (town of). . 9 bj 9 bj 108 93 201 NEW MEXICO. 137 Santa Fe - - - l 1 43 35 78 NEW YORK. 138 Albany . . . 20 20 575 567 1,142 139 Binghamton _ _ _ _ 13 13 389 394 783 140 Buffalo. . . . . . 11 14 359 430 789 141 Catskill - - - - 9 tj 2 50 55 105 142 Cohoes . . . . 2 4 43 96 139 143 Geneva,. . . . . 4 6 70 92 162 144 Glens Falls. - - - - - 9 /V 4 60 60 120 145 Gioversville - - - 5 5 193 176 369 146 Haverstraw.. . - . . . . 1 9 bj 75 75 150 147 Hempstead - - - 1 2 33 31 64 148 Ilion.. - - - - - - - 3 4 32 32 64 149 Jamestown - - - - - 9 14 264 272 536 150 Lansingburg. . . . . 5 10 118 157 275 151 Mount V ernon _ _ _ _ _ 2 2 36 31 67 152 New Rochelle - - - - - 5 9 257 236 493 153 New York . . . 101 126 3,260 3,264 6,524 154 Niagara Falls. . . . . . . . . 5 8 132 128 260 155 North Tonawanda. . . 4 4 90 97 187 156 N vack . . . . . . . . . 1 2 60 69 129 157 Olean - - - - - - 6 6 136 144 280 158 Peekskill _ _ _ 1 i 20 25 45 159 Port Chester . . . . . . 3 6 160 Rensselaer - - - 1 1 27 32 59 161 Rochester . . . 20 91 1,219 1,369 2, 588 162 Saratoga Springs . . . . . 5 11 134 143 277 163 Schenectady . . . . 9 bJ 2 54 56 110 164 Sing Sing - - - - - - 2 2 78 73 151 165 Syracuse. - - - - - 15 19 339 ob2 701 166 Troy . . . . . . 3 6 103 95 198 167 Utica . . . . . . 12 20 466 458 924 168 White Plains. . 3 3 51 47 98 169 Yonkers . . . . . 7 10 286 254 540 OHIO. 170 Canton . . . . . . 2 9 fj 30 45 75 171 Cleveland . . . . 13 25 451 500 951 172 Davton . . . . . 12 13 314 353 667 173 Fostoria.. . . . . . 1 3 65 56 121 174 Fremont . . . 3 6 100 80 180 175 Mansfield - - - - - - 4 9 150 . 135 285 176 Newark . . . . — 1 1 11 10 21 2262 EDUCATION REPORT, 1898-99. Table 2.— Public kindergartens in cities of over 4,000 inhabitants— Continued. State and city. Kinder¬ gartens. Instruct¬ ors. Pupils. Male. Female. Total. i > 3 4 5 6 PENNSYLVANIA. 177 Allegheny . 10 30 145 155 300 178 Beaver Falls . . . . . 1 1 10 10 20 179 Chambersburg. . . . . 1 2 15 20 35 180 Dunmore . - . . . . 1 1 20 27 47 181 Philadelphia _ _ _ 142 201 3, 566 3,742 7,308 182 Pittsburg' . 20 41 RHODE ISLAND. 1S3 Cranston . 4 4 55 65 120 184 Newport . . . . . . . 4 4 134 150 284 185 Pawtucket . . . . 4 8 177 187 364 186 Providence . . . . 16 32 638 626 1,264 187 Woonsocket . 1 2 31 29 60 TEXAS. 188 El Paso . . . . 1 3 82 72 154 UTAH. 189 Logan . . . . . 1 2 35 3S 73 VERMONT. 190 St. Albans . . . O fJ o O 53 59 112 WASHINGTON. 191 Seattle . . . . . 1 2 38 45 83 192 Spokane . . . . . 4 8 203 200 403 WISCONSIN. 193 Appleton . . . . . . . — 4 8 149 181 330 194 Baraboo . . . . 4 4 150 156 306 195 Beaver Dam . . . 2 O 41 40 81 196 Beloit . . . . . . . . 3 9 150 143 293 197 Berlin . . . . . . . o 3 54 60 114 198 Fond du Lac - - - - - - 5 10 125 175 300 199 Kaukauna . . . . 1 32 25 57 200 Madison . . . . . . 2 4 67 65 132 201 Manitowoc _ _ _ _ _ 2 o 202 Marinette . . . . . 5 5 246 239 4S5 203 Menasha . . . 3 4 113 115 228 204 Menomonie - - - - 3 10 134 143 277 205 Milwaukee - - 43 85 3,081 3, 030 6,111 206 Monroe . . — . 3 5 100 114 214 207 Neenah . ------ . — 1 1 40 58 9S 208 Oshkosh _ _ _ _ _ _ _ 9 36 490 522 1,012 209 Racine . . . . . 8 11 300 321 621 210 Sheboygan . . . . . . . . — 6 20 442 426 868 211 Stevens Point . . . 4 6 104 108 212 212 Superior . . . . 9 22 473 499 972 213 Wausau . . . 5 5 212 240 452 CHAPTER XLVIII. CONTRIBUTIONS TO THE HISTORY OF NORMAL SCHOOLS IN THE UNITED STATES. * By M. A. Newell, formerly Secretary of the Maryland State Board of Education. I. THE STATE NORMAL SCHOOLS OF NEW ENGLAND. 1. MASSACHUSETTS. It is said that the first normal school of which we have any authentic account was established in Rheims, France, in 1681 by the celebrated Abbe de La Salle. But the normal idea goes much farther back. “ Vixere fortes ante Agamemnona.” Luther was filled with it. The mediaeval universities had for their prime object the produc¬ tion of doctors — teachers. And what were the “schools of the prophets ” but teach¬ ers’ seminaries of a special kind? It is very probable that the normal school established by the Abbe de La Salle bore more resemblance to the Hebrew “schools of the prophets” than to the State nor¬ mal schools of New' England; but let him have due credit for his work. The schools of the Christian Brothers, of which he was the founder, are the most progressive of any under the auspices of the Roman Catholic Church. The exhibit which they made at the New' Orleans Centennial Exposition was highly creditable, and excited both surprise and admiration. But though France may have been first in point of time, Germany “bettered the instruction.” In 1697 August Hermann Francke organized a teachers’ class in con¬ nection wfith his school at Halle. Among the students who flocked to his school to learn his improved methods of teaching was Johann Julius Keeker, w'ho founded a teachers’ seminary in 1735 at Stettin, in Pomerania, and another at Berlin in 1748. The graduates of the school at Berlin were considered so far superior to untrained teachers that it is said that Frederick the Great gave orders that no others should be employed to teach in schools on the crowm lands of his kingdom. The school estab¬ lished at Berlin was afterwards removed to Potsdam, and both it and the school at Stettin became State institutions, the first State normal schools ever established.1 To James G. Carter, of Lancaster, belongs the credit of having first arrested the attention of the thinking men of Massachusetts to the necessity of immediate and thorough improvement in the system of free or public schools. He has been called the father of normal schools in America, but recognizing the subsequent claims of ‘ ‘ Father Peirce, ’ ’ we should rather call Mr. Carter the ‘ ‘ grandfather. ’ ’ His ‘ ‘ Letters to the Hon. William Prescott on the free schools of New England” in 1824, and his “Essays on popular education,” on “Education as a science,” and an “Institution for the instruction of teachers in 1825,” wrere pioneer efforts in the great wTork, and 1 Fifty-third Annual Report of the Board of Education, Massachusetts. 2263 2264 EDUCATION REPORT, 1898-99. unlike most pioneer work, were as valuable and useful for construction as for destruc¬ tion. In 1827 he opened an institution with special reference to the education of teachers on the plans which he had expounded, and memorialized the legislature for aid. The memorial sets forth, “That he is about to open a seminary in a central part of the State for the general instruction of children and youth of both sexes, and also for the particular instruction of those who may resort to him for that purpose in the science of education, or in the best means of developing the physical, moral, and intellectual powers of the young by judicious and wholesome exercise of those pow¬ ers, and at a subsequent period of conveying to their minds the greatest amount of useful knowledge.” The normal school was evidently in his head not in a proto¬ plastic state, to be evolved and differentiated subsequently, but full grown, like Minerva in the brain of Jupiter, fully armed and equipped. Unfortunately, Vulcan was not on hand with his ax to effect a speedy delivery. Mr. Carter asked the legislature, as the chosen guardian of the schools, to extend to private enterprise a moderate amount of public patronage, so as to diminish the necessary expenses to individuals, and to open its doors to all who would aspire to the responsible employment of teachers of youth. By this union of private and public means he believed that “a seminary for the education of teachers might be at once commenced upon a scale more commensurate with its importance to the community, more adequate to the public demands for better instruction, more in keeping with the fundamental principles of the free schools, and more consonant with the whole spirit of our free institutions.” The committee to whom the memorial was referred made a favorable report. They say that Mr. Carter’s plan “is entirely practical in its character, simple in its details, and peculiarly calculated to develop the powers of the mind, and that the studies it requires are brought wholly and appropriately within the pale of downright utility.” The committee further say that while they “incline to the opinion that this institu¬ tion should be detached entirely from all other pursuits and be devoted wholly and distinctly to the simple object in view, they would not be considered as deciding definitely that it could not be safely connected with some of the literary establish¬ ments of the State.” It is worthy of note that the sentiment of Massachusetts, so far as that sentiment has found record, was not in favor of the experiment tried afterwards in New York of grafting a normal scion on an academic stock, nor of the Pennsylvania system of pooling the issues between the State and a private corpora¬ tion. The committee preferred an institution “detached entirely from all other pursuits” with the “simple object in view” — the preparation of teachers. The committee are very frank in expressing their views as to the necessity of such preparation. They say “it needs neither argument nor an exhibition of facts to demonstrate to the legislature that the free schools of the Commonwealth are not such as they ought to be — that they fail, most essentially, of accomplishing the high objects for which they were established. Upon this subject public opinion is fully settled. Nor is it difficult to arrive at the true cause. Can it in the large majority of cases be traced to any other cause than the incompetency of teachers?” The logic is simple and irrefutable. Our schools are not what they ought to be. The cause of failure is the incompetence of the teachers. To have competent teachers we must instruct them in the business of their profession. Therefore, etc., Q. E. D. But neither the logic nor the eloquence of the committee prevailed with the legislature. The recommendation of the committee was lost by a majority of l.1 The story of the origin of normal schools in the United States has been told so often and so well that it is introduced here merely for the sake of completeness, and must be disposed of in the briefest possible manner. It was not due to any notice¬ able uprising of popular opinion; it had not been heralded by any voice crying from 1 Memorial of James G. Carter to the legislature of Massachusetts, with report of committee, 1827. NORMAL SCHOOLS IN THE UNITED STATES. 2265 the wilderness; it would have come, sooner or later, in any event; but the precise date of the advent seems to us mortals almost like an accident. In August, 1834, the Rev. Charles Brooks, of Medford, Mass., on his way from London to the United States, made the acquaintance of Dr. St. Julius, of Hamburg, who had been sent by the King of Prussia to learn the condition of schools, hospitals, prisons, and other public institutions in the United States. The six weeks compan¬ ionship of these two men (record-breaking steamers had not then been invented) resulted finally in planting the seed which afterwards grew up as the normal school system of the United States. Mr. Brooks says: “I fell in love with the Prussian system, and it seemed to possess me like a missionary angel. I gave myself to it, and in the Gulf stream I resolved to do something about State normal schools. This was its birth in me, and I baptized it ‘ my sea-born child.’ After this I looked upon each child as a being who could complain of me before God if I refused to provide for him a better education after what I had learned. The wThole Prussian system,” he says, “is built on these eight words, ‘As the teacher is, so is the school,’ and, therefore, we must have seminaries for the preparation of teachers.” In 1835 Mr. Brooks called a convention of the citizens of Plymouth, to whom he opened the whole matter as clearly and as strongly as he could, showing that the great work must begin by founding a State normal school in Plymouth County. The audience was warmed up, and Ichabod Morton, dean of the first parish, rose and said: “Mr. President, I am glad to see this day. The work is well begun; the facts now presented to us so plainly prove conclusively the inestimable value of teachers’ semi¬ naries. Mr. Brooks says he wants the first one established in the old colony, and so do I, sir, and I will give one thousand dollars toward its establishment.” Thus the Prussian stranger began its journey from Plymouth Rock. Many conventions were held, many speeches were made, many resolutions adopted, in 1838, but the points emphasized in nearly every convention were: First. The deplorably low condition of the public schools. Second. The necessity for immediate and radical reform. Third. A declaration that the inauguration of normal schools after the Prussian model would reform and vitalize the whole system of elementary education in the State. At one of these conventions (Hanover, September 3, 1838) Daniel Webster and John Quincy Adams wrere present, and though both had attended under the condi¬ tion that they were not to be called on to speak, yet neither of them was able to refrain from giving expression to the feelings and sentiments which had been developed by contact with the enthusiastic leaders of the movement. Mr. Webster said he was anxious to concur with others in aid of the project. The ultimate aim was to elevate and improve the primary schools. If the town schools were no better than they were when he attended them, he was sure they were insuf¬ ficient to the wants of the present day. This plan of a normal school is designed to elevate the common schools and thus to carry out the noble ideas of our Pilgrim fathers. But there is a larger view yet. Every man and every woman, every brother and every sister is a teacher. Parents are eminently teachers. Now, if normal schools are to teach teachers, they make parents and all who in any way influence childhood competent to their high office. In families there will be better teaching, and the effect will be felt throughout society. Mr. Adams said : The original settlers of New England were the first people on the face of the globe who undertook to say that all children should be educated. On this our democracy has been founded. Our town schools and town meetings have been our stronghold in this point, and our efforts now are to second the efforts of our pious ancestors. Some kingdoms of Europe have been justly praised for their patronage of elementary instruction, but they were only following our early example. Our old system has made us an enlightened people, and I feared that the normal school system was to 2266 EDUCATION KEPOKT, 1898-99. subvert the old system, take the power from the towns and put it into the States and overturn the old democratic principle of sustaining the schools by a tax on property; but I am happy to find that such is not its aim or wish; but on the contrary it is accordant to all the old maxims, and would elevate the town schools to the new wants of a growing community. We see monarchs expending vast sums to establish normal schools through their realms, and sparing no pains to convey knowledge and efficiency to all the children of their poorest subjects. Shall we be outdone by kings? Shall monarchs steal a march on republics in the patronage of that education on which a republic is based? On this great and glorious cause let us spend freely, yes, more freely than on any other. Mr. Brooks and his immediate and active coadjutors, Edmund Dwight, Ichabod Morton, George B. Emerson, Dr. Channing, James G. Carter, Horace Mann, and other less conspicuous but not less honored men, had joined in their minds the idea of a State board of education and a State normal school as essential elements of the proposed reform of the system of her public schools. It was plain to them then, as it is plain to us now, that a State normal school without the support and direction of the State itself would be but as a ship set adrift on the ocean without sails and without a pilot. Each seemed to them to be the necessary complement to the other, and much of the objection raised afterwards against the State board of education was really directed against the State normal school. First State Board of Education. The board of education was established by a vote of the legislature, and was organ¬ ized on the 29th of June, 1837, with Horace Mann as secretary. The promoters of the enterprise hoped to have Mr. Carter as the executive officer, but they were, fortunately as we now think, overruled. No better man than Horace Mann could have been selected. It was understood from the beginning that the first business of the board was to organize a State normal school. Without Mr. Brooks the child would not have been born at that time; without Horace Mann it might not have survived the perils of infancy. The new board of education recommended, as was expected, the enactment of a law for the establishment of State normal schools. It is doubtful whether their rec¬ ommendation would have been adopted had not a “ deus ex mcichina ” descended for the occasion. Mr. Edmund Dwight proposed to the legislature that he would be responsible for $10,000 to aid in the establishment of teachers’ seminaries, provided the legislature would give the same amount for the same cause. On the 19th of April (a marked day in the history of the United States) the legislature passed reso¬ lutions accepting the gift, and authorizing the governor to draw a warrant on the treasurer for $10,000 for the purpose specified in the resolutions. Thus were the State normal schools of Massachusetts launched upon an ocean of uncertainty, but with a fair prospect of reaching the desired harbor. 1 The board decided to establish three normal schools — one for the northeastern, one for the southeastern, and one for the western part of the State, to be continued three years as an experiment; and as the money at their disposal was not sufficient to erect buildings, they proposed to establish the schools at suitable places as soon as the requisite assistance was given. Many towns in different parts of the State submitted proposals; and at a meeting of the board December 28, 1838, it was voted “to locate a normal school for the qualification of female teachers at Lexington, and one at Barre for both sexes. ’ ’ This is the first official use of the word “normal;” and it is to be noticed that it needed an explanatory phrase, “for the qualification of female teachers.” The word in the sense in which it was used was not English, and was not understood except by educational experts. The English “Training school for teachers,” or the 1 Two lectures. I. History of the Introduction of State Normal Schools into America, by Charles Brooks, of Medford, Mass. Boston, 18G4. NORMAL SCHOOLS IN THE UNITED STATES. 2267 German “ Teachers’ seminaries” would have been intelligible and suggestive; but the French “Normal ” conveyed no precise Information to any but well-educated people. There is not a principal of a normal school who was living twenty-five years ago who has not been addressed, as the writer has been, as principal of the ‘ ‘ nor- man” school, or (Dii avertite omen!) principal of the “Mormon” school. But words are things. They are more. They are living things. They take root. They bear fruit. And this word “normal” has borne much bad fruit. There are scores of so- called “normal” schools in the country which have nothing “normal” about them except in their advertisements and catalogues. But the word became popular, and unscrupulous dealers in education used it as an unprotected trade-mark to make their wares more salable. Lexington-Framingham School. The Rev. Cyrus Peirce was engaged to teach the school at Lexington. Had he proved a failure, success would have been postponed for a quarter of a century. But he had said, “I would rather die than fail,” and though he came very near dying, there was no symptom of failure. Fie succeeded even beyond the expectation of Ilorace Mann, a man of great expectations. “Fie not only knew how to teach with precision, but he evoked from his pupils such a force of conscience as insured thorough study and assimilation of whatever was taught.” There is no doubt that the rapidly increasing popularity of normal teaching was largely due to the conscien¬ tiousness, the sagacity, and the professional skill of “Father Peirce. ” The opening day came, July 3, 1839, and with it a heavy rain. Assembled in the reception room of the normal building were the august visitors of the school, with the newly elected principal, and before them sat three timid girls — only three — to be examined and enrolled as the first pupils of the first State normal school in America. The first quarter closed with 12 students. In the fall a model school was conducted with 33 pupils. “The normal students are,” says Mr. Peirce, “in the very unde¬ sirable condition of being familiar with the books without knowing anything they contain.” The studies for the first term were the common branches, algebra, natural philosophy, physiology, mental philosophy, bookkeeping, moral philosophy, and geometry. In an address delivered about this time by his excellency Edward Everett, chairman of the board of education, his excellency laid down very clearly the lines on which normal instruction is built and the objects it should seek to accomplish. (1) Instruction, especially in the common branches. (2) The art of teaching. (3) The science of school government, and theory applied to practice in the model school. Truly we have not advanced far since those days. Movements there have been, but motion is not always progress. Mr. Peirce worked for three years in Lexington, performing an almost incredible amount of labor. There was no appropriation for assistance of any kind, and he took it upon himself to supervise or actually perform the menial services of the school. He seldom allowed himself more than four hours sleep out of the twenty-four. He attended to the fires, he rang the school bell, he heard almost every recitation in the normal room, and visited the model room at recess. With the assistance of his wife he examined the written exercises, the compositions, the school journals, answered the demands of his large correspondence, and arranged all the details of every day’s school duties with a persistence and conscientiousness unsurpassed, if ever equaled, elsewhere. “Had it not been for Cyrus Peirce,” says Dr. Henry Barnard, “I con¬ sider the cause of normal schools would have failed or have been postponed to an indefinite period.” 1 1 Mrs. Electa N. Lincoln Walton, in the Forty-third Report of the Board of Education, Massachusetts. 2268 EDUCATION REPORT, 1898-99. COUNTER REVOLUTION. The course of aggressive reforms, like the course of true love, never runs smooth. The normal school had demonstrated its power; therefore the normal school must be crushed. In March, 1840, the committee of education was directed by an order of the house of representatives to “consider the expediency of abolishing the board of education and the normal schools, and to report by bill or otherwise.” The board of education and the normal schools were regarded as Siamese twins — the death of one would be the destruction of the other. The normal schools were not popular at first. Brooks and Carter and Mann believed in them, but there were many who regarded them as newfangled heresies. The committee on education belonged to the latter class. The teacher, like the poet, they said, as Gail Hamilton said forty years ago, “nascitur, non fit;” the faculty of acquiring necessarily implies the faculty of of imparting; all that is needed is knowledge. That will bring with it skill. The arguments of the committee are worth reproducing, inasmuch as they contain the germ of all that has been said in opposition to normal schools for the last half century. ( 1 ) They are imitated from France and Prussia, where ‘ ‘ the smallest bridge can not be built or any village road repaired until a central board has been consulted.” “The French and Prussian systems appear to be much more admirable as a means of politi¬ cal influence and of strengthening the hands of the government than as a means for the diffusion of knowledge.” (2) Academies and high schools are fully adequate to furnish a competent supply of teachers. ‘ ‘ Comparing the normal schools already established with the academies and high schools of the Commonwealth, they do not appear to present any peculiar or distinguishing advantages. ’ ’ (3) There is no need, of professional instruction. “ It is insisted by the board of educa¬ tion that the art of teaching is a peculiar art, which is particularly and exclusively taught at normal schools, but it appears to the committee that every person who has himself undergone a process of instruction must acquire by that very process the art of instructing others.” [ Nomine mutato. Every person who has himself undergone the process of being shaved by a barber, must acquire by that very process the art of shaving others. ] (4) “It is obviously impossible, and it is perhaps not desirable, that the business of keeping these [district] schools should become a distinct and separate profession, which the establishment of normal schools seems to anticipate.” (5) “ We have no adequate security that the teachers thus taught at the public expense will remain in the Commonwealth, and it seems hardly just that Massachu¬ setts should be called upon to educate at her own cost teachers for the rest of the Union.” (6) These normal schools “do not appear to have any stronger claims on the public treasury than many of our academies and high schools.” (7) “ The idea of the State controlling education, whether by establishing a central board or by organizing normal schools, seems a great departure from the uniform spirit of our institutions — a dangerous precedent and an interference with a matter more properly belonging to those hands to which our ancestors wisely intrusted it. It is greatly to be feared that any attempt to form all our schools and all our teachers upon one model would destroy all competition, all emulation, and even the spirit of improvement itself.” The committee, in accordance with their report, submitted a bill abolishing the board of education and the State normal schools. But Horace Mann and his enthusiastic supporters were too strong for the conservative committee, and the bill was lost by a vote of 245 to 182. 1 The “counter revolution” failed. Just forty-seven years later a gentleman of Alabama published a pamphlet 1 Commonwealth of Massachusetts. House Document No. 49, session of 1840. NORMAL SCHOOLS IN THE UNITED STATES. 2269 entitled “The normal school question investigated,” which had the same object as the report of the committee and met with the same fate. It begins, “ Ought the normal schools of Alabama to be abolished? I think they ought, and in the follow¬ ing pages shall give some of the reasons why I think so.” But the reasons are so much shrouded in rhetoric that it is hard to find them. A few specimens will suffice: There is nothing taught in the normals which is not taught in the other schools of the State. Why, then, should they be supported by the State? * * * Those seeking an education very naturally accept the free tuition tendered them, and, besides, they very readily see that, with much lower attainments and much less merit, they can secure the more desirable situations for having attended the normal, so that the very natural tendency is to lower rather than exalt the standard. Besides, the State may have the satisfaction of seeing her true and tried teachers crushed financially and driven from the field. * * * The appropriations to the normal schools have all the offensiveness of the worst kind of class legislation, and as such are fine fuel for communistic fires. * * * I am aware that many are looking to our normal schools to furnish us teachers. Such hopes are delusive. They will never be realized. * * * Normal students, when you get them through school, will not accept work in our common country schools. * * * Is it a part of the legitimate duties of our lawmakers to establish and endow institutions to manufacture teachers? Would it not be better to have teachers educate themselves like [sic] men do for the other professions? * * * I can scarcely realize how men can be sincere when they talk about the abolition of these [normal] schools affect¬ ing disastrously the educational cause of the State. No fears need be entertained. The tide is rising. These normals are only a little driftwood on the surface, showing that the swell is coming. Their abolition would possibly affect disastrously a few towns and a few teachers, but it will in no wise retard the steady growth of a healthy educational interest in the State. This interest was here before the normals came, and when they are gone it will continue to grow.1 The rhetoric of the pamphleteer had no more effect on the legislature of Alabama in 1887 than had the logic of the committee on education on the Massachusetts legis¬ lature in 1840. The normal schools of Massachusetts in their youth were not popular institutions. Carter and Brooks and Horace Mann believed in them from the first. Daniel Webster and John Quincy Adams and men of their stamp, capable of broad views of the pres¬ ent and prescient of the future, gave in their adhesion, but conservatism, localism, and vested interests were against them. A formidable assault through the news¬ papers, principally religious newspapers, led by a minister of the Gospel, caused some fear and trembling for a moment, but served in the end to show the strength of the fortress. Thirty-one Boston schoolmasters raised the old cry, “Great is Diana of the Ephesians!” A Boston school committee objected to the employment of a school superintendent who should spend part of his time in the training of teachers because “such training would lead to repeated experiments with new methods.” But in spite of opposition, and partly because of opposition, the normal schools went on ‘ ‘ conquering and to conquer. ’ ’ Three years of unremitting and excessive labor in Lexington proved too much for Mr. Peirce’s health — a man of less power of endurance would have broken down sooner — and in 1842 he resigned, and after two years’ rest returned to his old charge. The school had now outgrown its accommodations, and a suitable building was offered at West Newton. The price wras $1,500, which was given to Horace Mann by Josiah Quincy, jr. Before this Mr. Mann had sold his own library to fit up the normal boarding house at Lexington. In 1849 Mr. Peirce’s health again failed, and he wras compelled again to resign. The school soon outgrew its accommodations at West Newton, as it had done those at Lexington, and in 1852 an appropriation of $6,000 was made by the legislature to defray the expense of providing a more commodious building and a better site for the school with the necessary appurtenances and apparatus. The choice of site fell iThe normal question investigated. Rome, Ga., 1887. 2270 EDUCATION REPORT, 1898-09. upon Framingham, a spot “beautiful for situation,” but so far from the nearest rail¬ way station that the school fell off in numbers for some years. On Christmas day, 1887, the boarding house of the school, Crocker Hall, w hich had been built in the year previous, w'as partially destroyed by fire, and the legislature at their first session thereafter appropriated $105,000 for the repair of the hall and the erection of a new academic building. If this appropriation is compared with the amount voted to remove the school from West Newton to Framingham, an idea may be formed of the rise in value of normal schools in thirty-five years. Principals of the Lexington- West Newton- Framingham School. Cyrus Peirce . 1839 to 1842 Samuel J. May . . . . 1842 to 1844 Cyrus Peirce . . . 1844 to 1849 Eben S. Stearns . . . 1849 to 1855 George N. Bigelow' . 1855 to 1866 Annie E. Johnson . 1866 to 1875 Ellen Hyde . , . . . 1875 The Baree- Westfield School. Two months and one day after the opening of the normal school at Lexington the school at Ba'rre (established by vote of the board of education at the same time) was opened for the reception of students under the principalship of Samuel P. Newman, a graduate of Bowdoin College. The opening was signalized by an address from the governor of Massachusetts, Edward Everett, one of the most perspicuous and most polished of his speeches, perspicuous and polished as they all are. He sets forth with great plainness and wfith sufficient amplification the aims and purposes of normal schools: (1) A careful review of the branches of knowledge required to be taught in our common schools, it being of course the first requisite of a teacher that he should first know' well that which he is to aid others in learning. Such an acquaintance with these branches of knowledge is much less common than may generally be supposed. The remark may sound paradoxical, but I believe it will bear examination wffien I say that a teacher thoroughly versed in those branches only which are taught in our common schools is as difficult to find as a first-rate lawyer, divine, or physician, statesman, man of business, or farmer. * * * (2) The art of teaching. To know' the matter to be taught, and to know it thor¬ oughly, are of themselves, though essential, not all that is required. There is a peculiar art of teaching. The details of this branch are inexhaustible, but it is hoped that the most important principles may be brought within such a compass as to afford material benefit to those who pass even the shortest time at these institu¬ tions. (3) The third branch of instruction to be imparted in such an institution concerns the important subject of the government of the school, which might perhaps more justly have been named the first. The best method of governing a school — that is, of exercising such a moral influence in it as is most favorable to the improvement of the pupils — will form a very important part of the course of instruction designed to qualify teachers for their calling. * * * IIowr much is implied in the words, “to govern a school!” For several hours in the day the teacher is expected to exercise the authority of a parent over fifty or sixty, perhaps over ninety or a hundred children. Without the aid of that instinct of natural affection which fortifies parental authority he is expected, wfith a parent’s pow'er, to control alike the docile and the obstinate, the sullen and the gay. And he is to do this not by violence and storm, but by wfisely threading the maze of that living labyrinth, the affections of the youthful heart. * * * The instruction of the normal school will therefore dwell on the government of youth as of paramount importance, as that part of the teacher’s duty which demands the rarest union of qualities, which most tries the temper, and, when faithfully and judiciously performed, is most important in its results. Give me the child whose heart has embraced without violence the gentle 1 Proceedings of the semicentennial celebration of the State Normal School, Framingham, July 2, 1889. NORMAL SCHOOLS IN THE UNITED STATES. 2271 love of obedience, in whom the sprightliness of youth has not encroached on defer¬ ence for authority, and I would rather have him for my son, though at the age of twelve he should have liis alphabet to learn, than be compelled to struggle with the caprice of a self-willed, obstinate youth whose bosom has become a viper’s nest of the unamiable passions, although in early attainments he may be the wonder of the day. (4) In the last place it is to be observed that in aid of all the instruction and exer¬ cises within the limits of the normal school, properly so called, there is to be estab¬ lished a common or district school as a school of practice, in which, under the direc¬ tion of the principal of the normal school, the young teacher may have the benefit of actual exercise in the business of instruction. The temptation to quote from the magnificent peroration to this magnificent address is too strong to be resisted. Like other classic gems it has found its way into our schoolbooks, and though much worn it will never become trite: Permit me, fellow-citizens and friends, in bringing this address to a close, to con¬ gratulate you on the establishment, in the bosom of this community, of an institution destined, we trust, to be an instrument of much good. We place it under the protec¬ tion of an intelligent public. Its organization is simple; its action will be wholly free from parade or display; its fruits, we trust, will be seen in raising the standard of common-school education. This object, we confess, we regard as one of paramount importance — second to no other not immediately connected with the spiritual con¬ cerns of man. If there be any persons to whom the words “common schools” and “common-school education” convey an idea of disparagement and insignificance, such persons are ignorant, not merely of the true character of our political system, but of the nature of man. I certainly intend nothing derogatory to our higher semi¬ naries of education in town or country. * * * But whether we consider the numbers who enjoy their benefit, the relative importance to the State of an entire well-educated population and of the services of those who receive the advantages of an education at the higher seminaries, taken in connection with the fact that a liberal education may be had elsewhere, but that a common-school education must be had at home or not at all, no rational man, as it seems to me, can fail to perceive the superior importance of the common schools They give the keys of knowledge to the mass of the people. * * * Our common schools are important in the same way as the common air, the common sunshine, the common rain — invaluable for their commonness. They are the corner stone of that municipal organization which is the characteristic feature of our social system; they are the fountain of that widespread intelligence which, like a moral life, pervades the country; they are the nursery of that inquiring spirit to which we are indebted for the preservation of the blessings of an inquiring Protestant spiritual faith. Established as they were by special legis¬ lation in the infancy of the colony, while they are kept up and supported with a liberality corresponding with the growth of the country no serious evil can befall us. Whatsoever other calamities, external or internal, may overtake us, while the schools are supported they will furnish a perennial principle of restoration. With her 3,000 district schools, supported at the public expense, nothing but the irreversible decree of Omnipotence can bring the beaming forehead of Massachusetts to the dust. Vicissitudes may blight the foliage, but there will be vigor in the trunk and life at the root. Talent will constantly spring up on her barren hillsides and in her secluded vales and find an avenue through her schools to the broad theater of life, where great affairs are conducted by able men. Other States may exceed her in fertility of soil, but the skillful labor of her free citizens will clothe her plains with plenty. Other States may greatly outnumber her, but her ingenuity will people her shady glens and babbling waterfalls with half-reasoning engines which will accom¬ plish the work of toiling myriads. Other States will far surpass her in geographical domain, but the government of cultivated mind is as boundless as the universe. Wheresoever on the surface of the globe and in the long line of coming ages there is a reasonable being, there is a legitimate subject of mental influence. From the humblest village school there may go forth a teacher, who, like Newton, shall bind his temples with the stars of Orion’s belt — with Herschel, light up his cell with the beams of before undiscovered planets — with Franklin, grasp the lightning. Columbus, fortified with a few sound geographical principles, was, on the deck of his crazy caravel, more truly the monarch of Castile and Arragon than Ferdinand and Isabella, enthroned beneath the golden vaults of the conquered Alhambra. And Robinson, with the simple training of a rural pastor in England, when he knelt on the shore of Delft-Haven and sent his little flock upon their gospel errantry beyond the world of waters, exercised an influence over the destinies of the civilized world which will last till the end of time.1 1 Orations and Speeches on Various Occasions by Edward Everett. Boston, 1850. 2272 EDUCATION REPORT, 1898-99. The school was kept at Barre for only three years. The whole number of students was 165; young women, 90; young men, 75. On the death of its principal it was suspended for two years, and was then removed to Westfield and placed under the care of the Rev. Dr. Emerson Davis as temporary principal. It occupied for one term the old academy building while rooms were being prepared for its accommoda¬ tion in the town hall, where it remained for two years, until a building of its own was completed and dedicated to its service Septembers, 1846. 1 At this dedication the Rev. Dr. Heman Humphrey made the principal address. He said he would touch upon four topics: (1) Upon the urgent demand for better-qualified teachers in our common schools. (2) Upon the reasons why those who are to be teachers should be educated with special reference to the profession. (3) Upon what is embraced in a good professional teacher’s education. (4) Upon the adaptation of the normal system to give such education.2 At the centennial celebration it was stated that the whole number of students reg¬ istered since the opening at Barre was 3,619, and the number of graduates since 1855 (before which there was no formal graduation) 1,222. There are two courses of study in the modern school, a two years’ and a four years’ course. It will be interesting to compare these courses of study with the modest demands of Edward Everett and Dr. Humphrey fifty years before, and with the first printed course of studies under Principal Rowe in 1847. Course of studies at the Westfield Normal School, 1847. Reading of Scripture daily. Orthography. — Fowle’s Common School Speller, McElligott’s Analyzer, and Worcester’s Dictionary; also daily exercises in etymology as connected with spelling. Enunciation and reading. — Tower’s Gradual Reader, Russell and Goldsbury’s American School Reader, and Leavitt’s Fourth Book. Writing. — Exercises given by the principal. Physiology. — Cutter’s and Jarvis’s. Drawing. — Schmidt’ s. Grammar. — Wells’s and Greene’s; also Greene’s Chart. Algebra. — Day’s and Thompson’s algebras; also Tower’s Mental Algebra. Geometry. — Playfair’s Euclid. Philosophy . — Olmstead’s. Phonography. — Andrew’s and Boyle’s works. Hie globes. — Problems. Theory and practice of teaching. — Page’s, Abbott’s, and Palmer’s treatises. Vocal music. — Three times a week. English composition. — Once a week. Topics of the two years ’ course. FIRST TERM. Arithmetic. — Notation, addition, subtraction, multiplication, and division of integral numbers; common fractional numbers; decimals; compound denominate numbers; metric system taught by apparatus; practical work. Geometry. — First three books of Wentworth’s Geometry, or their equivalent. Pupils do not use text-books. They are required to work out and teach most of the defini¬ tions, theorems, and constructions of the course. Zoology. — General characteristics of animals; chief groups of animals, with methods of determining relative rank; special study of mammals, birds, etc. The school has an excellent “working cabinet” which is in daily use in classes. Vocal music. — Rhythmics, melodics, dynamics, sight singing, methods. Composition. — Capitals, punctuation, letter writing, business forms, language lessons. United States history. — Periods of discoveries; explorations; settlements and 1 Semicentennial of the State Normal School, Westfield, Mass., June 25, 1889. 2 Barnard’s Normal Schools and Other Institutions, Means, and Agencies designed for the Profes¬ sional Education of Teachers. Hartford, Conn., 1851. NORMAL SCHOOLS IN THE UNITED STATES. 2273 colonies, with the included wars; revolution; constitution; civil war and events following; collateral reading. Drawing. — Study and analysis of solids; clay modeling; plane figures; straight and curved lines; free-hand drawing on blackboard and paper from object, dictation, and memory; elementary designs; color. SECOND TERM. Arithmetic. — Percentage, and its application in commission, taxes, interest, bank¬ ing, etc.; extraction of roots, with applications; mensuration; examples and prob¬ lems in all subjects taught, to apply knowledge. Pupils are encouraged to seek information at the post-office, at lawyers’ offices, banks, stores, and the teacher’s desk, and thus to become familiar with the practical applications of arithmetic in the affairs of everyday life. Grammar. — Outline of subject; parts of expressions taught and named; words studied with reference to classification, properties, and construction; parsing and analysis of sentences. Geography. — Scientific study of the form, size, and motions of the earth; configura¬ tion and relief of the land masses; atmospheric and oceanic movements; climate; plant and animal life, and especially man, including distribution of races, and all conditions affecting this distribution; religion, government, and whatever affects the civilization of the races. Algebra.— Usual topics preceding quadratics. Botany. — Study of specimens in class room and in field, for knowledge of structure, habits, etc.; bases of classification; analysis of points with artificial keys. Drawing. — Work of first term continued; geometrical drawing; working drawings; surface developments (objects constructed) ; free-hand perspective; botanical analy¬ sis; historical ornament; design. Drawing is required for only one year, but many continue the study for an additional term or two. For those who do this the sub¬ jects are: Model and cast drawing in outline, shading in crayon and charcoal (stump) , applied design, details of human figure from the fiat and casts. Composition. — Paragraphing; compositions on subjects assigned; criticism in class and by class; spelling. THIRD TERM. Physiology.— General outline of subject; anatomy, physiology, and hygiene of di¬ gestive organs, including classification of food stuffs and methods of preparing food; anatomy, physiology, and hygiene of circulatory and respiratory organs; animal heat' — its nature, source, distribution, regulation, etc. ; clothing — use, qualities desirable in, qualities of common materials, how to dress hygienically, etc. Anatomy is taught from anatomical preparations of organs of the human body; and physiology, as far as possible, by observing organs of other animals in action. Physics. — Physical properties of matter; definition and enumeration of forces; effects of gravitation, including pressures of liquids and gases, with consequences and applications; electricity, special attention being given to elementary phenomena and to practical applications; machines or means of applying force. In this subject everything is taught experimentally, pupils being required, as far as possible, to per¬ form all important experiments for themselves. Geography (six wreeks). — Philosophic study of topics taken up in second term. Rhetoric. — Study of figurative language and qualities of style, with practical appli¬ cations, followed by several weeks of composition writing and criticism; study of the mind and its qualities, including wit, humor, etc. ; the sensibilities, especially taste. English literature. — History of language; study of the life and style of the follow¬ ing authors, and of selections from their wrorks: Wickliffe, Chaucer, Cranmer, Spencer, Bacon, Shakespeare, Milton, Johnson, Whittier, Hawthorne, Lowell, Long¬ fellow; reading (in addition) of Idyls of the King, Ivanhoe, Henry VIII, Merchant of Venice, Julius Csesar, one book of Paradise Lost, Macaulay’s Essay on Johnson, Snowbound, Among the Hills, Vision of Sir Launfal, Commemoration Ode, The Old Manse, Evangeline, Courtship of Miles Standish. There are some variations from term to term. Mineralogy . — Study of all common minerals, rocks, and ores for qualities and uses. FOURTH TERM. Astronomy. — Methods of describing position of heavenly bodies; refraction, parallax, and precession; classification of heavenly bodies; particular study of earth, sun, and moon; tides; eclipses; geography of celestial sphere. Reading. — Vocal culture; sight reading; study of pieces; methods. ed 99 — vol ii - 1L3 2274 EDUCATION REPORT, 1898-99. Chemistry.— Chemical physics and inorganic chemistry, with laboratory practice by each pupil. " Theory cmcl art of teaching. — Psychology in its relation to principles and methods of teaching; school organization and government; school laws of Massachusetts; several weeks of purely professional work in common English branches; civil polity. Geology. — Study of agencies now at work modifying the structure of the earth; historical geology; special study of local features. Drawing. — Blackboard practice in elementary work for primary school, illustrating reading, language, geography, botany, zoology, etc. Color (theory and practice). Topics of the four years’ course. Same as those for the two years’ course, with the following additions: Geometry. — Plane geometry completed. The method is the same as for the two years’ course. Algebra. — Pupils have constant drill in the application of the principles, and are taught how to teach the following topics to classes in the upper grades of school: Involution, evolution, radicals and radical equations, imaginary quantities, quad¬ ratics, simple indeterminate equations, inequalities, ratio, proportion, progressive series, binominal theorem, logarithms and logarithmic tables. English literature. — Pupils will select one of the following courses: Course I. — Chaucer: Prologue to the Canterbury Tales, The Knight’s Tale. Shakes¬ peare: Hamlet or Macbeth, As You Like It, Lear, Midsummer Night’s Dream, twelve sonnets. Milton: L’ Allegro, II Penseroso, Comus, Lycidas, Paradise Lost (Books I and II), Samson Agonistes. Course II . — Shakespeare: Hamlet, As Y on Like It, twelve sonnets, Life. Milton: L’ Allegro, II Penseroso, Paradise Lost (Book I), six sonnets, Life. Scott: Waverley, Marmion. Eliot: Romola. Tennyson: Idyls of the King, songs in The Princess. Thackeray: Henry Esmond. Course III (Nineteenth Century). — Scott: Heart of Midlothian. Thackeray: Henry Esmond. Wordsworth: Intimations of Immortality. Tennyson: Idyls of the King. Eliot: Romola. Byron: Prisoner of Chiilon. Bulwer: Last Days of Pompeii. Car¬ lyle: Essay on Burns. Mrs. Browning: sonnets, short poems. Froude: extracts from History of England. Macaulay: selected essays. Drawing. — Models in outline; models in crayon or charcoal (stump) ; casts in char¬ coal; botanical analysis and applied design; foliage from nature; historical ornament; color; perspective (parallel and angular); machine drawing; building construction. Physics. — Sound, heat, light, electricity, and magnetism, with practical applications. Chemistry. — Qualitative analysis of liquids and solids; chemical theories; prepara¬ tion of chemicals and apparatus. Botany. — Structure, composition, growth, functions, and classification of plants; preparation of specimens, etc. Latin. — Elementary work; translation of Caesar, Cicero, and Virgil; sight transla¬ tion; colloquia; scanning and prosody; study of customs, men, times, and style; writing Latin (the more important rules of construction being developed inductively) ; methods. Pupils are required to teach in the elementary work. French. — First year: Sauveur’s Petites Causeries and Contes Merveilleux, with conversation and dictation exercises; Lambert and Sardou’s Manual; Smith’s French Principia; Roulier’s First Book of French Composition. Second year: Bernard’s L’art d’interesser en Classe; Rougemont’s La France; Sand’s Petite Fadette; Michelet’s Jeanne d’Arc; Souvestre’s Confessions d’un Ouvrier; Tableux de la Revolution Franpaise; Roulier’s First Book of French Com¬ position; Lambert and Sardou’s Manual; Chard enal’s French Exercises; Bluet’s Class Book of French Composition. German. — First year: Whitney’s German by Practice; Worman’s Elementary German Grammar; Schiller’s 'Wilhelm Tell. Second year: Conversations based on Andersen’s Bilderbuch ohne Bilder; Otto’s German Grammar; Goethe’s Hermann und Dorothea; Goethe’s Ausgewahlte Prosa (Hart’s edition). General History. — Ancient Greece and Rome, with reference to modern institutions. Institutions and modes of life of the middle ages, with reference to the evolution of our political and other institutions. Modern history, including the development of the nationalities of western Europe and constitutional liberty. The writer had the pleasure of visiting the Westfield school in 1865, when under the principalship of John W. Dickinson, now secretary of the board of education of Massachusetts. The impression made at that visit will never be obliterated. Though fresh from the study of other normal schools of high reputation — New Jer- NORMAL SCHOOLS IN THE UNITED STATES. 2275 sey, Albany, Oswego, and others — lie thought, and still thinks, that the West- field school was sui generis. One spirit seemed to pervade every room, every class, every student, every teacher — the spirit of John W. Dickinson, the genius loci. An immense and complicated machine animated by one spirit, every part working harmoniously with every other part for the accomplishment of one purpose. In every department of study you found strictness of definition, precision of statement, rigidity of reasoning, variety of illustration, abundance of practical application. Every question, every answer, every recitation, every exercise breathed pedagogy of the severest type. One might, had he been inclined to find fault, have asked for a little more liberty, a little more self-assertiveness on the part of the students, a lit¬ tle more impulsiveness, a little freer play of individual thought, but the keenest critic must have acknowdedged that the school was an organization “nobly planned” and skillfully directed by an expert whose convictions were like the laws of the Medes and Persians and w'ho had the full courage of his convictions. In 1872 the legislature appropriated $72,000 for a boarding hall ample enough for the accommodation of all the students, and lately an appropriation of $150,000 was made to erect a newT school building on new grounds. Model School at Westfield. The board of education contemplated the addition of a model school, or school of practice, to each of the normal schools under their jurisdiction. It was expected that the town school would furnish this necessary supplement, and such a school was maintained in connection with the normal school at Westfield from 1844 till 1855. But “the relations of this school to the towm and to the normal school were never entirely satisfactory, and they were dissolved in 1855, leaving the normal school to obtain its experience by practice on its own members. After this change the Westfield school turned its exclusive attention to the study of the philosophy of teaching, to gaining a technical knowdedge of the branches of learning taught in the schools, to preparing such courses of study as are the right occasions for the acquisi¬ tion of useful knowdedge and right mental development, and to training the pupils to teach by requiring them to recite all review lessons in the form of teaching exer¬ cises. This method of work produced good practical results, and yet it did not fur¬ nish an opportunity for an experience in teaching and controlling a school of real children. To supply the want as far as possible, a school of observation was organ¬ ized in 1866, and so related to the normal school that its principal could, by permis¬ sion from the towm school committee, nominate the teachers, suggest a course of studies and exercises, and the method of teaching that should be practiced. The normal pupils were granted the privilege of observing the operations of this school and of teaching some of its classes.” 1 Principals of the Westfield school. Samuel P. Newman . 1839-1842 Emerson Davis . . . . . . . . 1844-1846 David S. Howe . 1848-1854 William H. Wells . 1854-1856 John W. Dickinson . 1856-1877 Joseph G. Scott . 1877-1887 J ames G. Greenough . . . . . 1887 Bridgewtater Normal School. It has already been stated that the State board of education decided, in April, 1838, to open three normal schools, each to lie continued three years as an experiment. Urged by the eloquence and zeal of the Rev. Charles Brooks, the people of Plymouth 1 Fifty-third Annual Report of the Board of Education, Massachusetts. 2276 EDUCATION REPORT, 1898-99. County were the first to apply to the board to have one of these three schools loca¬ ted within their borders. The board resolved formally to grant the request “as soon as suitable buildings, fixtures, and furniture, and the means of carrying on the school, exclusive of the compensation of teachers, should be placed at the disposal of the board.” At a county convention which met at Hanover in September, 1838, a resolution was passed to raise $10,000 for this purpose. It was found easier to pass the resolution than to raise the money. In fact, it never was raised, although six towns were desirous of the honor of having the normal school within their limits. Finally the board was asked to name the terms on which they would locate the school at Bridgewater. The board voted “that the school be established at Bridgewater for the term of three years, on condition that the people of the town put the townhouse in such a state of repair as may be necessary for the accommodation of the school, and that they place at the disposal of the visitors of the school the sum of $500, to be expended in procuring a library and apparatus; and that they give reasonable assurance that the scholars shall be accommodated with board within a suitable distance at an expense not exceeding $2 a week.” The conditions were accepted, and the school was opened in the old town hall in September, 1840, with a class of 21 young women and 7 young men, under the charge of Capt. Nicholas Tillinghast. The hall was a frame building, 40 by 50 feet. For the accommodation of the school the main room was divided lengthwise by a board partition, so constructed that the lower half could be raised so as to throw the two rooms into one for general exercises. The seating corresponded to the building — a pine board attached to the desk behind. At the end of the three years for which the town hall was engaged, it became necessary to obtain a permanent and more capacious building. A memorial was presented to the legislature of 1845, signed by Charles Sumner and other prominent citizens of Massachusetts, asking for an appropriation of $5,000 for normal school buildings, on condition that a like sum should be contributed by private individuals for the same purpose. The people of Plymouth promised to give the required con¬ tribution, and were very anxious to have the school removed to that town, but the board of education decided the question in favor of Bridgewater. Plans and specifi¬ cations were prepared and proposals called for, but no contract could be made because the board had not sufficient funds at their disposal. After considerable delay, Horace Mann came forward and gave his personal obligation to make up the deficiency, which turned out to be about $700, which he paid; but the money was afterwards returned to him from the State treasury. The house was only a plain wooden structure, 64 by 42 feet, and two stories high; but it was considered one of the most attractive schoolhouses in the State. At the dedication in August, 1846, Mr. Mann made one of his characteristic speeches. Referring to the opposition which the normal schools had met with, he said: I honor the great body of common school teachers in Massachusetts for the mag¬ nanimity they have displayed on this subject. I know that many of them have said, almost in so many words, and what is nobler, they have acted as they have said: “We are conscious of our deficiencies; we are grateful for any means that will supply them; nay, we are ready to retire from our places when better teachers can be found to fill them. We derive, it is true, our daily bread from school keeping, but it is better that our bodies should be pinched with hunger than that the souls of children should starve for want of mental nourishment, and we should be unworthy of the husks which the swine do eat if we could prefer our own emolument or com¬ fort to the intellectual or mental culture of the rising generation. We give you our hand and our heart for the glorious work of improving the schools of Massachusetts, while we scorn the baseness of the men who would appeal to our love of gain, or of ease, to seduce us from the path of duty.” This statement does no more than justice to the noble conduct of the great body of teachers in Massachusetts. To be sure there always have been some who have opposed the normal schools, and who will probably continue to oppose them as long as they live, lest they, themselves, should NOBMAL SCHOOLS IN THE UNITED STATES. 2277 be superseded by a class of competent teachers. These are they who would arrest education where it is, because they can not keep up with it or overtake it in its onward progress. But the wheels of education are rolling on, and they who will not go with them must go under them. A boarding hall for the students was built in 1869 in accordance with a resolution of the legislature which authorized the commissioners of the Massachusetts school fund to lend the board of education $15,000 for that purpose, and requiring the board to collect from the occupants of the boarding hall “a sum sufficient to cover the interest at 6 per cent per annum on the cost of said buildings and furniture, and a reasonable insurance of the same.” The next legislature increased the loan to $25,000. The interest was punctually paid, but in 1871 the legislature released the board from the obligation to pay interest and insurance, and so the loan became a gift. The hall was hardly built when it needed to be enlarged, and the school building also required enlargement. Both enlargements were carried through, and in 1889 a new building was imperatively required. It was erected at the cost of $150,000, and is one of the handsomest and best equipped of all the normal school buildings in the country. In addition to the usual assembly room, study rooms, recitation rooms, and libraries, it has 7 laboratories — 2 physical laboratories, 2 chemical, 1 mineralogical and geological, 1 biological, and 1 industrial. The last is furnished with carpenters’ benches and sets of tools, a circular saw and jig-saw attachment, and is especially use¬ ful to students who wish to make sets of apparatus for their own schools without great expense. In the early days it was not easy for graduates of this school to find places as teachers; now the demand for graduates exceeds the supply. The school is organized, like the other State normal schools of Massachusetts, under the direction of the board of education, with three courses of study — a two years’ course, an intermediate course, and a four years’ course. The two years’ course includes arithmetic, bookkeeping, elementary geometry, algebra, elementary physics, chemistry, mineralogy, botany, zoology, geology, physiology, geography, astronomy, reading, orthography, etymology, grammar, rhetoric, literature, composition, pen¬ manship, drawing, vocal music, gymnastics, military drill, history and civil polity of Massachusetts and of the United States, and school laws of Massachusetts, psy¬ chology, science and art of education, school organization, school government, and history of education. It goes without saying that on some of these slices of bread the butter must be spread exceedingly thin. The four years’ course has, in addition to the above, algebra, geometry, trigonometry, surveying, physics, chemistry, botany, zoology, general history, English literature, drawing, Latin and French; Greek and German at the option of the principal and visitors. The intermediate course adds to the studies of the two years’ course such advanced studies as the regular order of exercises may permit. The catalogue of 1890 gives the names of 130 students in the two years’ course, 64 in the four years’ course, and 5 in the intermediate. The early plans of the board of education looked to the maintenance of a model school, or school of practice, as an essential element of each of the State normal schools. The proper adjustment of the theoretical to the practical part of the work has been one of the greatest difficulties met with in most of the normal schools of the country, city training schools, perhaps, excepted. The Bridgewater school has had the benefit of much and varied experience on this point. For the first six years the model school was kept in a small schoolhouse, erected for the purpose by the center school district of the town, and was taught sometimes by a salaried principal and sometimes by the students of the normal school under the supervision of the principal of that school. We are told that “practice teaching in the model school was not very attractive to the normal pupils. Those who had taught before coming to the normal school felt 2278 EDUCATION HE PORT, 1898-99. that they were not specially benefited by this practice; and those who had never taught before did not become sufficiently interested to appreciate work” [how could they in the two weeks allotted to them?] “and some parents preferred that their children should not be experimented with.” The school was closed in 1850; but the new building (1881) has model school rooms for 120 scholars.1 P rincipals. Nicholas Tillinghast . 1840-1853 Marshall Conant . 1853-1860 Albert G. Boyden . 1860 Salem. In 1852 the board of education, at. the same meeting at which the proposals from Framingham were accepted, resolved to recommend to the legislature the establish¬ ment of a normal school in Essex County. The legislature approved the recommenda¬ tion and made an appropriation to carry it into effect. Proposals were received from Salem, North Andover, Groveland, and Chelsea, and after a careful examination of the claims of the several localities the board decided on Salem, and experience has proved the wisdom of the selection. A suitable site was furnished by the city; a brick building was erected two stories high and 67 feet square, and was dedicated with appropriate exercises in September, 1854, Governor Washburn presiding. The school opened with 65 pupils (the largest opening number up to this date), under the superintendence of Mr. Richard Edwards, a graduate of the Bridgewater Normal School, afterwards principal of the normal school at St. Louis, and later State superin¬ tendent of public instruction in Illinois. He was succeeded in 1857 by Prof. Alpheus Crosby, who resigned in 1865, and was followed by Daniel B. Hagar, the present principal. 2 As a necessary consequence of the labors of three men so distinguished as educators, the school overflowed its banks, and the legislature was called on for an appropria¬ tion of §25,000 to enlarge the building, which was promptly and cheerfully granted. The building as enlarged contains a reception room, 7 recitation rooms, and 3 dressing rooms; an assembly room seated for 210 pupils, rooms for the principal and the assistant teachers, 3 laboratories and lecture rooms, a cabinet, a drawing-room, a library, and a room for text-books. The tower contains a valuable telescope, which was paid for by the voluntary contributions of several graduating classes. The school is intended for the preparation and training of young women exclusively. The course of instruction is the same as in other normal schools of the State. According to the Report of the Massachusetts State Board of Education for 1889, 88 per cent of the graduates of thi3 school have taught in the State : “ 50 in normal schools, 2 as principals; 144 in high schools, 11 as principals; 46 in academies and seminaries; 9 in colleges, 2 as professors; 7 in universities; 10 in deaf-mute schools; 8 in the Clarke Institution at Northampton; 5 in kindergarten schools; 4 in training schools; 2 in State industrial schools; 1 in the school for the blind.” W OKCESTER. The normal school at Worcester is thirty-five years younger than the pioneer school at Lexington. The experience of these years was in great part utilized by the new school. There was no need of experimenting. There was no fear of lacking 1 History of Bridgewater State Normal School, 1876; Report of Board of Education, Massachusetts, 1889; Catalogue of Bridgewater State Normal School, 1890. - Catalogue of the teachers and pupils of the Salem State Normal School, 1854-1887. Annual catalogue, 1890. NORMAL SCHOOLS IN THE UNITED STATES. 2279 support. There was no dread of public opinion.1 The way had been prepared. The paths had been made straight and the rough places smooth. But the school was not content to follow in the wake of its predecessors. From the first it manifested an individuality of its own; and this has been strengthened by the double good fortune of permanence of location and permanence of its working staff. It has had but one principal in its seventeen years of life, and the changes in the subordinate members of the faculty have not been so numerous as to mar the continuity of the work. From the first no instructors were employed but persons having distinguished professional qualifications, including mature age, wide attainments, and successful experience. The whole number of students admitted up to January, 1890 (the date of the last available report) , was 855, of whom 400 completed the course and graduated with credit. Ninety-five per cent of these graduates engaged in teaching almost as soon as they were free to do so. The Worcester school is a school of methods, par excellence; not of pedagogic methods merely, but business methods as well. The following selection of blanks will illustrate this in part. (The numbering is the editor’s.) When a student has signed the declaration to teach in the public schools of Massa¬ chusetts, as is required in all the normal schools of the State, the following blank is sent to the parent or guardian for signature before the student is formally admitted: (1) Certificate of parent or guardian. I hereby authorize and approve the declaration signed by Miss - as a condition of admission to the State Normal School at Worcester, Mass. Dated at . . 18. .. [Signature.] - ? Parent. Guardian. [Note. — All blanks are of the feminine gender, so to speak; although young men are legally admissible.] * In order to assist students from a distance in procuring suitable boarding accom¬ modations, the following circular is sent to persons likely to have rooms to spare and to be willing to receive normal students: (2) State Normal School at Worcester. Please fill in the particulars as indicated below and return this paper to us. We have only a limited number of boarding pupils, and therefore can not always send even to satisfactory places. Name, - . Address, - . Accommodations, - . Number of rooms, - . Number to occupy each, — - . Size of rooms, - . Number of windows in each, - — . How warmed, - . Is light furnished? - . Is washing done? - . Do you take any other boarders? - . Terms, - — -. References, - . Remarks, - . 1 Some years before this a student of a new normal school, not in Massachusetts, said to her instruc¬ tor in methods, “Professor, are we to teach this way when we go home?” “Certainly, that is expected,” replied the professor. “Well, if I do,” was the answer, “ I shall be hissed out of the dis¬ trict.” But she did; and though she was not exactly “ hissed out,” she was made so uncomfortable that she sought and found another and better school. 2280 EDUCATION REPORT, 1898-99. The student, having been duly enrolled and establisiied in a comfortable tem¬ porary (or permanent) home, is required to till up the following blank every w7eek: (3) Student’s weekly report. Report of - . For the week ending - , 18 — . [Approximate estimates only are required.] Time spent. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday. II. M. II. M. II. M. H. M. 11. M. H. M. At school . In study . At work . — In recreation . At table . In sleep . Accounted for . Not accounted for . Total . 24 00 24 00 24 00 24 00 24 00 24 00 Qt i est i on s for sti i dents. 1. What has been your latest bedtime during the week? - . 2. How many meals have you missed? - . 3. How many evening hours have you spent away from your room? 4. How many hours of outdoor exercise have you had? - . Remarks: - . [Signature] Btreet and number. - . (Indorsement:) I have read this report, and believe it to be substantially correct. [Signature] - . Leave of absence being sometimes necessary, the following card is given to the student when the leave is granted: (4) Certificate of leave of absence. This is to certify that Miss - , a member of the State Normal School at Worcester, Mass. , has permission to be absent - , until - , 18 — . -, 18—. -, Principal. Before the expiration of the leave the student receives a postal card as follows: (5) State Normal School, Worcester, Mass., - , 18 — . Your leave of absence expires on - , 18 — . Please write me whether you expect to come back to school at that time, or whether you desire to prolong your absence. If the latter, please give your reasons and inclose your certificate to me in order that the extension of time may be noted on it. Very sincerely, yours, - , Principal. If the extension is granted, a card to that effect is sent to the student. NORMAL SCHOOLS IN THE UNITED STATES. 2281 Occasionally a student is obliged for good reason to leave the school before the expiration of the term. In this case the student receives the following: (6) This certifies that Miss — School at Worcester, Mass. , 18—. Certificate of dismission. - is honorably dismissed from the State Normal - , Principal. As supplementary to the systematic study of psychology, the pupils of this school have been engaged for several years in the study of children, objectively, upon a plan which may be outlined as follows: The principal requests the students to observe the conduct of children under all circumstances — at home, at school, in the street, at work, at play, in conversation with one another and with adults — and record what they see and hear as soon as circumstances will permit. When the nature of the work is explained to the school great emphasis is placed upon the necessity of having the records genuine beyond all possibility of question ; of having them consist of a simple, concise statement of what the child does or says without comment by the writer; of making both the observa¬ tion and the record without the knowledge of the child; and of noting the usual, rather than the unusual, conduct of the individuals observed. For convenience in classification blanks of five colors are provided for the records; white paper is used for such observations as students make themselves, red for well- attested ones reported by others, yellow for reminiscences of their own childhood, green for mention of whatever they read on the subject, and chocolate for observations that extend continuously over a specified period of time. Each blank has the fol¬ io v/ing heading: (7) STATE NORMAL SCHOOL AT WORCESTER. Study of children. 1. Date, - . 2. Observer’s name, - - ; age, - ; post-office address, - . 3. Name (or initials) of person (child) observed, - ; sex, - ; nationality, - ; age (years and months), - : — . 4. Length of time between making the observation and recording it, - . Record , - . If the record is from hearsay the names of both recorder and observer must be given. Pupils write their records at their convenience (immediately after making the observation is the best time), and put the papers in a designated place. A teacher reads them from time to time and classifies them under the heads of knowledge, reflection, imagination, conscience, feeling, play, etc.1 For “ exceptional’ ’ cases another blank is used with the same items as No. 7, but with the following additional particulars: (8) 1. Form (body, limbs, size, apparent strength, symmetry, etc.), - . 2. Head and face (size; shapo, symmetry , features, complexion, etc.), - 3. Movement and postures (head and neck, forehead, eyes, mouth, arms and hands, spine, legs and feet) - . 4. Health (nutrition, color, activity in play, sleep, etc.) - . 5. Intelligence (attention, memory, imitation, speech, etc.) - . 6. Disposition (moral, emotional) - . 7. Additional (parents, brothers and sisters, accidents, incidents, etc.) - . The public schools of Worcester are the practice or training schools of the normal school. The harmonious relations existing between the two authorities — and not 1 Fifty-third Annual Report of the Board of Education, Massachusetts, 1889. 2232 EDUCATION REPORT, 1898-99. often found elsewhere except in city training schools — have led to the establishment of a system of apprenticeships “under the joint supervision of the city superintend¬ ent of schools and the faculty of the normal school.” Each student after a year and a half spent in the normal school is allowed — not compelled — to go to one of the public schools of the city to observe, to teach, and, occasionally, to take part in the government. The apprenticeship lasting for six months, every student has an oppor¬ tunity to serve in at least three grades of schools. Each apprentice keeps a diary of the occupation and experience of every day’s service, and this record is inspected by the faculty of the normal school. On the completion of the apprenticeship the teacher of the city school in which the service was rendered fills up the following blank : (9) Report of the apprentice work of - . Grade - , - street school. Time, from - to - . Scale 10 — use no fractions. Number of absences, - . Number of tardinesses, - . Power of control, - . Power of interesting, - . Skill in questioning, - . Skill in explaining and illustrating, — — . Enthusiasm, - . Bearing, - . What traits of excellence (if any) have been shown in teaching or management? What weakness or deficiency ? - . Remarks. - . [Signature.] When the apprentice graduates the following certificate is given in addition to the usual diploma: (10) Certificate of apprenticeship. MASSACHUSETTS STATE NORMAL SCHOOL AT WORCESTER. - , of - , a regular graduate of this school (class of - , 18 — ), besides doing the work of the two-years’ course, has served for half a year as appren¬ tice (or assistant) in the public schools of the city of Worcester. - , Principal. Worcester, Mass. , - , 18 — . The watchful eye of the school is on the students even after they have left their alma mater. If any should forget this, they will be reminded by the following circular: (11) State Normal School. To Worcester, Mass. , - , 18 — . of - Class. Please answer the following questions and return to me. The report to be made up from these answers will be seriously impaired in value if you fail to respond promptly. Very truly, yours, - , Principal. 1. (a) Where, (b) how many times, (c) how many weeks, and (cl) in how many different schools have you taught since you graduated? - . 2. (a) How large is your present school, and ( b ) is it exceptionally difficult to manage ? - . 8. (a) WThat wages per week do you receive, and (b) of how many weeks does your school year consist? - . NORMAL SCHOOLS IN THE UNITED STATES. 2283 4. What evidence have you that your teaching lias been successful? - . Note. — Reelection, promotion, and increase of salary are the best (though not the only) evidences of success. 5. To what, chiefly, do you attribute your success? - . 6. Is your health, so far as you are aware, unimpaired ? - . 7. What are your expectations with reference to continuing teaching? - . 8. Give the name and post-office address of a school officer to whom you are or have been directly responsible. - . 9. Give (a) your present and (6) your permanent post-office address. - . As the graduate derives great advantages from the instruction and discipline of the normal school, it is thought but right in return that the graduate teacher should contribute something to the experience and further development of the normal school. Accordingly a letter making inquiry into the practical effect of normal train¬ ing on young teachers, so far as they are able to realize it, is sent to graduates of two years standing. (12) STATE NORMAL SCHOOL, WORCESTER, MASS. To - , of - Class. It is thought that the experience of our earlier graduates must enable them to form valuable opinions as to the comparative usefulness in practical teaching of the various points in study and training to which they gave special attention here. Such opinions frankly expressed would furnish important hints for the future management of the school. The following questions are therefore sent to those who have taught two years or more since graduation. Full and frank answers are earnestly desired, and will be of real service to the school. 1. Have you had much occasion to use the knowledge of hygiene that you acquired here; and if so, in what ways chiefly? - . 2. (a) Do you use and value what you learned here in “Principles?” - . (b) In “Methods?” - . 3. State pretty fully how you regard your “apprenticeship.” - . 4. (a) How much occasion have you had for your acquirements in music? - . ( b ) In drawing? - . 5. (a) In what respects do you feel best satisfied vdth your course here? - . (6) In what respects least satisfied? - . 6. ( a ) What one or two acquirements or habits gained chiefly here do you find most useful in schoolteaching? - . (b) What one or two least useful? - . 7. What exercise or study, considering the time it required , do you regard as the most valuable to you? - . 8. What influence, if any, do you attribute to the school in the formation or development of your character? - . STATE NORMAL SCHOOL AT WORCESTER. 2284 EDUCATION REPORT, 1898*99. Qj >~1 — - in O m Cj o "2 *- o . Ci CO 3 / -c g 8 G o co k O Ch < 2 p* k K cc O G G D H co H m g m m a 3 M Zj ■ o "43 O A boc 0- I ci’ ; G t , cc-4 • 44 ( •g g j top ~ y 0d Cl >5 bo ce of1’ A a 3 & G .5-5 g-s o.c g s op ° ci a o s-^ceo o PSOh^llir/lCtOdl G GG G^HhQOO jz P-. Cv fc- . bo O a; . Ci 50 £4 50 <**~i Co be 3 a > . ’P4h 1-1 42 bo a> ci 2-5 3 £ 0 o ^ 5 he a t>> ci Ah O c3 ^ sk ^ a> s_ HpxlOO bo, £ 2 ci .2 GG >> .G k. G, 1 be ci o o o o CC bo c> o .0) ^ bo : • • 5-i • Cl C -4— ►>* ■nn O be _. S £ go he o r; C V be be - o 1 <*! rt o a> "P M ^ li K 2 W he C 2s £?’ * — ' .0 — a sh o X H rv " .'c J f~* w ^ PhWCC^-mC^WCC >> o*2 ci A tH C bo-je op 3 O ho 0 K G o •* ■) A .2 c . 2 S3 to G ci C a> he 2 O £■ 0) G 0>, bs 0 8 co ci i-h rh G 0 bO CD O p O 8 CD CD 0 0 O >y o he 0 o Co Ole .; L.^„ ro b O rC - ft: a> 0 0 x G cL 1~? r* j-| £ g>S C S o' O G ' '~* •2 g o-g 5 Pm G0W g)0 2£A h O qj G rv . ci oalfti^g M p M -g ^ P 3 ^G 2 C I K ^ i L O O Jh GGGG0G0 e o CO o o rr O O G G G P m Q O 0 co 0 O G o o 1.00 to 1.50 PLATFORM EXERCISES. JSTOSMAL SCHOOLS IN THE UNITED STATES 9 9 d3 O A . ^ bib © >. Sh * bib •rH ^ M - &ss a § a H d GC K Cu t! O ^ ^ .H -M ^ O 0) ft ft K OWO O MHH O' ftPft bo a - © ..s a ® a s s as s s © a £-2 '■-■’--OOM Cu PA o OJ ftftftA !0 .• S-* ^ o a bo bo a; a >> cb H -BA ^ ©A ccWOp^^ e .5 >; a a rn u © A m 'god.HS § -s g § a° ftKftSft A 60 d o A ©1 o o «4H £>0 ia ^ o CD O 0) Cw ft< PrP (1) O d) OAK AO »—h ►>» „ „ _ . GO Jh . 1 fn ^ Aoffigdd C'hoopJ WK?lSOO 2^ A -a © bo boS © o bC'J ,d • **3 be O o be ©. HSWfiO c; -o -A 'd o3 2 GO >.4-© O c3 H 5? O © 3 ft aaocs dl o co o o CO oi eo W m o A A X ft A O >—t m CO o © a k! K~* K^. ^-( A bod p-A ft g.2 ® «j bo jo S c >?8 4)3 © s-< O rS_i ^ 4L © • " OPiMSOW hhhkOO i — i — i ^ 3 Aft a £o.t5 +-> be 5 o S^2;koc5 0) a a © beft ft© a c be boA c s •£ •a &«»'§ .£,£5 ~ C Cj e rO — i A A A ft H m ft A i— i ft o -*-* o r-H 2286 EDUCATION REPORT, 1898-99. Normal Art School of Massachusetts. Drawing has for many centuries been recognized as one of the branches of a finished education in two opposite directions: Technological, as a necessary auxiliary in archi¬ tecture, engineering, and kindred pursuits; and fashionable, from works of tapestry down to the copying of prints. The fashionable*school catalogues of the beginning of the century generally wound up with “drawing and the use of the globes” at so much extra. Even to-day there are thousands of teachers who make a living by assisting their pupils in making pictures to be framed for parlor adornment on which not one stroke of the pupil’s own hand can be recognized. The introduction of drawing as a necessary elementary study is but of recent date. In 1749 Benjamin Franklin published his “Proposed hints for an academy,” in which we find the following: Studies to be selected and adopted. — As to their studies, it would be well if they could be taught everything that is useful and everything that is ornamental. But art is long and their time is short. It is therefore proposed that they learn those things that are likely to be most useful and most ornamental. Writing, drawing , and arithmetic. — All should be taught to write a fair hand and swift, as that is useful to all. And with it may be learned something of drawing by imitation of prints, and some of the first principles of perspective. This is perhaps the first recognition in the United States of drawing as entitled to the same rank as writing and arithmetic, among the “useful” branches of learning. In 1821 AVilliam Bentley Fowle took charge of a Lancasterian or monitorial school in Boston, in which he made drawing a general exercise. Mr. Fowle was ahead of his time, like many other reformers, and after two years’ service, his employers dis¬ covered that they had no further need of him; but the people had, and a company of private citizens built a schoolhouse and invited him to take charge of it. The school, called the Female Monitorial School, was a notable success. In 1S27 Mr. Fowle published an elementary work on drawing, translated in part from the French of M. Francoeur, with additions and alterations to adapt it to the use of schools in the United States. In his preface he says: Notwithstanding the great utility of this branch of education, it is a lamentable fact that it is seldom or never taught in the public schools, although a very large pro¬ portion of our children have no other education than these schools afford. Even in the private schools where drawing is taught, it is too generally the case that no regard is paid to the geometrical principles on which the art depends. Not one in fifty of those who have gone through a course of instruction can do more than copy such drawings as are set before them. They never originate any design, and rarely attempt to draw from nature. If Master Fowle had lived forty years longer, lie might have made the same remarks with equal truth and equal pertinency. Among the pioneers of the movement which culminated in the general intro¬ duction of drawing as a common-school study must be reckoned the Hon. Henry Barnard, editor of the American Journal of Education, and subsequently the first U. S. Commissioner of Education. In 1838 I)r. Barnard delivered several lectures on drawing as the foundation of all industrial education, and urged that drawing should be taught in the common school pari passu with reading and writing. It was generally believed at that time that the ability to draw was a gift bestowed only on a few, and that, consequently, it would be a waste of time and energy to make it a common school study — in fact, throw¬ ing pearls before swine. Dr. Barnard’s views on this subject are briefly presented in the following extract from Professor Stone’s Report on the Practice of Music and Drawing in the Common Schools of Prussia, made to the legislature of Ohio in 1838, and printed. The universal success also and beneficial results with which the arts of drawing and designing, vocal and instrumental music, have been introduced into schools was NORMAL SCHOOLS IN THE UNITED STATES. 2287 another fact peculiarly interesting to me. I asked all the teachers with whom I con¬ versed whether they did not sometimes find children actually incapable of learning to draw and to sing. I have had but one reply, and that was that they found the same diversity of natural talent in regard to these as in regard to reading, writing, and other branches of education; but that they had never seen a child who was ca¬ pable of learning to read and write who could not be taught to sing well and draw neatly; and that, too, without taking any time which would at all interfere with, indeed which would not actually promote, his progress in other studies.1 DRAWING IN PRUSSIAN SCHOOLS, 1840. How slow is the process of observing, appreciating and imitating the best methods of instruction may lie seen by comparing the system used in the Realschule of Berlin in 1840, with the systems, or want of system, in vogue in the United States thirty years later. Again we are indebted to that invaluable thesaurus, the American Journal of Education (August, 1840): The drawing department of this school [the Royal Realschule of Berlin] is super¬ intended by a teacher who has introduced a new method of instruction particularly adapted to the purpose for which drawing is to be applied in common life and in the arts; a method which is found to enable a much larger proportion of the pupils to make adequate progress than the ordinary one of copying from drawings. In this method the pupil begins by drawing from simple geometrical forms, those selected being obtained from models in wTood or plaster, of a square pillar (7J inches high and It inches in its square section), a niche, and a low cylinder (the form of a mill¬ stone). The square pillar separates in joints, affording a cube and parallelepipeds of different heights. The hemisphere which caps the niche may be removed, leaving the concave surface of its cylindrical part. The exercises of the pupils run thus: First, to place upon a, board, or upon his paper or slate, a point vertically above another point, or so that the lines joining the two shall be parallel to the right or left hand edge of the board, paper, or slate; second, to join them; third, to place a point horizontally from the second, and at a distance equal to that between the first and second points; fourth, to place one vertically over the third, and at a distance equal to that below the first, and to join the third and fourth. The third and fourth being then joined, a square is formed. After practice in this, the simple elevation of the cube is drawn; next, a perspective, by the use of a small frame and silk threads, such as is common in teaching the elements of this subject, and by means of which the pupil acquires a knowledge of the practice. * * * This method of teaching has been introduced quite generally in Prussia, and with the best results as to the formation of accuracy of eye and of hand. REPORT OF COMMITTEE ON DRAWING. Compare with this the report of the “special committee on drawing,” Boston, 1870. A few short extracts will suffice: ■ When this committee was appointed, the programme of studies in the schools of the first twelve wards of this city included drawing. The Boston programme was well, so far as it went; but it was not followed. In many of our schools no time was given for even the very mechanical exercise the rules prescribed. There was a general feeling among the teachers that drawing was simply an accomplishment for those whose leisure might be amused by its exercise, and that a large majority of the children in their charge would be better off without it; and with this impression joined to the knowledge that there were no examinations or requirements in this 1 While this statement is correct in the main, the writer feels it due to truth to say that it is too broad. lie has met with many exceptional cases where a good reader could not be taught to sing. Color blindness is not uncommon; tone blindness is probably just as common. There is this differ¬ ence, that the inability to recognize a color (in school education) hurts only the observer; the ina¬ bility to produce the proper sound is an annoyance to all who are compelled to listen. With regard to drawing, the sentiments of the present writer are expressed in the following anecdote: At a meeting of the International Conference on Education, held in London, August, 1884, James Russell Lowell, in the course of some extempore remarks, said that he “ once knew a teacher of drawing of whom he asked the question: How many can you teach to draw? ‘Anybody.’ It is to me you speak; how many can you teach in a hundred ? ‘ Well, fifty.’ But how many can you teach well ? ‘ Perhaps twenty.’ But how many to draw what you would call well ? ‘ Well, perhaps, in two or three years, one.’ ” 2288 EDUCATION REPOET, 1898-99. department for promotion to higher schools, it is not strange that the time, already insufficient, was found too short for drawing. In some schools the routine of taking out the books, allowing the children to play with pencil and paper for half an hour, and then putting away the result, often without examination, was virtuously per¬ formed. In a few schools instruction, and good instruction, was given by the master and his assistants. But this was very exceptional. * * * There was nowhere any system from the primary to the high schools.1 But though no great progress had been made in the teaching of drawing in the thirty years referred to, the subject was kept before the people, and the way was prepared for action when opportunity should offer. REMBRANDT PEALE IN PHILADELPHIA. In 1840 Rembrandt Peale, the painter, being convinced that drawing could and should be taught in public schools of every grade, offered his services, at a merely nominal salary, to the Philadelphia High School as professor of graphics. His pur¬ pose was to verify his theory by actual experiment. The experiment was entirely successful. He then offered to introduce his system into the lower schools if the directors would allow him. This proposal stirred up much opposition. To teach children, children of the poor, to draw was an unheard of and dangerous innovation. Drawing was an accomplishment, not a necessity; a luxury to be enjoyed by those only who were willing and able to pay for it. In the common schools it would be a waste of time. So argued the “conservatives.” The “progressists” had a majority of votes, but the minority were so persistent and so virulent in their opposition that the scheme was dropped, and Peale resigned his position in the high school shortly afterwards. “Could Mr. Peale’s ideas have been realized,” wrote Prof. John S Hart to Hon. John Eaton, United States Commissioner of Education, “ in a great mechan¬ ical and manufacturing city like Philadelphia, I have no doubt it would have added millions annually to the productiveness of its artisans. Thirty years ago I expressed, the belief, and I am willing still to abide by the record, that such a system as Mr. Peale’s, fully and fairly carried out, would have been worth to the city pecuniarily more than the entire cost of her system of public schools.” WILLIAM MINII'IE IN BALTIMORE. In 1848 and 1849 there was in the Boys’ High School of Baltimore a teacher of drawing, Mr. William Minifie, who taught the subject as a science and not as picture making. Based on geometry, his progressive studies proceeded systematically, and the progress made by his pupils was most striking. After teaching in the high school for one or two years this teacher was dismissed, because, forsooth, some mem¬ ber of the committee, who was utterly ignorant of any form of art, had some favorite, equally guiltless of any ability to teach industrial drawing, whom he wished employed; rational drawing was relegated to the limbo of forgotten things, picture making was encouraged, and the school children of Baltimore for the next twenty years were deprived of the very opportunity England had taken such pains to furnish, and which, twenty years later, Massachussetts made such commendable efforts to procure.2 Post hoc et propter hoc. In his elaborate report on the school drawing exhibits in the Centennial Exhibition at Philadelphia, Mr. Charles B. Stetson writes: The specimens of drawings done by the boys in Baltimore City College [formerly high school] which are here exhibited consist almost wholly of reproductions from Hat copies in light and shade. There are landscapes, trees, rocks, dilapidated houses, fences, bridges, carts, etc. The boys who are compelled to do such work are truly to be pitied. There is nothing to indicate the course of instruction, if really there is anything of the sort. 1Art and Industry. Education in the Industrial and Fine Arts in the United States, by Isaac Edwards Clarke, A. M., Part I. Drawing in Public Schools. Washington, Government Printing Office, 1885. A most interesting and valuable work, to which the present writer is indebted for a great part of the contents of this chapter. 2 Art and Industry, p. 30. NORMAL SCHOOLS IN THE UNITED STATES. 2289 The following history of the Normal Art School is taken from the fifty-third report of the Massachusetts board of education, with some abridgment and many omissions: A petition was presented to the legislature of 1869, asking that the board of edu¬ cation be requested to report a definite plan for providing instruction in drawing in all towns of the Commonwealth having more than 5,000 inhabitants. * * * In response, the legislature passed a resolve, which was approved June 12, 1869, instruct¬ ing the board of education to consider the expediency of making provision for giv¬ ing free instruction to men, women, and children in mechanical drawing in all towns having 5,000 inhabitants or more and to report a definite plan therefor to the next legislature. The board, through a committee of three of its members, recommended the pas¬ sage of a law “which shall require elementary and free-hand drawing to be taught in all the public schools of every grade, and which shall further require all cities and towns of - inhabitants to make provisions for giving annually free instruction in industrial or mechanical drawing to men, women, and children in such manner as the board shall prescribe.” * * * By an act of the legislature approved May 16, 1870, drawing was included among the branches of learning required to be taught in the public schools. Provision was likewise made for giving free instruction in industrial or mechanical drawing to per¬ sons over 15 years of age, all to be under the direction of the school committee. The above act was to take effect upon its passage. To ingraft upon the educational system of the State this branch of instruction created a demand for special training in the art of drawing; but from what source were the instructors to come? Clearly an institution for training the teachers must be established, or no satisfactory results would follow. In the autumn of 1871 the board employed Mr. Walter Smith, recently from the Art School, Leeds, England, to be State director of art education. * * * Con¬ vinced of the necessity of providing some means for the training of teachers in the new branch of study, Mr. Smith advised the establishment of a school for that pur¬ pose. The board, acting upon Mr. Smith’s recommendations, at once appealed to the legislature for the means to establish a normal art school. The first appeal was not successful. The means were finally provided, and on November 11, 1873, the school was located in rooms in the third story of a private dwelling then in posses¬ sion of the State, in Pemberton square, Boston. * * * These were wholly inadequate to the demands, being originally prepared for 36 students, while the school at first numbered 107 and in a short time contained twice that number. The legislature of 1875 authorized the sergeant-at-arms to assign to the school other rooms in another dwelling in Pemberton square. From this location in the fall of 1875 it was removed to rooms, 10 in number, in School street block, oppo¬ site the city hall. Here it remained for a term of five years, when it was again removed to better-fitted and more ample rooms in the Deacon House on Washington street. Its last remove was in 1878, to a building constructed for its special use on the comer of Dartmouth and Exeter streets. The Normal Art School building was constructed at an expense of about $85,000. It is favorably located. Though una¬ dorned, it is artistic in design and finish. It is abundantly provided with the neces¬ sary appliances for art teaching, and is in every respect a model of convenience for the purposes it was built to serve. * * * The number of students kept pace with the constantly increasing means of accom¬ modation, and was always in advance of these until the art building was erected. The present number is 220. The number that have received certificates and diplomas is 498; the number that have graduated from the full course is 71. * * * RESULTS OF THE ESTABLISHMENT OF THE SCHOOL. The law of 1870, which required drawing to be taught in schools of all grades throughout the Commonwealth, went into operation in the absence of every direct means for its enforcement. There were but few teachers of drawing in the State; there was no published scheme for instruction in drawing which was adapted to the several grades of schools; there was no popular public sentiment among the people which demanded its introduction into the list of branches required to be taught. The Normal Art School has, during the seventeen years of its existence, prepared teachers of practical skill in the art of drawing, for the evening schools now kept in all the cities and large towns of the State. It provided a large number of art directors and teachers of drawing for public and private schools, for the normal and technical schools, and for the collegiate institutions, and they are filling important positions in all parts of the country. * * * ed 99 — you ii - ITT 2290 EDUCATION EE POET, 1898-99. Perhaps the most important result produced by the school is seen in its influence on the general culture of the pupils in all schools where drawing is taught. It trains them to observe with accuracy and intelligence. Its exercises cultivate the imagina¬ tion and the judgment; they increase the power of invention, and produce an evident effect in purifying the heart and refining the taste. When the Normal Art School began its work the highest idea of drawing in most schools which gave the subject any attention was picture making, with little else besides copying from books. At present the scheme for teaching this branch begins with molding the elementary forms in clay and extends through all grades of exer¬ cises to the highest forms of the art. The present scheme is the elaborated product of much careful study and varied experience b}^ numerous patient observers and workers; and, while it incorporates much that is of foreign birth, it avoids the mis¬ takes of other countries and furnishes a system of instruction well adapted to our own. * * * The indirect result is what was anticipated by some of its early advocates and what wTas inevitable: it is creating a taste among the people for art in designs foreign to our hitherto unfamiliar eyes, and at the same time is training designers and artists for manufacturing establishments which but a few years since were wholly dependent upon aliens, or upon the product of their taste and skill brought from other markets. PROF. IV ALTER SMITH. The spread of elementary drawing throughout the public schools, not only of Mas¬ sachusetts, but of the United States, is largely due to the experience, skill, and untiring energy of the first principal of the Boston Normal Art School and State art director, Prof. Whiter Smith. The principles he advocated and the methods he pursued, exhibited in his Boston work and diffused and popularized by his lectures at teachers’ institutes at home and addresses at educational conferences throughout the country, were as good seed sown on good ground and brought forth fruit, “some thirty, some sixty, and some an hundred fold.” Disciples followed in crowds and in their turn became apostles of the new art education. A man of such energy, of an aggressive spirit, of great self-confidence, of such firm belief in his own doctrines, his own plans, his own methods, could not fail to stir up opposition. The assailants in normal-school contests have two methods of attack. They may attack the system itself or they may attack the head of the system. When the attack is made on both sides at once, it needs no prophet to foretell the result; the man i§- sure to fall, as in IValter Smith’s case — a very small, almost insignificant, minority in the legisla¬ ture, aided by the governor (Benjamin F. Butler), making an attack on the system, while a powerful combination outside the legislature made war upon the man. The board of visitors formed a sort of aulic council around the art school, and their orders, though given with the best intentions, proved very embarrassing to the commander in chief. No doubt mistakes wTere made on both sides; but wThen two undertake to ride a horse one must ride behind, and the obstinate Englishman refused the back seat. Taking all the circumstances into account, an unconciliating chairman, an unconcili- atory principal, a number of very sensitive teachers, a publishing house acting on strictly business principles, it is rather to be wondered at that the fiat had not gone forth sooner, “ Delenda est Carthago.” And so Wr alter Smith returned to his native land, not without due recognition of his splendid talents on both sides of the Atlantic. In their first report after the retirement of Professor Smith the committee on drawing say: That we are able to carry on drawing so successfully as we do under existing cir¬ cumstances is due to the past, which gave us a sound system of instruction, trained many teachers in the practice of free-hand and model drawing, taught the principles of design, substituted true for false models as objects of study, and both perfected and equipped the free evening drawing schools, which deservedly rank among the most useful institutions of the city. Referring to the appointment of Mr. Walter Smith in 1883 as head master of the art department of the Technical College at Bradford, England, the Right Hon. A. J. NORMAL SCHOOLS IN THE UNITED STATES. 2291 Mundella in a public address “congratulated the Technical College on having Mr. Walter Smith as an art master.” “ There were few art masters,” he said, “ who had the experience and who possess so completely the successful art of teaching as Mr. Walter Smith and who knew how to apply art to industry.” 1 COURSE OF STUDIES. The school offers two courses of study — a four-years’ course, which gives training in the scientific and artistic branches and in their application to industries, and a two- years’ course, which trains for the work of teaching and supervising drawing in the public schools. There are four classes — A, B, C, and D. On the completion of the work of Classes A and C students receive a diploma certifying that they are qualified to teach mechanical and architectural drawing. On the completion of the work of Classes A, B, and D they receive a diploma certifying to their qualifications to teach industrial art. Applicants for admission to Class A must pass examinations in the following subjects: 1. Model drawing (outline). 2. Model drawing (shaded) . 3. Historic ornament (outline from cast). Upon entering Class A choice is given to each pupil of beginning (a) a course of study that will fit him especially for teaching and supervising drawing in the public schools, or (b) one that will prepare him to teach the broad subject of industrial art. Those desiring to enter on the former course (a) are required to pass an entrance examination (in addition to the subjects mentioned above) on the following subjects: (1) English grammar and composition; (2) history of the United States; (3) geogra¬ phy; (4) plane geometry; (5) elementary botany; (6) elementary physiology.2 CONNECTICUT. Early Legislation. The law establishing the first State normal school of Connecticut was passed in 1849. It states explicitly that the object of this school “shall be not to educate teachers in the studies now required by law, but to receive such as are found compe¬ tent in these studies and train them in the best methods of teaching and conducting common schools.” It provides that the number of pupils shall not exceed 220, that applicants shall sign a written declaration that their object in seeking admission to the school is to qualify themselves for the employment of common-school teachers, and that it is their intention to engage in that employment in the State; and that to all pupils legally admitted “the tuition and all the privileges of the school shall be gratuitous.” For the support of this school there was appropriated “the bonus derived from the ‘State bank,’ and the interest which may accrue thereon, from which the sum of twenty-five hundred dollars annually, for the term of four years, shall be paid to said trustees with said interest, no part of which sum shall be expended in any building or fixture for said school.” At the same session the principal of the normal school was made ex officio superintendent of common schools. Slight changes were introduced into the original law in 1866, 1872, 1883, and in 1889. The most important changes were (1) the maintenance of two normal schools, one of them. east of the Connecticut River; (2) the appropriation 'of $40,000 a year for their support; (3) the regulation of the number of students to be admitted is left to the State board of education; (4) authority is given to the State board of education to establish and maintain model schools under permanent teachers, approved by the board, in which pupils of the normal schools shall have an opportunity to practice modes of instruction and discipline. New Britain. The school was opened at New Britain in 1850 with encouraging prospects. Dur¬ ing the first year the number of pupils enrolled was 154; it rose, in 1855, to 359, and 1Art and Industry, Part I, Drawing in Public Schools, p. 62. 2 Circular of the Massachusetts Normal Art School, 1890-91. 2292 EDUCATION REPORT, 1898-99. then gradually decreased till, in 1864-65, it fell to 138. For the next four years the school was suspended (1865 to 1869), from causes which the editor has not been able to ascertain definitely, and at which he prefers not to guess, though he visited the school in its dying moments. But in 1869 it was reopened with 132 students, and the numbers continued to increase till 1874, when it was again closed for a year. In 1875 it was again resumed and the progress, judging from numbers, from that to the date of the last catalogue was steady and nearly uniform. This catalogue con¬ tains the names of 401 students. The building now occupied by this school was erected in 1882, and by successive alterations and additions has become almost a model. Besides the usual assembly room, schoolrooms, recitation rooms, lecture rooms, library, etc., it has two labora¬ tories, a cabinet, a manual training room, a cooking room, a lunch room, a room for drawing and modeling, a gymnasium, and two kindergarten rooms. The grouping of studies under several teachers is in some instances “ very peculiar.” For example, Miss A has drawing and literature; Miss B, arithmetic and geography; Miss C, drawing and language; Miss D, singing and arithmetic; Miss E, kindergarten and sloid; Miss F, mathematics and English. The purpose is probably to prevent a teacher from running in one rut by giving her two ruts to run in. The gentlemen teachers, it should be noticed, are provided with but a single wheel, with one excep¬ tion, and he has a bicycle, “principles of teaching” and “writing.” It must be acknowledged that certain unquestionable advantages may be obtained from this system of “union of opposites,” especially when, as appears to be the case in the present instance, it is the result of design and not of accident or necessity. A characteristic feature of the Connecticut normal school is seen in the Training Department and Model Schools. The State board of education has under its supervision and full control three model schools — one at New Britain, with 404 pupils and 11 permanent teachers; one at Bristol, with 252 pupils, and one at South Manchester, with 635 pupils. The professional training course at New Britain will be understood from the fol¬ lowing outline: The first year gives a review of common-school subjects, with the special object of making the students familiar with the best methods of teaching children. The second year is devoted to observations, methods of teaching, trial lessons, assisting in model schools, psychology and general principles, and independent teaching under supervision. Observation. — At the beginning of the second year those students who have reached the required standard of scholarship in all subjects, and who are thought to be sufficiently mature, begin to work in the model schools. They visit the classes daily and describe the lessons they observe. Methods. — The teachers of the model schools sum up for the training class the essentials of each subject to be taught to children and teach children when members of the class are present. Trial lessons are required as fast as individuals show a good understanding of the work they observe. Students do not usually give lessons in the presence of all their classmates. Criticism of the teaching is not a public exercise, and each student receives personal suggestions and advice. Assisting. — After observing in the model schools, students are assigned to the model- school teachers as assistants. They are taught to place work on the blackboard, keep the register, make a programme, and hear classes in all subjects taught in the room. Psychology and general principles. — From this time on commonly accepted principles are discussed and some instruction is given in physiological psychology. Independent teaching. — After the completion of the preliminary training described, every student must teach and govern successfully for three months one of the depart¬ ments in charge of the State board of education, located outside of New Britain, but under the supervision of skilled teachers and closely connected with the parent school. The members of the senior classes in the normal school observe frequently in the NORMAL SCHOOLS IN THE UNITED STATES. 2293 kindergarten. The kindergartner gives to this class a careful statement of the prin¬ ciples and theory involved and instructs them in the occupations relating to primary work. The first five months are spent in observation and in study of the following special subjects: Biology, botany, physics, chemistry, physiology, free-hand drawing, modeling, coloring, inventional geometry, manual work, gymnastics, singing, litera¬ ture, and penmanship. A special diploma is awarded to graduates of the kindergarten training class.1 A normal school which is organized with special reference to the requirements of any particular locality can not safely be used as a model for another where the environments are different; yet one who should wish to organize or to reorganize a normal school in any part of this country would do well to study carefully the plans and methods of the school at New Britain. They are fully up to the times, pro¬ vided always that the actual working corresponds exactly to the printed statement. WlLLIM ANTIC. This school was established by an act of the legislature passed in 1889. The sum of $75,000 was appropriated for the construction of a building, but without waiting for its completion the school was opened in September, 1889, in rented rooms. It is the counterpart, in miniature at present, of the school at New Britain. It is under the same superintendence and control and aims at developing the same principles by the same methods. • RHODE ISLAXD. What Horace Mann had been in the educational history of Massachusetts, Henry Barnard was in that of Rhode Island. He was the first State school commissioner, and spent some of the best years of his life in efforts to establish a system of State normal schools in Rhode Island. He visited every portion of the State, delivered lectures, organized teachers’ institutes, and began what he called an “Itinerating normal school agency.” During his term of office more than 1,100 public meetings were held to discuss subjects connected with the public schools, and at all these meetings one of the most prominent topics was the necessity of a thoroughly organized State normal school. After one year’s incessant and well-directed labor he was sanguine enough to believe that the time had come for carrying his projects respecting the State normal school into execution. His plan was to have two normal schools — one in Providence and the other somewhere in the country. The school in Providence was to supply the missing link between the municipal schools and Brown University. The country school was to be a “training school” with an industrial annex in which pupils might pay part of their expenses by manual labor. The scheme was too complicated — one might almost say too good — to command popular favor. But the legislature seemed willing to try it, at least in part. In 1845 a bill was passed authorizing the establishment of “ one thoroughly organized nor¬ mal school in the State,” but no appropriation was made for carrying the law — if it can be called a law — into effect. The people were simply authorized to spend their own money and declined to spend it. Now, Brown University came to the rescue. The university created a new chair, a professorship of didactics, and Samuel S. Greene, then superintendent of schools in Providence, was appointed to the position, which he was allowed to hold in con¬ nection with the superintendency. In the winter of 1851-52 the first normal classes were taught in the hall of the Providence high school. Next fall the school was opened, in rooms rented for the purpose, with 85 students and 3 assistant teachers. The following term was made noteworthy by a course of lectures on physical geog¬ raphy delivered by the celebrated Professor Guyot. 1 Catalogue of the Connecticut Normal Training School, New Britain, Conn. Fortieth year, 1891-92. 2294 EDUCATION REPORT, 1898-99. Donations and tuition fees, however, were totally inadequate to the support of such an institution. Even the $1,000 appropriated by the general assembly in 1854 proved to be but a drop in the bucket, and on the urgent recommendation of Mr. Elisha R. Potter, the school commissioner, who succeeded Dr. Barnard, the general assembly, May, 1854, passed an act establishing a “State normal school” and appropriating $3,000 for its support. The school was opened on the 29th of May with 27 students, under Dana P. Colburn principal; before the end of the session the registered stu¬ dents numbered 88. Within two years a library of 1,200 volumes was accumulated and a beginning made in the collection of apparatus. The “collection” was slim enough — “two movable blackboards, one 6-inch and two 12-inch globes, a valuable collection of outline maps and charts, and a set of anatomical plates.” The value lay in the fact that it was a “ beginning” and in the right direction. The genial spring was not followed by the usual bountiful harvest. Unseasonable winds began to blow, and kept on blowing. It was said by some that the towns should give more pecuniary aid, and that the State treasury should be relieved in part of the expense of maintaining the school. All parts of the State were not equally benefited, and yet all parts were equally taxed. The old and not yet exploded fal¬ lacy that education is a local more than a general benefit was urged for all and more than it was worth. It has fortified itself and been dislodged in many strongholds — the family, the district, the township, the State. When it is once expelled from the citadel the country will be safe. The citizens of Bristol were willing to receive the ark of the covenant, and thither it was carried; but the blessing did not follow it. About the beginning of the civil war the numbers in attendance fell off to 19 — 5 young men and 14 young women. At the close of the spring term in 1865 school adjourned for a vacation of five weeks. It was hoped that the general assembly would send it back to Providence, but the hope was not realized. The operations of the school were suspended until after the meeting of the legislature in May, and in July it was suspended indefinitely. But “blessings brighten as they take their flight.” The institution was “not dead, but sleeping,” awaiting the voice of the master. School committees were urgent in their demand for its reestablishment. One committee declares that ‘ ‘ the need is becom¬ ing every year more urgent.” Another, that “the best interests of public education can not be promoted without the establishment of a State normal school.” Another, that “the importance of establishing a State normal school as a means for the advancement of our common schools needs no argument. ’ ’ Another says, “We hope that a normal school will be established in this State, and that no persons will be employed to teach in our public schools except graduates of that or similar institu¬ tions. Much of the time of the children is now thrown away at the commencement of each term by employing teachers, who, while their intellectual culture is all that could be desired, know but little, if anything, of the art of teaching.” Then the master appeared. Mr. Thomas W. Bicknell received the appointment [of State school commissioner] in May, 1869, and he at once set himself to work to bring about the desired result. He left no stone unturned during the years 1869 and 1870 to inspire and combine the public sentiment in favor of the enterprise. It is true that the ground had already been prepared and the seed had been sown by the labors of his predecessors, and he was able to reap the harvest which had in part been brought on to its growth and maturity by them. But at this particular moment it seemed to need precisely the qualities which Mr. Bicknell possessed and the efforts which he put forth to bring the former labors to their consummation. * * * By public educational lectures in every town in the State; by teachers’ institutes, and papers and discussions thereon; by the newspaper press, which opened its columns freely to the commissioner; by the Rhode Island institute of instruction; by the distribution of educational tracts, and by personal interviews with the members of the general assembly, the labors of the commissioner began to bear fruit.1 1 The Dedication of the State Normal School Building, Providence, It. I. Printed by order of the general assembly. NORMAL SCHOOLS IN THE UNITED STATES. 2295 In 1871 a bill was introduced for the establishment of a State normal school, and was j:>assed by a very large majority after a very brief discussion. The j)eople were prepared for it. The board of education and the commissioner were made trustees, and they wisely selected Providence as the location of the school. The school was opened in September, 1871, in a rented building; but in 1877 the legislature made an appropriation of $40,000 for the purchase of a building for the x>ermanent home of the school. The city of Providence being about to erect a new high school building, the old high school estate was xmrchased for $30,000 and fitted up comfortably for the use of the normal school with the remainder of the appropriation. The school took ]:>ossession of its new home in December, 1878. From the ‘ ‘ Catalogue and circular ’ ’ of 1890 we learn that the number of students for the scholastic year, including graduates who completed their course in January, was 200. The full course (seven half years) includes 100 lessons in composition and grammar, 300 in arithmetic, 100 in chemistry, 150 in drawing, 100 in the English language, 100 in geography, 100 in physiology and hygiene, 50 in bookkeeping (single entry), 100 in general history, 100 in geometry, 100 in reading, 200 in Latin, 100 in rhetoric, 100 in algebra, 100 in botany, 100 in jrhysics, 100 in English literature, 50 in physical geography, 50 in geology, 50 in psychology, 50 in logic, 50 in ethics, 50 in zoology, 50 in pedagogy, 50 in primary methods, 50 in methods in geography, 50 in methods in grammar, 50 in mineralogy. Principals. Dana P. Colburn . 1854-1859 Daniel Goodwin . 1859-1860 James C. Greenough . 1871-1884 T. J. Morgan . 1884 NEW HAMPSHIRE. The history of the normal school campaign in New Hampshire is curious, inter¬ esting, and instructive — an early and promising attack, a victory, long in doubt; ignorance and prejudice behind the intrenchments; indifference, perhaps treachery within the lines; a deficient commissariat, skirmishes without results, compromises without advantage, indomitable pluck on one side, invincible obstinacy on the other — triumph at last. “The darkest hour of all the night” proved to be “the hour before the morning.” All the battles with ignorance, prejudice, misrepre¬ sentations, jealousies, parsimony, which had been fought and won in thirty other States, had to be fought again. And not in vain. “ For freedom’s battle once begun, Bequeathed by bleeding sire to son, Though baffled oft is ever won.” Now peace, with wings outspread, hovers over the beautiful normal buildings at Plymouth; and for a x^eace offering thousands of dollars can be had almost without asking where hundreds were once sulkily refused. The story of the State Normal School of New Hampshire can best be given in the words of the present x^rincipal of the school, Dr. Charles C. Rounds, in an address which he delivered on the dedication of the new building. The present editor regrets that want of space compels him to omit many paragraphs from this interest¬ ing paper. After a brief sketch of the development of normal schools in the State of Massachusetts, Dr. Rounds says: In 1823 there was established at Franklin, N. H., by the munificence of Mr. Joseph Noyes, a school called the Instructors’ School. Its principal for many years was Capt. Benjamin M. Tyler, a graduate of Captain Partridge’s Military School at Norwich, Vt. In regard to normal methods of teaching Captain Tyler was far in advance of his time, and in spring and fall terms for years he formed and taught a teachers’ class in the principles of the various branches of study and in methods of 2296 EDUCATION EEPOKT, 1898-99. teaching and school management. It has been claimed that more than sixty years ago there could be found at Franklin a superior normal school. At a public dinner in Boston a few years since I heard Hon. J. W. Bradbury, of Maine, a colleague of Webster and Calhoun in the United States Senate, telf the story of the next normal school in New Hampshire. In 1829, having finished his course of legal study, he had three months to wait before admission to the bar. He had noted, as many were noting at that time, the miserable condition of the common schools and the mental poverty of the teachers therein. Instead of taking a vaca¬ tion he came across the line from his home, in Parsonsfield, Me., to Effingham, and organized for a three-months’ term a school for the preparation of teachers. The next attempt in our State to give teachers special preparation for their work was made here in Plymouth by Samuel Bead Hall, who had been connected with the school in Concord, Vt.,in 1823, and with Phillips Academy in 1829. In 1837, while teaching in Phillips Academy, he was asked to become preceptor of Holmes Academy in Plymouth. He accepted, on condition that it should be called a teachers’ seminary and should have a department specially for the training of teachers. These conditions were accepted, and for two years (1837-1839) the teachers’ seminary at Plymouth continued, and then was closed in consequence of the failure of an expected endowment. I hold in my hand the first catalogue of this teachers’ seminary. The course of study and the classification of the school show the honesty of the man and the char¬ acter of this, as a normal school, much truer to the name than many pretentious institutions which followed long after its time. Although it had a classical depart¬ ment, the teachers’ department evidently lay nearest the heart of Mr. Hall. Though this school antedated by two years the establishment of the normal school at Lexington, Mass., after its closing for many years no other similar attempt was made. Normal schools were established in other States in numbers increasing by a constantly accelerating ratio, but here the reliance seems to have been upon academies, and these doubtless did what they could. But under such auspices popular education could not advance, and after trying all other agencies the con¬ viction became stronger and stronger that again a special effort must be made. In 1870 the act was passed for the establishment of a normal school. * * * There is not time now to give the history of the efforts which culminated in the passage of the normal-school law, nor of the contests which resulted in locating the school in the buildings of the Holmes Academy, at Plymouth. It was finally here established, and for several years sustained by the tuitions paid by pupils, and by the generosity of the town, of private individuals, and of the Boston, Concord and Montreal Railroad. Here I quote from the principal’s report to the trustees in 1887: “Thirty-two years after the first normal school in Massachusetts had been established, with two years in its course of study, and years after Maine, Connecticut, and Rhode Island had established normal schools on the same basis, the State Normal School of New Hampshire was established, with the legal provision that said nor¬ mal school shall be established and maintained without expense to the State, except the necessary expenses of the trustees, which shall not exceed the sum of $300; that the school should be in session at least twenty weeks each year, and that pujnls could graduate from one of the courses at the end of one school year. Large num¬ bers actually went out from the school with diplomas at the end of a course' of only twenty weeks. Yet the school, sustained by tuitions and voluntary contributions, opened with a good faculty and 70 students, and in its second year enrolled 184 different pupils. To an urgent request of the trustees for $12,000 for building and $3,000 for a library, the State responded with a total appropriation of $5,000. In the first four years of the school the State gave nothing for current expenses. For the lack of funds the faculty had to be cut down, and at the close of the third year the school suffered the loss of its first principal by death from overwork. Luring a part of the fourth year the faculty consisted of only two teachers, each teaching from seven to eight hours a day, and one of these broke down before the close of the year. In 1875 the State made its first appropriation for current expenses, and the school was declared a free school, but tuitions were still exacted from those who did not complete the course of the first or the second year until 1886. For four years, with¬ out endowment, .the school had been sustained by tuitions and contributions. It is safe to say that a State normal school established under such auspices and sustained on such a basis was never before known. “The report of 1876 speaks of constant improvement in the school, of jealousies which had sprung up against the school as an intruder into the educational field, and of the great harm which had been done to the cause by the graduation of large numbers from the short course of twenty weeks — a course of study only one-quarter the length of the shortest courses of other New England normal schools. Of the 175 graduating up to this time 158 had graduated from the twenty-weeks’ course. In NORMAL SCHOOLS IN THE UNITED STATES. 2297 1878 the jealousies and opposition referred to in earlier reports resulted in reducing the annual appropriation for the school to $3,000. The numbers in the school had been greatly reduced; the outlook was most discouraging. Yet, instead of trying to increase the numbers by merely popularizing the school, it was made more severely professional than ever before. The one-year course was abolished. As might have been expected the numbers did not rapidly increase, but the character of the school as a school for professional training was established beyond all possibility of cavil. The policy continued by cutting down even the modest appropriations asked, or of refusing them altogether, and the complaint continues from year to year of insuffi¬ cient accommodations and means of instruction. * * *” In 1885 an appropriation of §2,000 was asked for, but was refused. This was apparently a turning point in the history of the school. Hostilities which hindered its work ceased. Friends in increasing numbers came to its aid. The press gave it a more and more generous support. In 1887 it received from the legislature an appropriation of $12,000 for building, and the annual appropriation for support was raised from $5,000 to $7,000. * * * The legislature of 1889 gave an additional appropriation of $60,000, and you here to-day behold the fair results, a lasting monument to the many friends who worked so faithfully to secure this appropria¬ tion, as well as to the memory of the devoted teachers of the earlier days, who, amid discouragements, kept alive in New Hampshire the idea of the normal school and carried it through its phases of development. We have this beautiful schoolhouse, which, for solidity of construction, for convenience, for its provisions for comfort and health, and adaptation to the work for which it is designed, may well challenge com¬ parison with any other. We have a boarding hall so planned and furnished as to offer to our pupils a comfortable, healthful, and elegant home. * * * The normal school begins its twenty-first year under these favorable auspices. Like a traveler who, after long wandering through morass and fog, comes out into the sunshine on solid ground, so we at last find firm support for our feet and see the sunshine on our path.1 The course of study does not differ greatly from that of other first-class normal schools limited to a two-years’ course, as will be seen by the following programme: Course of instruction. [Figures denote number of lessons per week (music and writing, each two lessons counted as one).] First year. Second year. First term. Second term. First term. Second term. Language . Reading, 3; gram¬ mar, 3; composi¬ tion, 3. English literature, 2. English language, 3; essays, 1. Essays, 1. Mathematics. . . . Arithmetic, 3; ele¬ ments of geome¬ try, 2. Geometry, 3 . Algebra, 4 . Bookkeeping and reviews, 4. Natural science. Physiography, 3 . . . . Geography, 4: bot¬ any, 4: physics, 3. Chemistry, 3; phys¬ iology, 3. Physical geogra¬ phy, 4. History . American history, 4. General history, 4 .. Civil government and school law, 2. History of educa¬ tion, 4. Professional .... School economy, 2; Psychology, 4 ; Methods and train- Pedagogy,!; meth- drawing, 2; mu- drawing, 2; mu- ing, 6; drawing, odsand training, sic, 1; writing, 1. sic, 1. 2; music, 1. 8; drawing,!. VERMONT. State Normal School at Castleton. The institution now known as the State Normal School at Castleton, Yt., celebrated its centennial in 1887, having changed its name several times during the century. It was established by act of the legislature in 1787 as a county grammar school in and for Rutland County, to be held “at the house commonly known by the name of the new schoolhouse, near I)r. William Woolcott’s in Castleton, provided that the county of Rutland shall not be at any cost or charge in completing or repairing the same.” Another act of the legislature provided “that it shall be known by the name and 1 Annual Report of the Superintendent of Public Instruction, being the Forty-fifth Annual Report upon the Public Schools of New Hampshire. Concord, 1891. 2298 EDUCATION REPORT, 1898-99. style of the Corporation of Rutland Grammar School.” In 1805 it was enacted “by the general assembly of the State of Vermont that the name and style of the Rutland County Grammar School be, and the same is hereby, altered to the name and style of the Vermont Classical High School.” This act was repealed in 1830. In 1866 an act was passed authorizing the establishment of one normal school in each of the three Congressional districts of the State with two courses of study; graduates of the short course to receive certificates for five years, the others for fifteen. In 1867 the legislature granted an annual appropriation of $500 to each of these normal schools for the purpose of assisting indigent young men and women “inhab¬ itants of this State who may desire to more perfectly qualify themselves for the office of teaching by attending the normal schools within this State.” Persons so aided were required to teach at least two years subsequent to their graduation. This sum was increased in 1870 to $1,000, and in 1882 an additional $500 a year was appropriated to each of these three schools. In 1888 the legislature extended their charters until the year 1900. The first session of the normal school atCastleton was opened on the 2d of January, 1868. In 1878 the legislature, fearing that the normal schools might attempt to fly too high, passed the following enactments to clip their wings: No. 113. Sec. 2. No more than two courses of study shall be allowed in the normal schools of this State. No studies or subjects not included in the course of study estab¬ lished for them shall be taught in the normal schools of the State, nor in any school or department established and controlled by the trustees or by the teachers of any normal school in the State. Sec. 3. The two courses of study for the normal schools may include such branches of learning as have been set, or shall be set, in them, by the trustees of any normal school acting in concurrence with the State superintendent of education; but no foreign language, ancient or modern, shall he a subject of instruction in any normal school. Yet the course of study in the Vermont normal schools is by no means narrow, judging from the list of text-books used. First course: Hill’s Geometry for Beginners, The Franklin Algebra, Greenleaf’s Complete Arithmetic, Prang’s Drawing Books, Maury’s Physical Geography, Walk¬ er’s Physiology, Wood’s Object Lessons in Botany, Eggleston’s History of the United States, Macy’s Our Government, True’s Our Republic, Conant’s Vermont, Whitney’s Essentials of English Grammar, Conant’s Drill Book in English, Scott’s Lady of the Lake, American Poems, American Prose, Principles of Education Practically Applied, Gill’s Systems of Education, Putnam’s Psychology, Payne’s Lectures on the Science and Art of Teaching, De Garmo’s Essentials of Method. Second course: Wentworth’s Algebra and Geometry, Sharpless and Phillips’s Natural Philosophy, Young’s Astronomy, Kellogg’s Rhetoric, Swinton’s Outlines of the World’s History, Arnold’s English Literature, Lockwood’s Lessons in English, Painter’s History of Education, Thomson’s Seasons, Bacon’s Essays, Janet’s Ele¬ ments of Morals. The number of students in attendance during the school year ending July, 1890, was 230. The number of graduates since 1868: First course, 350; second course, 85. 1 Principals. Miss E. O. Patch . 1868-1869 Rev. R. G. Williams . 1869-1874 Edward J. Hyde . . 1874-1875 Rev. Geo. A. Barrett . 1875-1876 Walter E. Howard . „ . 1876-1878 Judah Dana . . . 1878-1881 Abel E. Leavenworth . 1881 iCastleton School Centennial. Report of the proceedings. Rutland, 1888. NORMAL SCHOOLS IN THE UNITED STATES. 2299 • State Normal School at Randolph. The Randolph Academy, or Orange County grammar school, "was established in 1806 in a building now occupied as a dwellinghouse. Its last principal was Edward Conant, “the father of the Vermont normal schools,” by whose aid chiefly the academy was changed in 1866 to a training school for teachers — one of the three for which the legislature made an appropriation in 1867, as has been already mentioned. Normal schools naturally divide themselves into three groups: Those whose work is chiefly academic, and whose aim is to secure scholarship in the subjects taught; those of the character of city training schools, which strive to give their students a large amount of practical teaching after certain prescribed methods; and those which seek to give their graduates a scientific basis of practical pedagogy. The Randolph school claims to belong to the last class. From February, 1867, to June, 1890, the whole number of students admitted was 1,877. Of these 819 graduated in the first course, and 122 in the second course.1 Principals. Edward Conant . . . 1867-1874 Abel E. Leavenworth . 1874-1879 Andrew E. Edson . 1879-1884 Edward Conant . 1884 State Normal School at Johnson. This school was started as an academy about the year 1828 with 16 scholars, in a room which had formerly been a shoe shop. In 1836 the school was incorporated by act of legislature as the Lamville County grammar school, and public lands were granted toward its support. In 1866 the school surrendered its original char¬ ter and was recognized as a State normal school. The old academy building was at this time rebuilt, greatly enlarged, and fitted up nearly as it stands now. The last principal of the academy, S. H. Pearl, was the first principal of the normal school. In 1884 the village primary school was placed under the care of the princi¬ pal of the normal school as a model and training school, in which normal students should have the opportunity of doing practical work under the direction of experi¬ enced teachers.2 The number of students June, 1890, was 136. Principals. S. II. Pearl . . . . . 1867-1871 C. D. Mead . . . 1871-1872 Plarlan S. Perrigo . 1872-1875 William C. Crippen . . . 1875-1881 Edward Conant . 1881-1884 A. FI. Campbell . 1884 MAINE. First Normal School at Farmington. The teachers of Franklin County, Me., at their annual convention in 1857 passed a resolution “That the interests of our common schools and the teachers having them in charge not only require the fostering care of the State, but most imperatively demand the immediate establishment of that long-neglected source of improvement, a State normal school.” This was no uncertain sound, although it was but the echo of the xThe Normal Register; a History of the First Vermont State Normal School. Montpelier, Vt.,1885. 2 History and alumni record of the State normal school, Johnson, Vt., 1887. Catalogue, June, 1890. 2300 EDUCATION REPORT, 1898-99. demand made ten years before by William G. Crosby, the secretary of the first board of education of Maine. For thirteen years longer the voice was heard as of one cry¬ ing in the wilderness, till at last, in 1860, the legislature was stirred up to activity. The first experiment was an endeavor to establish normal departments in 18 acade¬ mies of the State. Of course, the attempt was a failure. The law was repealed in 1862, and an act for the establishment of normal schools was passed in 1863. A commission of three persons, appointed by the governor and council, was to locate two normal schools, one in the eastern and one in the western part of the State: ‘ ‘ Provided, that the citizens of such places will furnish, without expense to the State, suitable buildings for the instruction of 200 pupils for the term of at least five years; and pro¬ vided, that such locations be not within the limits of any incorporated city.” To sustain these schools for five years, four half townships of the public lands were appro¬ priated, to be sold in whole or in part, as should be deemed best by the governor and council. The commission decided to locate one of these schools at Hampden, the other at Farmington, but two years afterwards Castine was selected in place of Hamp¬ den. The trustees of Farmington Academy offered a cash donation of $4,000, together with the academy building, which they proposed to enlarge so as to accommodate 200 students. The school began in August, 1864, in a temporary hall, for the new building was not as yet completed. Thirty-one students were present at the opening, and during the year 130 students were entered, a number larger than in any subsequent year.1 Principals. Ambrose Parsons Kelsey . 1864-1865 George M. Gage . 1865-1868 Charles C. Rounds . 1868-1883 George C. Purington . . . . . . 1883 School at Castine. From the circular of the State Normal School at Castine, Me., for 1890, we learn that the object and work of the normal school are plainly stated in the act establish¬ ing these schools in that State: They shall be thoroughly devoted to the training of teachers for their professional labors. The course of study shall include the common English branches, in thorough reviews, and such higher branches as are especially adapted to prepare teachers to conduct the mental, moral, and physical education of their pupils. The art of school management, including the best methods of instruction and government, shall have a prominent place in the daily exercises of said schools. While teaching the funda¬ mental truths of Christianity and the great principles of morality recognized by statute, they shall be free from all denominational teachings and open to persons of different religious connections on terms of perfect equality. This school has been in operation twenty-three years and has had over 2,000 dif¬ ferent pupils connected with it since its organization. A model primary school is in operation in one of the rooms of the normal building, which has been fitted with primary furniture for that purpose. This school is under the control of the principal of the normal school and is taught by a teacher specially selected for that work. It has four grades, and is free to all children of these grades, as far as its capacity extends. The pupil-teachers are here furnished with a model which will help them to form an ideal of what a primary school ought to be. This enables them to have a standard of excellence in mind when they go out to teach, which it will be safe for them to strive to attain. The following is the outline of work actually done in the model school in the dif¬ ferent grades: 1 History of the State Normal School, Farmington, Me., by George C. Purington, A. M., Farmington, Me., 1889. NORMAL SCHOOLS IN THE UNITED STATES. 2301 Model School at Castine. First Year. — Reading. — Word, sentence, and phonic methods from charts. The lesson is first taught from the blackboard in script. Spelling. — By sound and letter. Number. — The Grube method, modified, as far as 10. Counting and writing num¬ bers. Fraction 5. Simple practical examples. Geography . — Position. Divisions of land and water, with molding board. Language. — Story-telling by the children; use of words in sentences, and careful correction of bad forms of speech. Drawing. — Lines and angles, and simple figures. Writing. — O11 blackboard and slates. Object lessons. — Form, color, human body, animals, plants, etc. Second Year. — Reading. — First and Second Readers. Sight reading. Spelling. — From reading lessons. Number. — Modified Grube system to 20. Continue counting and writing numbers and practical examples. Exercises with fractions th 3, h Geography . — Map of schoolroom. Oral lessons on continents, with maps and mold¬ ing board. Language. — Continue work of first year. Writing simple sentences. Use of capitals and periods. Dravoing. — Simple geometrical figures and original designs. Writing. — With ink in tracing books. Object lessons. — Continue work of first year. Third Year. — Reading. — Third Readers. Sight reading. Spelling. — From spelling book. Number. — Multiplication and division tables. Continue practical examples. Work in fundamental rules. Fractions i, i, i, i, tV* Geography. — “Our World No. 1.” Language. — “Elementary Lessons in English.” Drawing. — Continue sec¬ ond year’s work. Writing. — With ink in copy books. Object lessons. — Continue second year’s work. Fourth Year. — Reading. — Fourth Readers. Spelling. — From spelling book. Number. — Continue work of third year. Work in common fractions, United States money, decimal fractions, and factoring. Geography. — Elementary text-book. Language. — “Elementary Lessons in English.” Drawing. — Original designs and simple object drawing. Writing. — With ink in copy books. Object lessons. — Con¬ tinue work of third year. The object lessons are graded so that attention is called to name, parts, form, size; then to qualities and uses; then to relations, so that though the object may be the same in different grades, the lessons taught become more and more difficult. Normal school — Course of study. FIRST YEAR. F Class. E Class. D Class. j Arithmetic, from percentage. Grammar. Geography. School economy. Reading. Writing, one- half term. Elementary music, one-half term. Arithmetic, methods. Grammar. Geography. Algebra. Physiology. Algebra. Geometry. Physics. Physical geography. Drawing. SECOND YEAR. C Class. B Class. r A Class. Geometry. General history. Physics. Rhetoric. Botany. Bookkeeping, one-half term. Psychology. Chemistry. United States history. Civil government. Moral philosophy. Practice teaching. Didactics and history of edu¬ cation. Practice teaching. English literature. Astronomy. Geology, one-half term. Principals d Grenville T. Fletcher . 1867-1879 Roliston Woodbury . 1879-1889 Albert F. Richardson . 1889 1 Catalogue and circular of the State Normal School at Castine, Me., 1890. 2302 EDUCATION REPORT, 1898-99. n. NORMAL SCHOOLS IN NEW YORK, PENNSYLVANIA, NEW JERSEY, AND MARYLAND. NEW YORE. Early History. In 1825 De Witt Clinton, governor of New York, in his annual message, speaking of the common school system, says: “In furtherance of this invaluable system I recommend to your consideration the education of competent teachers.” This rec¬ ommendation is repeated in his message of 1826: “I therefore recommend a semi¬ nary for the education of teachers in the useful branches of knowledge.” The phrase “the education of teachers in the useful branches of knowledge” indicates that the governor had but a vague notion of the proper function of a “teachers’ seminary; ” and it is not to be wondered at that for many years after his death the people of New Yhrk struggled long and fruitlessly to make normal instruction an annex of the academy system. In his last message, 1828, the governor lamented that no law had been passed to elevate the talents and qualifications of teachers. In 1830 a committee of the citizens of Rochester petitioned the legislature to establish a State seminary for the education of teachers. In 1833 Governor Marcy said in hi3 message to the legislature: “ One of the most obvious improvements in relation to common schools would be a plan for supplying them with competent teachers.” There is no good reason to suppose that the “competency” thus desired extended further than a knowledge of the subjects taught in the common schools. In 1835 John A. Dix, chairman of a committee of the board of regents, recom¬ mended the establishment of teachers’ classes in the academies. In 1839 Governor W. H. Seward recommended that “Normal-school instruction be ingrafted on our public school system.” In the same year John C. Spencer, sec¬ retary of state and ex officio State superintendent of schools, secured the passage of a law creating a board of visitors of schools. The chairman of the board was the Rev. Dr. (afterwards Bishop) Alonzo Potter, and with him was associated Francis Dwight, who afterwards became superintendent of schools for the city and county of Albany and secretary of the executive committee of the board of regents. In 1842 a convention of county superintendents was held in LTtica, at which the Rev. Dr. Alonzo Potter, Horace Mann, and George B. Emerson advocated the estab¬ lishment of a normal school; to which project the superintendents promised their support. In 1843 a similar convention was held, and again the county superintend¬ ents reported in favor of a normal school. In the same year Calvin H. Hulberd, as chairman of the assembly committee on colleges, academies, and common schools, made an eloquent and elaborate report, accompanied by a bill to establish a normal school for the period of five years. The bill was passed May 7, 1844. The law pro¬ vided that the sum of $10,000 shall be “annually paid to the superintendent of common schools, from the revenue of the literature fund, for the maintenance and support of * * * a normal school for the instruction and practice of teachers of common schools in the science of education and. in the ari of teaching, to be located in the county of Albany.” The “normal-school idea” had grown since the time of De Witt Clinton, whc 'so ably advocated the establishment of a seminary “for the education of teachers in the useful branches of knowledge.” The law also placed the school “under the supervision, management, and government of the superin¬ tendent of common schools and the regents of the university,” but practically the school was governed by an executive committee of five persons appointed by the NORMAL SCHOOLS IN THE UNITED STATES. 2803 regents, of whom the law required that the State superintendent of common schools should be one. The school was first located in the depot building of the Hudson and Mohawk Railroad Company, the rent of which, $500 a year, was paid by the city of Albany; afterwards, 1849, in a house built by the State, at the cost of $25,000, on a lot pre¬ sented by the city in the rear of the old State Hall. The lot was not a very desirable one, and the building corresponded to the lot, though at the time it was regarded as “large and commodious.” The first principal was the now long lamented David P. Page, of whom nothing further need here be said, for he “being dead yet speaketli.” 1 One of the first “regulations” prescribed by the executive committee, doubtless at the instance of Mr. Page, deserves more than a passing notice: “The internal regulations of the school shall be left to take their form and character from the circumstances as they arise, and as the teachers may hereafter suggest.” Normal Departments in Academies. For several years before and after the organization of the Albany school there had been maintained in several academies in the State of New York a department for the instruction of common-school teachers. These departments were of two classes: One was established by the regents of the university by virtue of chapter 140 of the Laws of 1834, for the support of which the regents appropriated annually to each academy $400 — a sum supposed to be equal to the expense of maintaining the depart¬ ment; the other class consisted of those academies to which a share of the revenue of the literature fund, equal to $700 a year, was distributed for their ordinary sup¬ port, and which were required by the regents, pursuant to chapter 237 of the Laws of 1838, to establish and maintain departments for the instruction of common-school teachers. There were in 1840 eight academies in the first class and seven in the second. The number of students entered in these departments was, in 1835, 138; and in the following years successively, 218, 284, 374, 498; and in 1840, 608. The State superintendent, John C. Spencer, in his report for 1840 says he is “convinced that there has been a decided improvement in these departments. The standard of instruction in their vicinity has been raised. The desire for competent instructors has increased ; their wages have advanced; the demand for them has augmented, and a general influence in favor of primary education of the most salutary character has been diffused.” He thought these departments should be sustained and encouraged, and the means of establishing a larger number in other academies should be provided. Where there were no academies he would have normal schools established — the neighborhoods furnishing the grounds and buildings and the State paying the teachers. These normal departments do not seem to have been either popular or efficient, notwithstanding the indorsement of Mr. Spencer. An academy in King’s County reports: “No students are at present (1840) connected with this [the normal] 1 “ David P. Page, though he labored but four years, filled those four years with such a consecrated purpose and professional skill that he left an impress upon the normal schools of this country that will live for centuries. This school, more than any other in the country, became a center of normal influence, which has pervaded every part of the United States; and I believe that if the true history of the establishment of normal schools in this country could be written, it would be seen that the influence of the school at Albany during its first four years has had more to do, directly and indi¬ rectly, with the organization and methods of instruction of other similar institutions than all other schools combined; and this I believe to be due to the rare genius and inspirational power of David P. Page, the ablest normal-school principal that this country has produced — a man whose consecrated spirit, high moral endowments, magnetic presence and manners, rare genius for organization and management, intuitive knowledge of human motive and character, and strength of personal influ¬ ence, make him stand out peerless and alone among the many excellent and eminent men who have adorned similar positions in our country.” (Dr. Edward Brooks, superintendent of schools in Phila¬ delphia, in 11 Proceedings of the National Educational Association, 1876.”) 2304 EDUCATION REPORT, 1898-99. department, nor have any applied for admission since its organization.” A seminary in Dutchess County reports that “ but few students, compared with the usual number in the school, have applied for admission to the teachers’ department.” The Troy Female Seminary reports: “No students have been instructed in this institution for the express purpose of teaching in common schools.” The Albany Female Academy reports that “no separate department has been established exclusively for the edu¬ cation of common-school teachers.” The Ithaca Academy established a department for the education of teachers, but no students presented themselves for instruction in that department. On the other hand, the St. Lawrence Academy reports: “The establishment of this department has exerted a powerful and salutary influence on the character and supply of teachers of district schools.” And in the Genesee Wesleyan Seminary there were 184 students in the teachers’ department. Trot. Alonzo Potter, having visited officially a number of these academies, made an elaborate and instructive report on their condition, in which, after giving them due credit as aids in the education of teachers, he says: “The principal evil con¬ nected with our present means of training teachers is that they contribute to supply instructors for select rather than common schools; and that, for want of special exercises, they perform even that work imperfectly.” Yet the academic idea is not yet extinct in New York, and in many so-called “ State normal schools,” both there and elsewhere, “ the trail of the serpent” may be distinctly traced. From the annual school report of Superintendent Young we learn that in the year 1842 there were 681 students under instruction in teachers’ departments in the acad¬ emies of New York, lie says: “These departments have doubtless given increased character and efficiency to the business of instruction, but it must be admitted that most of them have practically failed in the accomplishment of the great object for which they were instituted — the special qualification of teachers for the common schools.” The great cause of this failure seemed to him to be that “ the bounty of the State is diffused over too great a surface, the small sum of $4,800 being divided equally among sixteen separate institutions.” Accordingly he advocates the establishment of a State normal school at Albany. “Normal schools,” he says, “ will not be an innovation. They have, on a limited scale, been in operation for some years in the city of New York, and a similar institution was recently organized at Kingsboro in Fulton County.” Pioneer Scnoon at Kingsboro. It is refreshing to compare the simple exercises of this pioneer school with the three and four story programmes of some normal schools of the present day. The school opens at 9 o’clock a. m. by reading the Scriptures and prayer. A gen¬ eral exercise follows on arithmetic, consisting of lectures and demonstrations from the blackboard by the principal and students in turn. Lectures are given on notation, numeration, addition, subtraction, multiplication, division, the denominate numbers, reduction, and fractions; and a course of lectures has been given by the principal on ratio and proportion, with a practical application to the rule of three, direct, inverse, and compound. In addition to this exercise in arithmetic, the whole school is divided into four classes, each class spending one-half hour per day in the solution of problems on the blackboard and in reading, the teacher telling them how to solve them and the reason of the operation. Particular attention is given to the principles of arithmetic and their practical application to the business of life. There are two classes in algebra and two in natural philosophy. Algebra has had a tendency to withdraw the attention of the students from the elementary branches, consequently less atten¬ tion will be given to this branch during the remainder of the term. The wdiole school is exercised in linear drawing, including most of the figures in geometry. Considerable attention has been given to penmanship, but not as much as its impor¬ tance deserves. An accomplished writing master has been engaged to teach this art, which will claim special attention during the term. The students are required to recite regular lessons in geography, taking their regular turn in hearing the recita¬ tions. Then follows a general exercise of the whole school called classifying, or, in NORMAL SCHOOLS IN THE UNITED STATES. 2305 other words, repeating in concert the names of the different States and kingdoms of the world, with their capitals, the oceans, bays, seas, gulfs, lakes, rivers, etc. This' exercise is very interesting and profitable, as students will gain a knowledge of the names and situations of places much sooner in this way than any other with which I am acquainted. This exercise is followed by a lecture on the globe. In English gram¬ mar the females constitute one class, the males another, and about three-quarters of an hour every day has been occupied by each class in parsing, correcting false syntax, etc. Then follows a general exercise of the whole school, consisting of lectures by the students alternately, parsing difficult sentences, correcting grammatical errors' which occur in daily conversation, and with discussions on disputed points in gram¬ mar. One composition a week is required of every student, which is corrected by the principal in the presence of the writer. The whole school exercise daily upon the sounds of the letters and the principles of orthography. Great attention is given to elocution and reading. In addition to a daily exercise in concert by the whole school, including the elementary sounds of the English language, difficult specimens of articulation, and the best and most difficult- pieces in our language, five students declaim every day. The exercises are intended to cultivate and improve the voice, train the organs of speech, and improve the articu¬ lation, pronunciation, and taste of the pupil. Attention is given to the grammatical and rhetorical pauses, emphasis, quantity and quality of voice, and everything neces¬ sary to enable the pupil to read with beauty, force, and variety.1 The reader will bear in mind that this schedule is fifty years old. The establishment of the State Normal School at Albany was not followed imme¬ diately by the organization of similar schools in other sections of the State. A long¬ time sometimes intervenes between the planting of a tree and the ripening of the* fruit. The lack of enthusiasm in the cause of normal schools may be traced partly to the early death of the first principal, partly to a general suspicion that the Albany school was not doing strictly normal work, and partly to a preference for the local academies that were supposed to be quite capable of preparing teachers for their call¬ ing. It is certain that much of the opposition which normal schools afterwards encountered in the State was due to the zeal of the friends of the academies. At this very time (1891) an experiment is under way which may have the effect of giv¬ ing the training of teachers for district schools to the academies on the ground that normal graduates are not willing to do “common school” work for common school compensation. If it succeeds, the New York system will be logically perfect: Train¬ ing classes, normal schools, and the normal college, corresponding to the elementary school, the high school, and the college in the scheme of public instruction. Nineteen years after the opening of the Albany school a normal school was estab¬ lished at Oswego, under E. A. Sheldon, principal; and four years thereafter (1867} it was accepted by the State as a State normal school. The present writer visited this school in 1865, and made a report to the State superintendent of Maryland, from which the following extracts are made: The training school at Oswego was organized mainly for the purpose of furnishing* the city schools with teachers competent to carry out the objective or Pestallozzian system of teaching. The public schools of Oswego are divided into four grades: The* primary, the junior, the senior, and the high school. Each school is divided into three classes, and the course of each class lasts for one year. Pupils are admitted at five years of age, and if they pass regularly and without interruption through the* whole course, they are graduated at the age of 17. New classes are formed only once a year. Scholars presenting themselves after the new classes have been formed are- admitted, provided their attainments correspond with the standard of any particular class. If they are found defective in certain studies they are sent to what is called the “Ungraded school,” an ingenious contrivance to prevent the uniformity of the- classes from being broken by an influx of unprepared scholars. For the first four years of the child’s school life he is taught without books — reading-books of course* excepted. The elements of language, number, place, color, and form; lessons in “objects,” drawing, singing, as well as arithmetic and geography are taught by the- living voice of the teacher, aided by maps, charts, pictures, real “objects” when they can be introduced, and an unremitting use of the blackboard. * * * Of the- 1 New York State School Report for 1842. ed 99 — yol ii - 145 2306 EDUCATION REPORT, 1898-99. “objective system” of teaching pursued in these schools, I can not speak too highly. I have examined and studied it very closely and I do not hesitate to say that it is not only a good system, but the only good system that I have seen for the rational education oi' young children. * * * The training school is intended to prepare teachers for conducting the exercises of the “Oswego system,” and is admirably fitted to accomplish this result. It is divided into two sections whose time is divided equally between learning and teaching. One section “recites” in the morning and teaches in the afternoon, the other recites in the afternoon and teaches in the morn¬ ing. The students are not permitted to give any lesson to the section until they have rehearsed the same lesson themselves, and have written out a careful analysis of it.1 For a more detailed and very excellent account of the Oswego school, the reader is referred to Circular No. I, 1891, of the United States Bureau of Education, by Prof. J. P. Gordy. The tree planted at Albany in 1844 now began to yield an annual har¬ vest. The normal school at Brockport was established in 1867; Fredonia, in 1868; Cort¬ land and Potsdam, in 1869; Buffalo and Geneseo, in 1871; and, after a rest of fifteen years, Newpaltz, in 1S86; Oneonta, in 1889, and Plattsburg, in 1890. Though each of these schools has some distinguishing peculiarities, it would be tedious and unprofit¬ able to discuss them separately, especially as at present (1891) they are all working under the following uniform curriculum, prescribed and enforced by the State superintendent of public instruction: COURSE OF STUDY. The following is the course of study now in foree in the different normal schools: The elementary English course will be discontinued after the school year 1891-92, and the requirements for graduation will then be at least the work now laid out in the “Advanced English course,” which will then be designated as the “English course.” ELEMENTARY ENGLISH COURSE. FIRST YEAR. First term. — Arithmetic, composition and grammar, botany and familiar science, linear drawing, reading, vocal music, physical culture. Second term. — Algebra, composition and rhetoric, physiology and zoology, phys¬ ical geography and map drawing, reading, vocal music, physical culture, a course of reading in history of the United States. On completing the work of this year, pupils may be admitted to the professional work, as indicated in the second year of this course, if, in the judgment of the fac¬ ulty, they are sufficiently mature, and have sufficient mental discipline to enable them to do it successfully; otherwise, they will be required to go on with the subject work in one of the advanced courses until the faculty may deem them prepared to take up the study of philosophy of education and methods. SECOND YEAR. First term. — Philosophy and history of education, school economy, civil govern¬ ment and school law, methods of teaching the elementary English branches, methods of giving object lessons, including lessons on objects, form, drawing, size, color, place, weight, sound, animals, plants, human body, moral instruction, general science, and common manufactures, declamations, essays, and select readings. Second term — Teaching in school of practice, a course of reading connected with professional work, essays, declamations, and select readings. ADVANCED ENGLISH COURSE. Students, to be admitted to this course, must pass a satisfactory examination in all studies in the first year in the elementary English course. FIRST YEAR. First term. — Algebra, geometry, English literature, physics, declamations, essays, and select readings. 1 First report of the State superintendent of public instruction of Maryland. NORMAL SCHOOLS IN THE UNITED STATES. 2307 Second term. — Rhetoric, .general history, trigonometry, perspective drawing, chem¬ istry, geometry, declamations, essays, and select readings. SECOND YEAR. First term. — Philosophy and history of education, school economy, civil govern¬ ment and school law, methods of teaching the elementary English branches, meth¬ ods of giving object lessons, including lessons on objects, form, drawing, size, color, place, weight, sound, animals, plants, human body, moral instruction, general science, and common manufactures, orations or essays, and select readings. Second term. — Mineralogy and geology, astronomy (half term), orations or essays and select readings, teaching in school of practice, a course of reading connected with professional work. CLASSICAL COURSE. Students, to be admitted to this course, must pass a satisfactory examination in all the studies of the first }rear of the elementary English course. FIRST YEAR. First term. — Algebra, geometry, Latin, English literature, declamations, essays, and select readings. Second l term. — Latin, general history, rhetoric, geometry, trigonometry, declama¬ tions, essays, and select readings. SECOND YEAR. First term. — Latin, Greek or French or German, physics, astronomy (half term), orations or essays, and select readings. Second, term. — Latin, Greek or French or German, chemistry, mineralogy and geology, orations or essays, and select readings. THIRD YEAR. First term. — Latin, Greek or French or German, philosophy and history of educa¬ tion, civil government and school law, school economy, orations or essays, methods of teaching the elementary branches, methods of giving object lessons, including lessons on objects, form, drawing, size, color, place, weight, sound, animals, plants, human body, moral instruction, general science, and common manufactures. Second term. — Latin, Greek or French or German, teaching in school of practice, orations or essays., a course of reading connected with professional work. SCIENTIFIC COURSE. This course includes all the subjects of the advanced English course, together with a two years’ course in two of the following languages: Latin, French, German, Greek. It must not be inferred that ail the State normal schools of New York are purely and simply “.training schools for teachers.” Nothing is easier than to write a uniform programme; nothing more difficult than to carry the ideal into practice. And it is well that it is so; a school without individuality is simply a wheel in a machine. Differences ox situation, of local surroundings, of inherited traditions, of present aspirations, will differentiate the schools, whatever may be the outward bond of uniformity. It would not he surprising if, even at present, comparing the “train¬ ing school ” theory with the academic practice, it should be hard to determine which is the main building and which the annex. Potsdam. Music seems to be a specialty in the Potsdam Normal School. The Outline of Work in Music in the State Normal and Training School, Potsdam, N. Y., is an 8vo. pamphlet of 34 pages, the substance of which may he gathered from a circular of the school bearing date January 1, 1890, and containing the new uniform curriculum: OUTLINE OF COURSE IN VOCAL CULTURE AND SINGING. First year. — Yoice placing, breathing studies, special attention to distinct articula¬ tion, purity of tone and clear intonation; English songs and ballads. Second year. — Study of vowels and consonants, development of voice in clear and 2308 EDUCATION REPORT, 1898-99. somber timbres, mechanical exercises for execution, chromatic scale, preparatory studies for trill, English and Italian songs and arias. Third year. — Studies in execution continued, trill and other embellishments, study of selections from operas and oratorios, study for intelligent interpretation of the best songs. Fourth year. — Studies in execution continued; study of classical songs, selections from opera and oratorio; French, German, and Italian songs; special attention paid to delivery, facial expression, and stage presence. A diploma will be given to those completing the course satisfactorily. PIANO FORTE. First grade. — Emery’s Foundation Studies, or Part First of New England Conserva¬ tory Method Second grade. — Twelve Little Studies, Kohler, op. 157. Kohler, op. 50. Loeschhorn, op. 52. Duvernoy, op. 120. Loeschhorn, op. 66. Majorand Minor Scales and Arpeg¬ gios from “ Complete set of scales,” by A. D. Turner. Easy and progressive pieces. Clementi’s Sonatinas. Daily practice of technique. Third grade. — Bertini, op. 29. Kerens, op. 61. Heller, op. 46. Turner’s Melodious Studies, op. 30. Study of Octaves. Krause, op. 5. Kohler, op. 128. Bach’s “Little preludes and two part inventions” (ed. by F. Kullak). Pieces for left hand alone, Hummel, op. 43. Pieces by Mozart, Haydn, Mendelssohn, and modern composers. Daily practice of technique. Fourth grade. — Turner’s Elements of Modern Octave Playing. Cramer’s Studies (Bulow edition). Bach’s Three Part Inventions. Damper Pedal Studies, op. 15, by A. D. Turner. Clementi’s Gradus ad Parnassum (ed. by Tausig). Studies for left hand, by Rheinberger, and A. D. Turner’s op. 29. Selections from Mendelssohn, Beethoven, Schumann, Chopin, and other composers. Daily practice of technique. Fifth grade. — Moscheles, op. 70. Bach’s Inventions. Bertini, op. 66. Mayer, op. 119. Selections from Schumann, Chopin, Mendelssohn, Beethoven, Liszt. Mozart’s Concertos. Pieces committed to memory. Daily practice of technique. Study of harmony. Chopin, op. 10. Selections from Bach’s “English Suites” and “Well Tempered Clavichord.” Kuilak’s Octave Studies. Selections from Chopin, Schumann, and Liszt. Concertos and concert pieces by the classic composers. Two piano pieces. Daily practice of technique. Study of harmony. Of the 19 teachers in the “ Faculty,” 5 and an assistant are devoted exclusively to music. The Potsdam school has also issued, among other pedagogic circulars, an “Out¬ line of the work in primary methods,” 39 pages 8vo., in the main an admirable compend and guide for the use of young and untrained teachers, but without originality. The “Object lessons” are no improvement on the pioneer efforts of Miss Elizabeth Mayo, nearly half a century ago, as will be seen from the following extracts from the “ Outline:” QUALITIES FOR LESSONS IN PART II AND PART III. Light. Because shavings, feathers, wool, curled hair, dry leaves, etc., are easy to lift or carry, they are said to be light. Heavy. Because iron, lead, stone, marble, silver, gold, etc., are not easy to lift or carry, they are said to be heavy. Artificial. Because flowers, fruit, etc., are made by man to look like those made by God, they are said to be artificial. Useful. Because wood, iron, etc., are of use to man, they are said to be useful. Adhesive. Because gum, sealing wax (when heated), etc., stick or adhere, they are said to be adhesive. Soluble. Because sugar, salt, etc., will dissolve in water, they are said to be soluble. Caution. — If substances not soluble in water, but soluble in spirits, are men¬ tioned, be sure to name the solvent. Insoluble. Compressible. Because bread, sponge, etc., can be made smaller by squeezing or pressing, they are said to be compressible. Incompressible. Preservative. Because sugar, salt, saltpeter, etc., will keep or preserve meat, fruit, etc., they are said to be preservative. NORMAL SCHOOLS IN THE UNITED STATES. 2309 Aromatic. Because cinnamon, sassafras, etc., have a fragrant odor and pleasant, spicy taste, they are said to be aromatic. Pungent. Because pepper, mustard, etc., have a sharp, hot, biting taste, they are said to be pungent. Fusible. Because wax, lead, etc., will melt, they are said to be fusible. Pulverable. Ductile. Pliable. Reflective. Permeable. Impermeable. Medicinal. Manufactured. Lessons on manufacture appeal strongly to conception. They lead children to be observing. Brittle. Because crayon, glass, china, etc., break easily with a snap, they are said to be brittle. Tough. Porous. Because bread, sponge, cork, bone, etc., are full of little holes or pores, they are said to be porous. Fibrous. Because rope, corn stalks, etc., are made of little threads or fibers, they are said to be fibrous. Liquid. Because water, milk, etc., can be poured out in drops, they are said to be liquid. Solid. Because sand, corn, stone, etc., can not be poured out in drops, they are said to be solid. Crumbling. Because bread, cake, etc., break easily into little pieces (crumbs), they are said to be crumbling. Odorous. Because camphor, perfumery, etc., have an odor, they are said to be odorous. Inodorous. Fragrant. Because (some) flowers, oranges, etc., have a pleasant odor, they are said to be fragrant. Acid. Because lemon, vinegar, cream of tartar, etc., have a sour taste, they are said to be acid. Flexible. Because whalebone, etc., bend easily without breaking, they are said to be flexible. Elastic. Because whalebone, rubber, etc., will bend when pressed, and then go back (return) to form (or shape), they are said to be elastic. Opaque. Because milk, stone, wood, etc., can not be seen through, they are said to be opaque. Transparent. Because glass, water, air, etc., can be plainly seen through, they are said to be transparent. Semitransparent. Because mica, thin paper, oiled paper, etc., can be dimly seen through, they are said to be semitransparent. Sapid. Because bread, milk, etc., have a taste, they are said to be sapid. Insipid. Because water, etc., have little or no taste, they are said to be insipid. Palatable. Because bread, milk, etc., have a pleasant taste, they are said to be pala¬ table. Wholesome. Nourishing. Saline. Because salt, etc., have a salt taste, they are said to be saline. Combustible. Because cloth, sponge, wood, etc., will burn, they are said to l>e com¬ bustible. Inflammable. Because wood, etc., burn with a flame, they are said to be inflam¬ mable. Durable. Because hard wood, iron, etc., will last a long time, the}r are said to be durable. Hard. Because wood, iron, etc., do not give or yield easily to the touch, they are said to be hard. Soft. Because wool, sponge, etc., give or yield easily to the touch, they are said to be soft. Buoyant. Because wrood, cork, etc., float upon water, they are said to be buoyant. Absorbent. Because bread, sponge, etc,, soak up or absorb water, milk, etc., they are said to be absorbent. Sparkling. Because salt, loaf sugar, etc., shine or sparkle in little points, they are said to be sparkling. 2810 EDUCATION KEPOET, 1898-99. Granular. Because salt, sugar, etc., are made up of little grains, they are said to be granular. Vegetable. Because trees, grass, etc., grow from the ground, they are said to be vegetable. Animal. Because leather, etc., are obtained from animals, they are said to be animal substances. Mineral. Because iron, lead, etc., are dug from mines in the ground, they are said to be minerals. Natural. Because God made trees, grass, etc., they are said to be natural. The “Outline of Work in Grammar,” published by the same school, is a very interesting pamphlet of G4 pages. It contains a syllabus of the work in grammar for several terms, the last term being in the first year of the normal course. From this “Seventh Term in Grammar” a single page is selected to show the analytical spirit that pervades the whole course. I. Connectives: co-ordinate. 1. Parts of Speech — conjunctions. 2. Kinds: a. Copulative conjunctions are — (1) Principal — “and.” (2) Associate copulative connectives, used for emphasis or some addi¬ tional idea — so, also, likewise, moreover, too, besides, now. (3) Correlative co-ordinate connectives, not only awaken an expecta¬ tion of something additional, but make the second part em¬ phatic — both, and, as well as, first, secondly, etc. b. Adversative connectives. (1) Principal adversative, “ but .” (2) Associate adversative used for emphasis or some additional idea — yet, still, nevertheless, notwithstanding, however. (3) Correlative Adversatives — not only — but; but also; but likewise. c. Alternative co-ordinate connectives. (1) Principal — “or” which offers, 11 nor'1 which denies a choice. (2) Associate alternatives for emphasis — else, otherwise. (3) Correlatives — either — or, neither — nor. d. Xllatives imply consequence or inference. (1) Principal connective usually understood, 11 and.” (2) Associate connectives indicating inference — hence, thence, therefore, wherefore, consequently, accordingly , as, etc. II. Connectives: subordinate. 1. Definition. 2. Classification. [1] Connecting substantive clauses. ci. Connecting statements [conjunctions] — that, that not, but, but not. b. Containing questions [interrogative adjectives, adverbs and pro¬ nouns] — which, whcit, who, where, whither, whence, when, how long, how often, why, how. [2] Connecting adjective clauses [relative pronouns, relative adverbs] — who, which , what, that; whoever, whosoever; whichever, whichso¬ ever; when, where, why. [3] Connecting adverbial clauses [conjunctions, conjunctive adverbs]. a. Bocal, or connectives of place — where, whither, whence, etc. b. Temporal, or connectives expressing time — when, while, as, before, after, till, until, since, whenever, soon as, etc. c. Causal: (1) Causal — because, for, as, since, etc. (2) Conditional — if, unless, except, provided that. (3) Final — that, that not, lest, so that, such that. (4) Concessive — though, although, notwithstanding, however, whatever , with their correlatives, yet, still, nevertheless. d. Manner or degree: (1) Correspondence— -just as, same as, such as; (2) Comparison — 1. Equality — as — as. 2. Inequality — than, more than, less than. 3. Proportionate equality — the — the, the — so much the. NORMAL SCHOOLS IN THE UNITED STATES. 2311 The New Advance. The honest intention and earnest desire of the State school authorities of New York to make their normal schools distinctly professional, and to exclude from them the two classes of students that have heretofore interfered with the declared pur¬ poses of these schools — those who desired boarding-school veneering, and those who needed preparatory education which they could have obtained at home — are made manifest by the following extracts from the circular of the State superintendent (November 1, 1890) already quoted from. No students can be admitted who have not already acquired a substantial elemen¬ tary education. This can be gained in all the ordinary schools, and the professional training schools cannot properly be taxed with work which the common schools can perform as well. * * * There is room and welcome in the normal schools for the graduates of the elementary and secondary schools, and even for those who have made substantial advancement in the elementary course without technical gradua¬ tion, provided they give promise of becoming successful teachers, and possess the desire to become such; but there is no room for students ivho have laid no real founda¬ tion for professional training , and who have no well-determined purpose about the matter , and no fair conception of the responsibilities and obligations of a teacher's occupation. {Italics are the editor’s.] * * * No student is desired at a normal school who does not read readily and intelligibly, spell correctly, and write legibly and neatly. Regardless of diplomas, certificates, and examinations, principals will refuse admit¬ tance to all students who do not possess these acquisitions in a highly creditable degree. If these conditions are complied with in good faith, New York may well boast of having the best arranged and most perfectly equipped system of normal schools in this country. The preparation actually required and exacted from candidates for admission to the New York normal schools will be best understood from the following sets of examination papers : ENTRANCE examination questions. [Prepared by a committee of normal principals and published by the State department of public instruction.] Entrance examination , February , 1000. Write the subject of the examination, your name, and the date at the head of your papers. The work should be written out in mil in the answers. Correct answers will receive ten credits each, and a proportionately less number will be allowed as the answer approximates correctness or shows knowledge of principles. In order to secure admission candidates must gain an average of seventy credits in the three branches and not fall below sixty credits in any one of them. Use care in spelling, writing, and general neatness of appearance. ARITHMETIC. 1. What is a proof for division? Define a composite number. Define the prime factors of a number. After several numbers have been resolved into their prime factors, how is the G. C. D. of those numbers found? How their L. C. M.? 2. Reduce 17]- to twelfths and write the analysis. 3. If it takes one man 71 days to do a piece of work, how long will it take three men to do 2§ times as much? 4. Multiply nine thousandths by eight hundred and divide the product by thirty- six millionths. 5. You sell to-day to James Carson for cash 2 bbl. flour, at $6.25 per bhl.; 264 lb. corn meal, at $1.10 per cwt., and 1,850 lb. coal, at $5 per ton. Make out bill _ in proper form. 6. Having lost 121 per cent of his capital, a man had $10,850 left. How much did he lose? 7. Write an ordinary bank note, dated to-day, for $200 at 60 days, and find its proceeds if discounted at a bank. 8. At $5.75 per bbl., what costs 3 bbl., 17 gal., 2 qt. of vinegar? 2312 EDUCATION REPORT, 1898-99. 9. What is the exact contents, in cubic yards, of a cellar wall 2 feet thick and 9 feet high, whose outside measurement is 36 feet by 24 feet? 10. How many rods on the side of a square field containing 100 acres? GEOGRAPHY. 1. What determines the position of the tropics and polar circles? 2. Define latitude, longitude, isothermal lines, river system, and promontory. 3. Name three canals of New York State and state what waters they connect. 4. Mention three counties of New York State on islands. 5. Locate the following cities and give a fact about each: Chicago, Boston, Riga, Bombay, Glasgow. 6. In what zone is Asia situated? 7. Name and locate two lakes of Africa. 8. On what waters would you sail from Edinburgh to St. Petersburg? 9. Describe the largest river in South America. 10. Mention two conditions which determine the climate of a place. GRAMMAR. (1.) “You all did see that, on the Lupercal I thrice presented him a kingly crown, Which he did thrice refuse.” (2.) “The mellow year is hasting to its close; The little birds have sung their last.” (3.) “So sweet a kiss the golden sun gives not To those fresh morning drops upon the rose. ’ ’ 1 . Diagram or analyze sentence ( 1) by any method you may have learned. 2. Parse the verb of the principal clause in (1). 3. Decline and parse all the pronouns in (1). 4. Parse all the verbs in (2) . 5. Select the nouns in (3), tell their cases and give reasons. 6. Select and classify the adjectives in (3). 7. Write a sentence containing a verb in the active voice, and recast the sentence so that the verb shall be in the passive voice. 8. Write a sentence containing a predicate adjective. 9. Correct the following sentences: (a) The number of students are very great, ( b) Everyone has their enemies. (c) This is the friend which I love. (d) George sent you and I some candy. (e ) Either Mary or John have gone. 10. Write a composition containing not less than fifty words, setting forth your idea of the usefulness of studying grammar. Entrance examination , September , 1900. ARITHMETIC. 1. What is the name of (a) the tenth period in whole numbers; (b) the sixth period in decimals; (c) the eighth place in decimals. 2. Write twenty whole numbers of six significant figures each, and add them. 3. Illustrate your method of verifying your work when you have multiplied two large numbers together. 4. Find (a) G. C. D. of 1872 and 432 by two methods; (b) L. C. M. of same two numbers. 5. Divide (2yXx6 ) by (2£— If) and reduce the number to a decimal. 6. How many yards of carpet f of a yard wide is required to cover a floor 17 feet long and 16 feet 6 inches wide? 7. In what time will $680, at 4 per cent simple interest, amount to $727.60? 8. A collector who charges 8 per cent commission on what he collects pays me $534.75 on a bill for $775, how much of the bill remains uncollected? 9. A cellar is to be dug 30 feet long and 20 feet wide. At what depth will 100 cubic yards of earth have been removed? 10. How many feet, board measure, in a plank 16 feet 4 inches long, 1 foot 7 inches wide, and 4J inches thick? GEOGRAPHY. 1. Name the counties bordering on (a) the Hudson River; (b) Lake Ontario. 2. In what county is (a) Rochester; (b) Syracuse; (c) Binghamton; (d) Middle- town; (e) Jamestown; (f) Utica; (g) Poughkeepsie. 3. List of the cities named in question 2 in order of greatest population. 4. Name (a) the four longest railroads in this State; (b) their termini; (c) the cities through which they pass, respectively. NORMAL SCHOOLS IN THE UNITED STATES. 2313 5. By what number, approximately, would you multiply the population of New Fork State to produce the population of the United States? 6. How many (a) States in the United States; (b) Territories. 7. Name (a) the Territories; (b) the States that have been admitted since the last Presidential election. 8. Name three railroad lines to the Pacific coast. 9. Name the largest State in area in the United States and compare it in size with (a) France; (b) the United Kingdom of Great Britain and Ireland; (c) Ger¬ many; (d) Russia. 10. Draw" a rough outline map of the Western Hemisphere and locate the large (a) political divisions; (b) rivers; (c) mountains; (d) bays; (e) gull's; (f) capes. GRAMMAR. 1. Give a synopsis of the verb “to see” in the third person singular of ail the modes and tenses in the active voice. 2. Classify adjectives and give illustrations. 3. Compare much, ill, able, faithful. 4. Give the rule for the formation of the possessive case. 5. Write the possessive case plural of sheep, man, lady, enemy, son-in-law. 6. Name the grammatical forms of the parts of speech and the parts of speech to which they severally apply. 7. Copy the following and underscore the logical subjects once and the gram¬ matical subjects twice: (a) “A thing of beauty is a joy forever;” (b) Chaucer, the father of English poetry, wrote the Canterbury Tales;” (c) “The morn, in russet mantle clad, walks o’er the dew of yon high eastern hill.” 8. Diagram or analyze the following by any method: “Franklin, who afterwards became a distinguished statesman and philosopher, learned his trade in the printing office of his brother, who published a paper in Boston. 9. In the first five questions make a list of (a) the nouns and their cases; (b) the verbs and their principal parts; (c) the prepositions and their terms of relation. 10. Write a description of some village or city — seventy-five words. Give special attention to punctuation and capitalization. In this “new departure,” or to speak more accurately, in this return to first prin¬ ciples, the Albany school is expected to take the lead. The executive committee, to whom the reorganization of the school was committed, found that the instruction heretofore given had been chiefly academic; that teachers had been chosen for their scholarship rather than for pronounced professional ability; that the work done in the early years was largely the same as was done in the academies and high schools; that while increased attention was being given to pedagogy, yet the conditions of admission were so low that students of very meager attainments in scholarship were permitted to enter, and consequently a large part of the time of the teachers was spent in teaching subjects usually taught in academies and high schools; that the expectation that graduates of the normal school would become teachers of district schools had not been realized, because such graduates could command a larger salary than districts were able to pay; that consequently the district schools must secure their teachers from the union schools, academies, and high schools; and that it would be wise and economical to offer in the Albany school a course of study which should prepare its graduates to become “ teachers and trainers of those persons in the union schoo-s, academies, and high schools who are to become the instructors of the young in small or sparsely settled communities.” English course. Candidates for admission are required to be at satisfactory examination in the following course : Arithmetic. Rhetoric. Algebra throng h English literature. quadrati cs . B o okkeeping. Geometry. Civil government. Plane trigonometry. Elements of linear Grammar. drawing. lea,st 17 years of age and to pass a subjects for admission to the English Geography. Physics. American history. Chemistry. General history. Astronomy. Botany. Geology. Physiology. Zoology. 2314 EDUCATION REPORT, 1898-99. No “degree” is to be conferred on graduates of this course, but they will receive a diploma which authorizes them to teach in the public schools of the State. Classical course. Candidates for admission must be at least 17 years of age, but no one will be graduated who is not at least 20 years of age. The entrance examination embraces ali the subjects required for entrance to the English course and in addition — Csesar, three books. Xenophon’s Anabasis, three books. Cicero, six orations. Homer’s Iliad, three books. Virgil’s rEneid, six books. Greek prose composition. Latin prose composition. Instead of the requirements in Greek, candidates may offer a two-years’ course in French or German or a less amount of both. COURSE OF STUDY. First term. — Philosophy of education, school economy, drawing; methods of teaching the following subjects; Number, arithmetic, botany, place, geography, physiology, color, language, grammar, zoology, object lessons, reading, penmanship, composition; a course of reading connected with professional work. Second term. — Methods of teaching the following subjects; Algebra, geometry, physics, chemistry, Latin, rhetoric, mineralogy, geology, astronomy, preparation of specimens and apparatus. Third term. — Methods of teaching the following subjects: Latin, Greek or French or German, history, solid geometry, mensuration, physical geography, civil govern¬ ment, trigonometry, sanitary science, bookkeeping, school architecture, preparation of specimens and apparatus. Fourth term. — History of education, school law, kindergarten methods; methods of teaching the following subjects: Music, drawing, physical culture, elocution, teaching in model school; a course of reading connected with professional work; discussion of educational themes. Graduates of this course receive the degree of “Bachelor of Pedagogy.” Future announcements will prescribe the conditions on which the degrees of “Master of Pedagogy” and “Doctor of Pedagogy” wall be conferred. teachers’ training classes. The number of teachers employed in the public schools of New York is, according to the last report of the State superintendent (1891), 31,703. Reckoning the average professional life of a teacher at five years, the State requires at least 6,000 new teachers every year. The normal schools send out fewer than 1,000 graduates every year. Estimating the number of graduates and undergraduates of the normal schools who go into the schools as teachers at 1,500, there is still a large deficit of trained or partly trained teachers. How is this deficiency to be supplied? The answer has been already given — by establishing training classes in connection with the academies and union schools. The legislature in 1890 passed an “Act in regard to professional instruction of common-school teachers in academies and union schools,” and appro¬ priating $60,000 annually “for the instruction of competent persons in academies and union schools in the science and practice of common-school teaching, under a course to be prescribed by the superintendent of public instruction,” who is to designate the academies and union schools in which such instruction shall be given and also to prescribe for them a uniform curriculum. The purpose and scope of these training classes — they would have been called normal schools a few years before — will be best understood by reading the “curriculum:” COURSE OF STUDY. The following course of study is prescribed upon the advice of a committee of principals representing the union schools and academies of the State. This course was devised to meet the requirements of the uniform system for teachers’ certificates and to satisfy the conditions for admission to advanced classes in the normal schools of the State: NORMAL SCHOOLS IN THE UNITED STATES. 2315 First term. FIRST RECITATION — ARITHMETIC. [One recitation daily throughout the term.] Review of the following topics with special reference to teaching: 1. Definition of terms. 2. Notation and numeration. Numbers in the decimal scale; numbers in varying scales; fractions; expres¬ sions of per cent. 3. The four fundamental processes applied to numbers in the decimal scale; num¬ bers in varying scales; fractions. 4. Reductions. Decimals;- fractions; numbers in varying scales. 5. Properties of numbers. Classification; factors; divisors; multiples. 6. Ratio and proportion. 7. Involution and square root. 8. Practical measurements. 9. Applications of percentage — in wThich time is not an element. 10. Interest and discount. Partial payments by United States rule; true discount; bank discount; com¬ mercial discount. SECOND RECITATION — GEOGRAPHY. [One recitation daily for eight weeks.] Review of the following topics with special reference to teaching: 1. Definition of terms. 2. Shape, size, and motions of the earth; day and night; the seasons. 3. State of New York. Boundaries and extent; mountains; rivers and lakes; counties; cities and important villages; agricultural and. mineral productions; commerce; rail¬ roads and navigable waters; climate; industries or occupations; places noted for natural scenery; places of historic interest. 4. The United States. Boundaries and extent; States and Territories; mountain and river systems; agricultural and mineral productions; important cities; population; com¬ merce and transcontinental lines of travel; industries or occupation. 5. Other countries of the world, especially Europe. 6. The great mountain systems and ranges of the world. 7. The principal rivers of the world. 8. Latitude and longitude; local and standard time. 9. Physical phenomena. Climate; tides; ocean currents and trade winds. 10. Races of men. Location; characteristics; occupations. The remainder of the term is to be devoted to the study of methods of teaching. The relative time given to each of the following subjects is left to the discretion of the instructor: METHODS IN PRIMARY NUMBER. [See Observation and practice work.] METHODS IN GEOGRAPHY. [Sec Observation and practice work.] Second term. FIRST RECITATION— LANGUAGE AND GRAMMAR. [One recitation daily through the term.] Review of the followdng topics with special reference to teaching: 1. Definition of terms. 2. Parts of speech. Classes; modifications; inflections; syntax. 3. Analysis of sentences. Principal clauses; subordinate clauses; analysis of clauses; modifiers — words, phrases, clauses; classification of modifiers as to office. 2316 EDUCATION REPORT, I8S8-99. 4. Construction — involving a knowledge of the foregoing topics. 5. Composition. Divisions — subject, heads, thoughts. About familiar subjects — objects, animals, metals, plants, incidents. Letter writing, bills, orders, receipts, acknowledgments, introductions. S ECON D K ECITATION— PHYSIO LOGY. [Four weeks.] Review with special reference to teaching. (See syllabus.) SCHOOL MANAGEMENT AND SCHOOL LAW. [Four weeks. See syllabus.] The remainder of the term is to be devoted to methods of teaching. The relative time given to each of the following subjects is left to the discretion of the instructor: METHODS OF TEACHING READING. [See Observation and practice work.] METHODS OF TEACHING LANGUAGE. [See Observation and practice work.] 1. Form-study and drawing, one recitation every -week through each term. The par¬ ticular day of the week is left to the convenience of the instructor. Where desirable this topic may be presented each day consecutively until completed. 2. The examination of the training classes under the uniform system will be held the third Saturday of January and the second Saturday of June. 3. The laws of mental development and principles of teaching are to be considered espe¬ cially in the study of methods of teaching; but as these laws and principles are funda¬ mental to the professional study of the teacher, they can be illustrated and developed in connection with any of the above subjects of study. OBSERVATION AND PRACTICE WORK. 1. The course of study devotes ten weeks each term to the special study of methods of teaching; during the first term, ten weeks to number and geography; during the second term , ten weeks to reading and language. Part of the time given to these topics must be spent in observation and practice work under the direction of the instructor of the class acting as critic. One consideration specially noted in granting applications is the opportunities afforded for observation and practice wrork, and it is insisted that these opportunities be improved. 2. Observation. In addition to receiving methods of teaching on the authority of the instructor, it is very important that the members should be trained to critically observe and intelligently interpret the principles of teaching by being brought in contact with the pupils in the actual work of imparting instruction. To afford this training, it is expected that the critic teacher, at least twice a week, will give an opportunity to wit¬ ness practical work, either by taking the class to other departments of the school to observe the work of experienced teachers, or by bringing pupils from other depart¬ ments to receive a model lesson from the critic teacher. 3. For practice work it is recommended that each member be given actual work in teaching, both by taking charge of a class in other departments of the school as often as is consistent with the work of the school, and by having pupils brought before the training class to receive a lesson from a member designated for that purpose. 4. At a subsequent recitation let this observation and practice wTork be reviewed by the critic teacher, the underlying principles clearly brought out, and the proper methods forcibly presented. In the presentation of the methods the outlines as given in the syllabus may prove suggestive to the critic teacher. The time devoted to the observation work and the criticisms on the work will be accounted part of the regular daily periods of class instruction. 5. Very much depends upon the instructor of these classes whether the instruction and practice drill are of proper grade and character. The number of graduates sent out each year from our normal schools is ample to furnish competent and thoroughly trained teachers to take charge of the classes. Duty to the common schools demands thoroughly trained teachers for this work. 6. If the inspector in his visitations shall find any person in charge of the instruction who is not qualified by professional study or experience to properly present the work, NORMAL SCHOOLS IN THE UNITED STATES. 2317 he is authorized to report the fact to the superintendent, who will annul the appoint¬ ment to instruct such a class. SYLLABUS. The following outlines are presented to aid in the study of methods of teaching, as prescribed during the last ten weeks of each term. Inasmuch as the training classes are not all of the same grade of scholarship, these outlines are not given with the expectation that they are to be followed strictly to the letter, but rather as suggestions to teachers who have no better plan of work. FORM STUDY AND DRAWING. The syllabus for vrork in form study and drawing will be the course prepared by the late Dr. French and issued by the Department of Public Instruction. THE MENTAL POWERS AND THE LAWS OF MENTAL DEV ELOPMEN'i pr tctical knowledge of the mind. The laws of its growth. Means of its culture. The right methods of using the means of culture. What the mind is, and does. I. The mind: ( 1 ) The teacher must have (2) (3) (4) (5) . II. Attention: (1) How to secure. (2) How to retain. (3) Conditions of. III. How knowledge is gained: Perception — ( 1 ) Ideas of pressure and resistance. The sense of muscular resistance. (2) Ideas in regard to the surface of objects. Touch and its organs. (3) Ideas of flavor. Taste. (4) Ideas of odor. Smell. (5) Ideas of sound. Hearing. (G) Ideas of light and color. Sight. (7) Secondarjr (or acquired) perceptions. (8) Law: — Ideas belonging to one sense can not be conveyed through another sense. Application of this lawr in teaching. (9) Sense training. >) c) IV. Memory, -Reproduction and recognition, spontane- V. Imagination VI. Reason. VII. Principles of mental culture. Neglect of. Importance of. Best means of. Two-fold character :- ous and voluntary. ( Arbitrary — Rote learning. Kinds. < Suggestive — Learning by heart. 1 (Associative, j Growth of memory — “Plastic Period.” How best cultivated. (Educational value. On wdiat depends, rr • -j (Reproductive. Kinds. ^Constructive. Necessity of training. Its utility in education and in life. Means of cultivation. Relation to general school work. Relation to preceding powers. Results to be aimed at by teacher. (Inductive. Kinds, j Analytical. ( Demonstrative. Means of cultivation. Senses trained by object-teaching. Ideas before words; thoughts before sentences; knowledge before definitions; facts before inferences; processes before rules. Power to do comes by doing. Power to think comes by thinking. Right habits result from acts frequently and rightly performed. Deductive. Synthetical. Dogmatic. 2818 EDUCATION REPORT, 1398*99. I. II. III. IV. V. VI. VII. METHODS IX NUMBER. Preliminary selections : (1) Distinguish between number-teaching and the formal teaching of arith¬ metic. (2) Arithmetic is a science and an art. ( 3 ) A brief presentation of the mental faculties that are brought into action and developed by its study and practice and a brief study of each faculty. (4) The mental principles upon which recognized or accepted pedagogical rules are based, and their application in teaching arithmetic. Primary work: ( 1 ) Method-concrete. (2) Furniture. (a) Frames. (5) Pictures. (c) Counters — beans, corn, pebbles, etc. (3) Write numbers. (a) Distinguish between the object and the number. Object word — figure. (4) The idea of number. (a) Its expression. ( b) The relation of numbers. (c) Kinds of numbers. (5) Develop the idea of the order and relation of the figures in the numbers. (Ideas of the meaning of each step dwelt on until comprehended. Explanations and practice in the use of numbers. ) Grube’s method. (6) (a) Limitations of first year’s work; outline of second; development of each number; combining and separating. (b) Develop idea of the terms, and define. (c) Develop idea of operations, and give rule. id) Develop idea of proofs, and state methods. (g) Make tables. (/) Give examples. (7) Teaching of the fundamental rules. (a) Methods of teaching reading and writing numbers. (6) Systems of practice in addition to gain rapidity and exactness. Factoring: (1) Development of: divisors, multiples, terms, principles. (2) Operations and applications illustrated by examples and problems. Fractions. Development of: (1) The idea, of a fraction. (2) The terms, forms, values, classes, uses, changes in forms. (3) Operations, principles, reduction. Decimal fractions: (1) Treated the same as common fractions. (2) The distinctions between decimal and common fractions and simple whole numbers made clear. Denominate numbers : (1) Development of tables, scales, their meaning, use, and how derived. (2) Kinds of units as to form, name, and application. (3) Reductions, principles, and operations developed from work. Percentage: (1) Derivation, meaning and application of the term. 12) Development of terms, definitions and principles. (3) Elements of: base, rate, percentage, difference, and amount. (4) Development of formulas and rules. (5) Oral and written solutions of examples and problems. . METHODS IX GEOGRAPHY. I. Local primary: (1) The hands and pointing. ( 2 ) Direction and facing. (3) Location and direction. (4) Points of the compass. (5) Lines and their names. (6) Lines for the points of the compass. ( 7 ) Draw ground plan of a schoolroom. (8) Plan of lot and house. (9) How to begin map study. NORMAL SCHOOLS IN THE UNITED STATES. 2319 II. Advanced primary: (1) Study of district, with roads, bridges, buildings, railroads, and water courses. (2) Study of township, with villages, hamlets, streams, and bodies of water. (3) Study of township, with the surrounding towns. (4) Draw outline map of county, with township lines. (5) How to go from county to the earth as a whole. III. General study of countries: (1) Position. (2) Boundaries — outline map. 3 Relief. (4) Drainage. (5) Soil. (6) Climate. ( 7 ) Vegetation — Flora. (8) Animals — Fauna. (9) Occupation of the inhabitants. (10) Talks on definitions; when to learn them and how to use them. (11) Suggestions in regard to arousing interest in the study. IV. Work on State of New York: (1) Outline map on blackboard. (2) Boundaries, (3) Mountains — class to learn location of three or four ranges; describe in class; locate on the blackboard map. (4) Valleys — class to give location; describe. (5) Lakes — c.las3 to give location; describe. (6) Rivers, five largest — class to learn source, direction of flow and into what each empties; important cities on each. (7 ) Islands — class to give location ; describe. (8) Cities — class to learn location, and important and interesting facts about buildings; processes of manufacturing articles. The work to be reproduced in composition form for next recitation. (9) Railroads and canals — require termini, direction; principal cities along the line; principal industries of each. (10) Conversational lessons — on occupation, productions, education, govern¬ ment, and public buildings. (11) Dictation on map. PHYSIOLOGY AND HYGIENE. I. Utility of the study: (1) Practical. (a) Knowledge of hygiene will affect personal habits and practices to some extent. ( b ) An intelligent conception of the body as a piece of delicate mech¬ anism tends to prevent its owner from trifling with it — one does not tinker with a fine watch, or entrust it to a blacksmith to be mended. Quacks and nostrums do not find favor with one that understands the body. (c) Though a knowledge of hygienic laws does not always ensure their practice, yet that knowledge on the part of future parents and teachers, if well grounded in the apprehension of the perfection and complexity of the human machine , must tend to better hygienic management of children at home and at school. (2) Educational. (a) Affords opportunity for the study of things, as opposed to the study of words and abstractions — things in which pupils may be easily interested, and of which their parents will be glad to have them learn — thus training their powers of observation and comparison. ( h ) Serves as a center about which the teacher may group the begin¬ nings, and the most important elementary facts of biology, chem¬ istry, and physics. (e) Gives abundant exercise in tracing out adaptations of means to ends. (d) Develops the idea of analogy as distinguished from similarity. 2320 EDUCATION REPOET, 1898-99. I. II. III. Utility of the study — Continued. (e) As the nomenclature of anatomy and physiology is tolerably pre¬ cise, recitations in these subjects give opportunity in older classes for the cultivation of accurate diction. In younger classes the propensity of bright children to delight in their ability to use new words, especially “hard names,” finds natural and 'healthy indulgence if the teacher makes sure that they first have the ideas, and then discreetly encourages them to acquire the names; avoiding any forcing. Suggestions to teachers: (1) Teach objectively and by observation as much as possible. (2) Exhibit, when possible, the part or object described, taken from the lower animals. (3) For objective teaching of physiology great assistance is rendered by the possession of a manikin, models, charts, microscope, and prepared specimens. (4) Encourage the pupils to invent simple experiments and to observe analogies from nature to illustrate the lesson. (5) Aim to present the laws of life in a practical way, so that they will become a guide to living. (6) Teach physiology by a daily practice of hygienic laws. To allow pupils to sit in draughts, to pay no attention to ventilation and arrangement of light, to be careless in regard to diet, dress, and hours of sleep, teaches to little purpose. (7) Show clearly, without overstatement, the pernicious effect of alcohol and narcotics upon life and health, organ and function. Method of work. Primary: (1) The study of physiology should be confined to parts that can be seen or felt. Names should be taught, and children should be exercised in “touching.” They should be led to discover the functions and adaptations of these parts, and to compare them with corresponding parts of lower animals. (2) All pictures or descriptions that would excite unpleasant thoughts or morbid fancies are out of place with young children. (3) Terms to be taught: Head: forearm, root, Neck: trunk, radius, gum, throat, limbs, ulna, enamel, windpipe, right, wrist, incisors, larynx. left. palm, eyeteeth, Breast : Legs: knuckles, molars, breast bone, ankle, thumb, tongue, ribs, knee, forefinger, saliva. arm-pits. hip, middle finger, Eye: Back: thigh, ring finger, pupil, chest, kneepan, little finger, iris, abdomen, calf, finger tip. eyeball, loins, shin. Skull: socket, spine. Foot: crown, (orbit), Skin: toe, hair, eyelids, cuticle, nail, face, eyelashes, true skin, ball, cheek bone, eyebrows, pores. sole, forehead, tears. Sweat: instep, temples, Nose: blood, heel. cheek, nostrils, arteries, Shoulder: chin, bridge, veins. shoulder blade, mouth, septum. Muscles: collar bone, lips, Ear: sinews, arm, teeth, lobe, (tendons), elbow, crown, canal. joints. In review teach names of corresponding parts of lower animals; e. g., stifle, hock, pastern, hoof, etc. (4) Lessons on the care of the eyes, ears, teeth, skin, hair, hands, and feet, should be given in connection with the study of those organs, and there should be talks about habits of eating, drinking, breathing, bathing, sitting, and sleeping. NORMAL SCHOOLS IN THE UNITED STATES. 2321 III. Method of work — Primary — Continued. (5) Unfortunately, object lessons on the effects of alcohol are too sadly fre¬ quent in the vicinity of most of our schools. The attention ol the children may be called to the melancholy and too plainly visible- effects of intemperance upon the body, and they may be led to pity the sinner and detest the sin. But the utmost care must be used not to hurt the feelings of children that suffer from the drink habit in others. IV. Method of work. Intermediate: In graded schools the same general method of oral work may be continued through the intermediate years. The organs and processes of diges¬ tion, circulation, respiration, and excretion should be taught. Pupils should become familiar with the location and appearance of the organs by the use of pictures and charts or blackboard drawings, by touching those parts of their bodies beneath which these organs are situated, and particularly by examining the organs themselves as- found in other animals. Functions should be explained in a general way, and the hygiene of the organs carefully taught. The effect of stimulants and narcotics should be emphasized, with care to avoid extravagant statements which the observation and experience of the- children would contradict. V. How to use a text-book : (1) Introduce each main topic and, as far as possible, each subdivision by the exhibition and examination of a real thing — bone, muscle, nerve, brain, skin, heart, artery, lung, stomach, liver, kidney, etc. (2) Eecitation should be both topical and by question and answer; one- method for advance, another for review. (3) Make much use of the pictures and diagrams. Have them recited by blackboard memory sketches. (4) Illustrate such terms as oxygen, hydrogen, carbon, nitrogen, pressure- of the air, carbonic acid, osmose, etc., by simple chemical and physical- experiments before these terms occur in the book. VI. How to use specimens: When fresh joints, etc., are used for illustration, take the utmost pains to- secure neatness. Use dinner plates, plenty of tissue paper or white cloth, pins and needles. Cover every part except what is to be shown. Keep- all covered till the proper time comes. Have water and clean towels- handy. The exhibition of the muscles and nerves, and even of the organs- of respiration, circulation, and digestion of a small, cleanly animal (c. g. ,. a red squirrel), if well managed, arouses intense interest and is very instructive. VII. How to make models and illustrative apparatus. VIII. Reference books: Colton’s Practical Zoology (gives very full directions for the study of organs* of animals) ; Blaisdell’s Our Bodies and How We Live (contains numerous simple and practicable experiments); Martin’s Human Body — Briefer* Course (makes prominent the doctrines of energy, and gives good direc¬ tions for demonstrations); Buckalew and Lewis’s Practical Work in the- Schoolroom (primary lessons); Woodhull’s Manual of Homemade Appa¬ ratus; Woodhull’s Simple Experiments for the Schoolroom; Lind’s Easy Experiments in Chemistry and Natural Philosophy. SCHOOL MANAGEMENT. I. Organization of school: (1) Temporary — (a) Necessity of knowing what to do the first day. (b) Order of the work. (c) How to keep all busy. (cl) Manner of forming classes. ( e ) How to change from your temporary to a permanent organization^ (2) Permanent — (a) Suggestions about forming programme. (b) Number of classes. (c) Order of classes. (cl) Time given for study — for recitation. ( e ) Model programme for the work of an ungraded school, made out by members of the class. ED 99 — YOL II - 1L6 QOQ9 W i*J ex* EDUCATION EE POET, 1898*99. (1) Length. (2) How divided. (3) Recess. (4 ) How long to keep voung pupils in school. III. Study: (1) Objects of study. (2) Conditions requisite — (a) In pupils themselves. (b) In their surroundings. 131 Power of concentration. (4) Incentives — (a) Proper. (b) Doubtful. IV. Recitations: (1) Objects. (2) Methods of conducting — ■ ' (a) Advantages of each lb) Kind of work for which each is adapted. (c) Use a variety of methods. (3) Teacher’s preparation — ( a ) What it should include. (b) Need of preparation. (c) When teacher should use a book in the class. V. Questioning: (1) Character of questions — (a) Capacity of pupil. (b) A mental force. (c) Logical order. • ( d ) The first question most important. (>) Teacher should study the answer before asking. (2) Object of questions: To direct, to incite, to lead, to arouse, to test. (3) Principles of questioning. (4) Manner or giving out questions. (5) Order of questions. (6) Position of pupil in answering. (7) Questions to be avoided. (8) Answers to questions: To the point, clear, direct, concise, definite complete. VI. Examinations: (1) Object. (2) Frequency. (3) Methods. VII. School ethics: ( 1 ) Duty of teacher. (2) Duty of pupils. (3) Duties of school officers. (4) Duties of superintendent. VIII. School government: (1) Object. (2) School control. (3) Elements of governing power. (4) Cause of disorder. (5) Means of avoiding disorder. (6) Rules and regulations. (7) School punishment. (8) How to detect offenders. (9) Self-reporting system. SPELLING. I. Combining spelling with reading. II. Oral: (1 ) Definition. (2) Advantages. (3) Disadvantages. (4) Method of presentation. NORMAL SCHOOLS IN THE UNITED STATES. 2323 III. Written: (1) Definition. (2) Advantages. ( 3 ) Disadvantages. (4) Method of presentation. IV. Syllabication. V. Word analysis: (1) Classes of letters — (a) Vowels. (b) Consonants. ( 2 ) Classes of words — (a) Primitive. ( b) Derivative. (c) Simple. (cl) Compound. VI. Practice phonic analysis and sounds of the letters for clearness of articulation. VII. Use of diacritical marks. SCHOOL LAW. I. Kinds of license: (1) Normal-school diploma. (2) State certificate. (3) College-graduate’s certificate. (4) Limited license. (5) Certificate of board of education. (6) Certificate of school commissioner issued under the uniform-examination system. II. License annulled: (1) Evidence against moral character. (2) Deficiency in learning or ability. (3) Appeals to State superintendent. III. The teacher’s contract: ( 1 ) Prerequisites. ( 2 ) Relation to trustee. (3) With whom made. (4) The duration. (5) The duties — (a) To keep a successful school. (b) To keep school open every school day, (c) To instruct all pupils. (cl) To keep the school register. (6) Breaking of contract. IV. The teacher’s authority: (1) Absence and tardiness. (2) Control of the child’s studies. ( 3 ) The Bible and religious exercises. (4) Suspension and expulsion. (5) The parent. (6) Corporal punishment. V. School officers: (1) Duties. (2) Term of office. (3) Salary. (4) How elected. (5) How removed. VI. School meetings: (1) When held. (2) How called. (3) Qualifications of voters. READING. I. Thought: (1) Definition. (2) Ways of getting it. (3) Ways of expressing it. 2324 EDUCATION REPORT, 3898-99. II. (1) Definition of reading. (2) Preparation made for reading before school life begins. (3) Use of the principle of association in teaching reading. (4) Comparison of methods. III. The alphabet method: Objections — ( 1 ) Term is given before idea. (2) Works from the unknown to the known. (3) Does not begin objectively. (4) Makes slow stumbling readers. (5) Does not secure good expression. (6) A very slow method. IV. The phonic method: Can not have a perfect phonic method — (1) The same letters represent different sounds. (2) Different letters the same sound. (3) Some letters have no sound. V. The word method: (1) Advantages — (a) Teaches ideas before terms. (b) Commences objectively. (c) Begins at the child’s standpoint. (d) Makes sight readers. (e) Children read with intelligence and expression. VI. The sentence method: (1) Advantages — (a) Does not violate any principle of teaching. (b) Begins at the child’s standpoint. (c) Can be made interesting. (2) Objections — (a) Can not be followed strictly. (b) Gives no key by which pupils can help themselves. VII. Suggestions in the different methods: (1) In the alphabet method perception and memory are chiefly cultivated in detecting resemblance and difference. (2) In the phonic method care should be taken in producing the exact sound. (3) In the word method the order of development is — (a) The idea suggested by the object. (b) The spoken word expressing that idea. (c) The written word expressing the idea. (d) The thought expressed by a collection of words. VIII. Steps m the work of each lesson: (1) A conversational lesson about some familiar object. (2) Show the object or a picture of it, or make a drawing of the object. (3) Have the pupils give the name of the object — the spoken name. (4) Write the name on the board. (5) Drill on the word, having pupils pronounce it. (6) Require pupils to write the words on their slates. (7) Combine words into sentences. X. How to conduct first work: (1) Vocabulary to be used. (2) Practices to be observed. (3) Practices to be avoided. (4) How combine spelling and reading. (5) When use books. (6) How use them. X. Means of maintaining interest: (1) Sight reading. (2) Supplementary reading. XI. Errors to be avoided: (1) Too great rapidity in advancing pupils. (2) Mispronunciation of words. (3) Mechanical reading. (4) Too much criticism. NORMAL SCHOOLS IN THE UNITED STATES. 2325 XI. Errors to be avoided — Continued, (5) Too much drill on nonessentials. (6) Neglect to pursue the natural order of mental growth. (7) Attempt at elocutionary effect. XII. Points that may need special attention: (1) Attend to pupils’ positions. (2) Attend to pupils’ breathing. (3) Attend to the thought. (4) Attend to the expression of the thought. METHODS IX LANGUAGE. I. Suggestions to teachers: (1) Strive to make the child do. lie learns to use by using. (2) Be careful about the use of language before children. (3) Make every lesson a language lesson. (4) Train the faculties in the natural order. (5) Aim to awaken thought, to cultivate the use of correct language, to arouse criticism. (6) Study the art of questioning. It is the teacher’s passport to success.. (7) Use the following methods: Objective, inductive, analytic, synthetic, oral, and written. (8) Have every thought expressed in a correct sentence. II. Oral lessons: (1) Objects: Quality, parts, material, use. (2) Conversations and descriptions of actions, of animals, of plants. (3) Complete sentences in answer to all questions. (4) Supplying omitted words in elliptical sentences. (5) Formation of new sentences from known words. (6) Describing what is seen in pictures. (7) Reproduction of facts from reading and object lessons, of short stories. (8) Memory lessons, short quotations. III. Written exercises: (1) Copying sentences from reading lessons; supplying omitted words in elliptical sentences; construction of new sentences from known words; short sentences reviewing facts learned in language and object lessons. (2) Dictation: Sentences from reading lessons. (3) Results to be reached: Spelling, penmanship, capitalization, punctuation. (4) Original work-: Short sentences, descriptive of pictures, objects, animals, plants, etc. (5) Reproduction from facts in lessons in reading and geography. IV. Different kinds of sentences: ( 1 ) Development of idea. (2) Construction. (3) Definition. (4) Drill. A7. Development of parts of speech: (1) Name words (or nouns). (2) Action words (verbs). (3) Quality words (adjectives). (4) How, when, where words (adverbs). (5) Personal pronouns, prepositions, conjunctions, interjections. The committee appointed by the conference of secondary principals recommend as especially adapted for the use of instructors and pupils, the following books: On physc.hology, Sully and HiU; on pedagogy, White and Johonnot; on history of education. Painter and Hallman; on school management, Wicker sham and Baldwin; on memory, Kay. PENNSYLVANIA. Early History. The normal tire, which was lighted at Lexington in 1839 and which smoldered in New York for some years after the death of Professor Page, did not reach Pennsyl¬ vania as a practical force until 1854. During the summer of that year a number of the citizens of Millersville and its vicinity, desiring a more liberal education for their children than was furnished by the common schools of the neighborhood, erected a building for the purpose of accommodating a school, which they proposed to call 2326 EDUCATION REPORT, 1893-99. ‘‘The Millersville Academy.” This building was offered to the late Prof. James P. Wickersham, then county superintendent, for the purpose of holding a teachers’ institute for three months. The attendance at the institute was so large and the general results so satisfactory that the trustees resolved to enlarge their building and establish a regular normal school. The legislature had passed a law in 1857 granting certain privileges to such private institutions as would comply with the requisitions of the law and engage in the work of training teachers. Among these requisitions were the following: That each normal school established under the law should possess ground to the extent of 10 acres; a hall, capable of seating 1,000 persons, and boarding accommodations for at least 300 students. The trustees and stockholders of the Millersville Academy at a public meeting voted “that it is expedient to so enlarge the grounds attached to the school and to make such additions to the building connected therewith as to bring the school within the requirements of the act of assembly of May, 1857,” already referred to. The institution was continued as a permanent county normal school until it obtained official recognition as a State normal school in December, 1859. But the “normal idea” had taken root in Pennsylvania long before the fruit appeared. In a letter to the chairman of the joint committee on education (session of 1833), the Rev. George Junkin, president of Lafayette College, at Easton, writes as follows, in answer to a query of the committee: Are your teachers formed or prepared in the common schools or have you model schools for them? In prosecuting this inquiry it may lie best to state distinctly the thing desired, or, in other words, define a good teacher; and I suppose three qualifi¬ cations to be indispensable: (1) The art of governing a school. (2) The art of com¬ municating knowledge. (3) The knowledge to be communicated. These are set down in what I take to be the order of their importance, but they are all equally indispensable. * " * The capacity of a teacher to train other minds will very much depend on the systematic accuracy to which his own mind has been subjected in its training. The art of communicating must be deeply affected by the practice of acquiring and the habits formed by that practice. These remarks all go to evince the necessity of a model school, in which shall be taught the science— that is, the knowledge of letters and other things to be taught to the children in our common schools, and the arts of communicating and governing. It does appear to me impossi¬ ble to obtain the right kind of teachers, and in adequate numbers, without it. This point settled, our next business is to settle a plan of attaining this object, and here I know of but three projects: (1) A manual labor academy near Harrisburg, under the immediate direction of the State authorities, in which 100 of the future teachers are to be pupils. [Here follow five weighty objections to this plan.] (2) The establishment of model schools, without manual labor, where the future teacher shall be taught on the best plans. We have settled the question of model schools; they are necessary, and chiefly with reference to practical training in the difficult matters of government and discipline. Without an actual school of children, you have no model at all, be the building and fixtures and apparatus and teacher ever so perfect. There lies, then, in the very nature of the case, this necessity, to wit: You must have a school to teach the science, and another school to teach, by the living thing itself, the arts of government and practical details. Now these are furnished, and the only remaining or third project or plan, which is that of establishing, in the existing colleges of our State, model schools, a teachers’ course. This project has in its favor the plea of perfect simplicity, and may be explained in a few words: (1) Let each college fix upon a liberal course of studies for school-teachers, and constitute a new degree in graduation. (2) Let a common school, to be kept full of children from the neighborhood, in every respect such as is desirable to see in every district of the State, be established contiguous to the college buildings, which school shall be a model in its buildings, fixtures, desks, books, apparatus, rules and regulations, and mode of management. (3) Let the candidate for the collegiate honor of a school teacher’s diploma be in every respect on the same footing in college with other students — study in the same class his own particular branches, submit to the same system of discipline, and let him in addition to these spend a part of every day in the common school as a spectator, and occasionally as an assistant. (4) When lie shall have completed his course, which will take two years, let him pass ,a final examination and, if approved, receive the honorable testimony of the board of trustees. NORMAL SCHOOLS IN THE UNITED STATES. 2327 (5) Let every teacher thus qualified, who shall teach within the State, receive, besides the provision made for his support by the people, a yearly allowance from the school fund for every year he shall teach in one place. The Doctor proceeds to give in six paragraphs what he conceives to be the advan¬ tages of this “project.” No clearer statement has since been made of the way in which a university chair of pedagogy may be employed for the preparation of teachers of common schools. Beyond this the pioneers of normal training had not at that time ventured. Pennsylvania claims “to have been the first of our American States to inaugurate the work of preparing teachers.” If by “preparing teachers” is meant the fur¬ nishing of teachers with sufficient knowledge of the subjects taught in common schools, the claim is somewhat vague, as every good school or college does the same. If it means that Pennsylvania was the first to establish an institution whose princi¬ pal object was to give instruction in the science and art of teaching and the mode of organizing and governing schools, the claims of Massachusetts must be considered. “The University of Pennsylvania, begun as an academy in 1749, was designed par¬ tially as a school for teachers. Dr. Franklin, the chief among its founders, in addressing the common council of the city for aid in its behalf, states that as the country is suffering greatly for want of competent schoolmasters, the proposed academy will be able to furnish a supply of such as are ‘of good morals and known character’ and can ‘teach children reading, writing, arithmetic, and the grammar of their mother tongue.’ ” 1 The good Doctor had evidently no conception of a normal school as we now understand the term. The Western Boarding School, established by the Society of Friends in 1799, made a report in 1824, announcing that “several of both sexes have so profited by the course of studies and the mode of instruction thus derived as to be qualified for teachers of schools in many parts of the country.” The Moravian School, established in 1807 at Nazareth Hall, had “a special depart¬ ment for the preparation of teachers, in which young men received such instruction as qualified them either to teach in schools established at home, or to open and con¬ duct schools in the missionary field.” Dr. Benjamin Push, in an address to the legislature in 1786, favored “the establishment of a system of free schools, of one university at Philadelphia, and of three colleges, one at Carlisle, one at Lancaster, and one at Pittsburg,” and added, “the university will in time furnish masters for the colleges, and the colleges will furnish masters for the free schools.” In all this there seems to be an intention to make scholars who might or might not afterwards be¬ come teachers, but there is no intimation that more than scholarship was needed. In 1838 the trustees of Lafayette College erected a building for a model school, placed a distinguished Scotch educator at the head of it, and established a teachers’ course. But the people were not as yet educated up to this point and the project failed. The city of Philadelphia has the credit of establishing the first city training school in this country. The Philadelphia Model School, as it was called, was inaugurated in 1818 expressly as a teachers’ school, for the purpose of qualifying teachers “for the sectional schools and for schools in other parts of the State.” The name “Model” was imported from England, where it was used to designate a school in which young persons could observe and practice the art of teaching. The Philadel¬ phia Model School was a necessary adjunct of the Lancasterian system, which pre¬ vailed in that city until 1836, and in a modified form until 1848. Colleges as Preparatory Schools. The plan of utilizing the colleges of the State as preparatory schools for teachers — they can not be called “training schools” — was followed for more than a quarter of a century, and with the same results as in New York. 1 History of Education in Pennsylvania, by James Pyle Wickersham, LL. D. Lancaster, Pa., 1886. 2328 EDUCATION REPORT, 1898-99. In 1831 , Washington College received from the State an appropriation of $500 a year for five years on condition “that the trustees shall cause that there be instructed annually, gratis, 20 students in the elementary branches of education, in a manner best calculated to qualify them to teach common English schools.” In 1832, Jefferson College was given $2,000 a year for four years on condition that “6 students in indigent circumstances should be educated gratuitously for four years,” and thereafter 24 students should be prepared for teachers of common schools. In the same year Reading Academy received $3,000, with the stipulation that 4 poor students be educated for five years, free of expense of tuition, for teachers of common English schools. In 1834, Pennsylvania College was given $3,000 a year for six years on condition that 15 young men students should be prepared for teachers. In 1837, Marshall College received a grant of $2,000 a year for two years on con¬ dition that 20 students be prepared for teachers of the English language. In the same year Allegheny College received a grant of $2,000 a year for four years, for which were to be instructed annually 12 students, free of expense, for teachers in the English language. “But the experiment of educating teachers in the colleges failed,” says Dr. Wicker- sham, “because there was not then much demand for teachers thus prepared, and for the stronger reason that the general work of a college and the special work of a teachers’ school can never be made to harmonize.” State Superintendent Burrows, in his report for 1838, says, “The colleges have already been tried as a means of supplying teachers, and with little success. * * * Hope from this quarter is dead.”1 The present writer may add as his own experience that a semicollegiate education is the worst possible introduction to the teaching now required in the common country schools. Few teachers and few schools survive the experiment. Professional Normal Schools Recommended. In 1838 Superintendent Burrows abandoned the plan of educating teachers in departments connected with colleges and academies and advocated the establish¬ ment of separate free institutions for the instruction of teachers, in which they should receive “a full and careful course of theoretic and practical instruction in the art of teaching.” Superintendent Haines in 1849 advocated the establishment of a normal school in each county and a central institution of the same character, but of higher grade, for the whole State. Superintendent Curtin in 1857 recommended in sub¬ stance the provisions of the act which was passed by the legislature in that year for the establishment of normal schools. In drafting this bill and carrying it through the legislature, Dr. Wickersham, then principal of the normal school at Millersville, was the leading and guiding spirit. His good judgment, energy, zeal, and practical success as a teacher, as county superintendent and State superintendent, caused the example which he set in the second district to be followed rapidly by several of the other normal districts, and ultimately by all but one. Law for Establishment of State Normal Schools. For normal purposes the State was divided into thirteen districts, in each of which one normal school might be established under the law of 1857, before referred to, and additional enactments passed in 1859, 1872, 1875, and 1879. The pecuniary and other affairs of each State normal school are managed by a board of 18 trustees, 12 elected by the contributors or stockholders and 6 appointed by the State superintendent of public instruction. All changes in by-laws and rules for regulating proceedings of these boards must be approved by the State superintendent before going into effect. The State appropriations made directly to normal schools are distributed through a 1 History of Education in Pennsylvania, by James Pyle Wickersham, LL. D. Pp. 377-381. NORMAL SCHOOLS IN THE UNITED STATES. 2329 commission, consisting of the governor, the superintendent of public instruction, and the attorney -general, in such a manner as to do exact and equal justice to the several schools.1 Each school is required to have at least six professors of liberal education and known ability in their respective departments: One of orthography, reading, and elocution; one of writing, drawing, and bookkeeping; one of arithmetic and the higher branches of mathematics; one of geography and history; one of grammar and English literature, and one of theory and practice of teaching, together with such professors, assistants, and tutors as the condition of the school may require. Every school is required to have attached to it one or more schools for practice, or model schools, with not less than 100 pupils, in which the students of the normal schools may have an opportunity to acquire a practical knowledge of the art of teaching. The qualifications for admission and the course of study are by law uniform in all the schools and are determined by a convention of the principals, subject to approval by the State superintendent. The following notices are taken with much abridgment from the reports of princi¬ pals of State normal schools to the State superintendent of public instruction and will be found in full in the last (1891) annual report of the superintendent, pages 183- 198. The items in the footnotes are excerpted from the latest accessible catalogues of the several schools: First District, West Chester (G. M. Philips, principal). — There has been no interruption in the prosperity of our school during the past year. Every year sees a substantial but healthy growth in our numbers, and, as usual, we report that the attendance during the past year has been the largest in the school’s history. * * * The work in the gymnasium has been carried on with marked success. The phys¬ ical measurements of our students at the end of the year, when compared vdth the measurements of the same students at the beginning of the year, showed marked improvement in almost every case. * * * Our post-graduate course has proved to be a marked success. It will be of great value in furnishing higher schools with competent, well-qualified teachers. * * * Many new books have been placed upon the shelves of the library, the number of volumes now reaching about six thousand. * * * The year just ended completes the twentieth year of this school’s history, and the tenth of my principalship.2 Second District, Millersville (E. Oram Lyte, principal). — The prosperity of this school is still increasing, the attendance last year being the largest in its history. The total number of students for the summer session was 772 (386 of each sex), and 1,225 for the year. The graduating class numbered 72, all of whom obtained good positions as teachers, except a few who have returned to complete the scientific course. * * * One of the most important improvements made during the past year was the completion of the large gymnasium. The style of architecture of the building is Romanesque. The lower floor contains three rooms, entirely separated from each oiher. One of these contains the bowling and pitching alleys, and the others are each provided with lockers and bathing accommodations. On the main floor are the reception room, examination room, and the large room for exercising purposes, with elevated walking track, etc. The gymnasium is completely furnished with the latest and most approved apparatus. Two teachers are constantly engaged in the department of physical culture [one lady and one gentleman]. * * * Believing that a good model school is absolutely necessary for the proper training of 1 The amount of special and direct State appropriations to the normal schools of Pennsylvania from the organization of each till June 1, 1891, was $1,520,000. 2 The West Chester State Normal School was founded in the year 1871 by joint efforts of the trustees of the West Chester Academy and the citizens of West Chester and vicinity. The main building is new, built of greenstone and marble, 256 by 231 feet, four stories high with basement. It is one of the finest and handsomest school buildings in the country. A first-class gymnasium, 104 by 64 feet, is just being finished. It is of stone, two stories high, and is fitted up with every modern im¬ provement, including a full supply of the best apparatus, running track, bathrooms, large swimming pool, bowling alleys, ball cage, etc. With the single exception of Harvard’s, it is the largest gymna¬ sium in America, and is believed to be, Avithout any exception, the best and most complete gymnasium connected with any school or college in the United States. The school property has noiv cost upward of a third of a million of dollars. The number of different students during the year (1889-90) was 709, of whom 395 were ladies and 314 gentlemen. (Nineteenth Annual Catalogue of the West Chester State Normal School, 1890). 2330 EDUCATION RETORT, 1898-99. teachers, no expense has been spared to increase the efficiency of our practical school. It now contains nine grades, beginning with the kindergarten and ending with the advanced grammar grade.1 Tirnm District, Kutztown (Nathan C. Schaeffer, principal).— The new wing was ready for occupation at the opening of the spring term. The class rooms in it, equipped with all the latest improvements, added greatly to the efficiency of our work. We were thereby enabled to reduce the size of our classes. When students recite in sections numbering from 20 to 30 they can complete a course of several years in a session or two less than it takes if they recite in classes numbering from 50 to 75. Mental growth is greatly stimulated by daily individual contact with live teachers. Probably the greatest need of our Pennsylvania normal schools is a faculty paid by the State. This would lead to free tuition, smaller classes, a standard of scholarship for admission, and would put an end to the strained relations that some¬ times result from undue competition.2 Fifth District, Mansfield (D. C. Thomas, principal). — Six hundred and twenty- nine students were enrolled during the past year. Of these, 93 graduated in the elementary course, 2 in the scientific, and 12 in music. The accommodations in our ladies’ building were not sufficient for the constantly increasing attendance of that sex. An addition to the present building is in process of construction. When done, it will be a magnificent structure. The work will cost at least $100,000. Sixth District, Bloomsburg (J. P. Welsh, principal). — The year just closed has added another year of success to the history of this institution. The attendance lias been greater than ever before; the senior class was the largest ever graduated here, and was composed of young men and women of exceptional promise as teachers. One hundred and live certificates of admission to the next senior class were issued to juniors at the close of the year, while 37 applicants for this certificate were rejected by the faculty. * * * In September last the manual-training department was organized, and was placed under the management of a teacher who received special training for the work. Under his direction this department has been a marked suc¬ cess. Students, grading from the model school to the senior class, received instruc¬ tion in the nature and uses of tools and materials. A series of graded lessons has been arranged for this purpose, which terminate in the senior year with wood carv¬ ing and the construction of useful articles, such as philosophical and mathematical apparatus needed in schools. * * * The classes of 1891 and 1892 have presented to the school a set of gymnastic apparatus, consisting of chest weights, intercostal machines, parallel bars, vaulting bars, wrist machines, flying rings, quarter circles, giant strides, boxing gloves, striking bags, etc. * * * I believe that the profes¬ sional character of the normal schools would be elevated if, in every instance, all applicants for the normal certificate were examined in actual teaching.3 1 The normal school buildings are large, the east front being 352 feet and the south front 160 feet, and conveniently arranged in every respect. There are boarding accommodations for 400, and school accommodations for 800 students. The buildings are surrounded with grounds to the extent of ten acres, which have been tastefully laid out and are used for play and pleasure grounds. The value of the buildings, grounds, furniture, etc., is more than j?250,000. The institution is well supplied with philosophical apparatus, and possesses also a good cabinet of mineralogical, geological, and ornitho¬ logical specimens. The total number of students from the opening of the school to the close of the school year in 1888 was 22,184, and the number of graduates 905. The number of volumes in library, 5,550. (Thirty-sixth Annual Catalogue of the Pennsylvania State Normal School at Millersville, Lancaster County.) 2 There is a striking resemblance between the origin of the Kutztown Normal School and that of the normal school at Millersville. Both owed their beginning to the efforts of the respective county superintendents, John S. Ermentrout and James P.Wickersham. Both commenced as summer normal schools. Both were developments of neighborhood academies. Before the organization of the Kutz¬ town school there existed in Kutztown and the neighborhood mere academies or seminaries under the control of a limited number of stockholders — the Franklin Academy, the Fairview Academy, and Maxatawny Seminary. But the people demanded better education, and were willing to embark in any enterprise that promised to improve their schools. As the county superintendent was traveling from Lyons to Kutztown, hgsaw in" the distance the building known as Maxatawny Seminary. It occurred to him that, if the people of this section had taken sufficient interest in the cause of educa¬ tion to erect that building, they might be induced to assist him in carrying out his project of estab¬ lishing a regular State normal school for the Third normal district. In 1865 the teachers were invited to attend a county normal school in Maxatawny Seminary. Students flocked thither from every part of the county and from adjacent districts, and the seminary was found to be too small for their accommodation. This inspired the people with a determination to erect such buildings as the school law requires and to establish a regular normal school for the Third normal district. (Historical Sketch of Kutztown and Maxatawny, by John S. Ermentrout, 1876.) 3 The school property attracts much attention. It is at an elevation of over 150 feet above the Sus¬ quehanna. The view from this elevation is almost unrivaled. Fourteen acres of campus afford ample space for lawns and athletic ground, and include a beautiful oak grove of 3.V acres. The three main buildings are of brick — one is the dormitory, two are devoted to school work, institute hall contains an auditorium capable of seating 900 persons. The dining room is 100 by 40 feet, and will accommo¬ date over 300 guests. The manual- training room is 40 feet square, and contains benches and tools for the accommodation of 30 pupils at a time. About 250 pupils, at different periods of the day, pass for instruction to this department. They are taught here the structure and uses of different NORMAL SCHOOLS IN THE UNITED STATES. 2331 Seventh District, Shippensburg (G. M. D. Eckles, principal). — The year just closed has been one of unusual prosperity for the Cumberland Valley State Normal School. There has been a considerable increase in the patronage of the school, and we believe a marked improvement in the character of the work done. We grad¬ uated fourscore young men and women from our school this year, by far the largest class in its history. This increase in numbers has not been secured by any sacrifice of the standard oi qualifications fixed by the school. In our junior class the grade of qualifications has been raised, and we expect to continue the raising of our stand¬ ard with this class from year to year, as the raising of the standard of the juniors is necessarily followed by a corresponding raising of the standard of the seniors. Nearly all the dormitories have been painted and ornamented with neat designs. The designs for the room decorations were all made by students and by those con¬ nected with the school.* 1 Eighth District, Lockhaven (James Eldon, principal). — The Central State Normal School is now fully established in its new home. During the year which ended July 2, 1891, every room in the building was occupied, two in a room, and many boarders had to be accommodated with lodgings in adjacent buildings. At the last commencement 44 graduated in the elementary course, and 90 juniors were admitted to the senior class. Several of the graduates before the term closed were elected to responsible positions as principals of schools.2 Ninth District, Indiana (Z. X. Snyder, principal). — Growth characterizes the living. From this standpoint the Indiana normal is a living institution. During the year it has grown in every direction — scholastically, professionally, in efficiency, in teaching power, and in numbers. The annual attendance was 790. * * * The erection of a greenhouse has aided very materially in the beautifying of the grounds. * * * One hundred guns were received from the State for the purpose of military drill. * * * In our industrial department three types of work are done: Kinder¬ garten, sloid, and manual training. * * * A number of good microscopes were purchased for the science department. * * * The model school has passed from a mere practice school to a model school in the true sense. It is a school where experts teach, enabling the juniors and seniors to observe. * * * The trustees contemplate the erection of a gymnasium. It will be commenced in the spring. * * * The classes of 1889 and 1890 erected a beautiful fountain on the campus.3 4 5 6 7 Tenth District, California (Theo, B. Noss, principal). — Our attendance of stu¬ dents was larger than ever before, reaching a total of 711, of whom 502 are in the kinds of wood, the nature of each tool, and the principle on which it works; they then ma,ke a draw¬ ing, afterwards an object to correspond, and finally give an oral or written description of the object. * * * Lessons are given in shorthand and typewriting. * * * An athletic association, composed of students, has charge of all outdoor sports, such as baseball, tennis, football, and the like. The ladies are drilled in wand and dumb-bell exercises, and have organized several walking clubs. (Cir¬ cular of the State Normal School of Bloomsburg, Pa., 1891.) 1 The last catalogue (1890-91) claims for the Shippensburg school the following among other advantages: 1. We employ none but high-grade teachers. * * * All our teachers are specialists in their departments. 2. Our school is thoroughly and properly disciplined. * * * We hold ourselves responsible for the moral as well as the intellectual development of our students. 8. We lay great stress on the professional training of our students. * * * The practice teaching in the model school is under skillful supervision and competent direction. 4. Our school is organized in the interest of the students. Our system of classification enables us to advance students as rapidly as their progress will permit. No person is held in check to accommo¬ date the interests of dull and inattentive scholars. 5. Our graduates are distinguished by their originality, being something more than blind imitators. 6. Our school is not crowded beyond its capacity. 7. Our graduates are doing noble work in their chosen profession. We have no difficulty in secur¬ ing good positions for them. 11. We do not claim to have the best school in the country, but we do claim that there is none better. '-This school was founded in 1871, but was not open for the admission of students until the fall of 1877. In December, 1888, the fine building occupied by the school from its organization was totally destroyed by fire, but the work of instruction was carried on without interruption in a large hotel building, fitted up for the purpose. In May, 1890, the new building was occupied, 200 students being present. To the erection of this building the State contributed $105,000. It is of brick, with brown- stone trimmings, and has three distinct parts. It is lighted at night by 450 electric lamps. The training school is composed of children from 5 to 6 years of age. These are divided into classes so as to represent every grade of teaching required in the public schools of the State, from the kin¬ dergarten to the high school. The time given to the practice of teaching is not less than forty-five minutes each day for twenty-one consecutive weeks. All students receive class instruction in vocal music. Lessons are also given, at an extra charge, on the piano, organ, violin, cornet, and other instruments. There are two literary societies, each having its own hall, library, and reading room. The art department offers instruction in oil painting, china painting, portrait painting, and sketching. Principals. — Albert N. Raub, 1877-1884; George P. Beard, 1884-1887; James Eldon, 1887. (Catalogue of 1891-92. ) aThe catalogue of 1890-91 showed seven departments: (1) Kindergarten department, (2) pri¬ mary department, (8) grammar department, (4) high school department, (5) principals and super¬ intendent’s department, (6) ungraded department, (7) manual-training department. 2332 EDUCATION REPORT, 1898-99. normal department and 209 in the model school. A new building is now in course of erection. It will be used for the model school, for the sloid shop, and for the natural science department. The large attic story of this building, which is 86 by 56 feet in size, will be fitted up as a gymnasium. Our graduating class this year consisted of 18 gentlemen and 17 ladies; most of these have already secured desira¬ ble positions as teachers for the coming year.1 Eleventh District, Slippery Rock (Albert E. Maltby, principal). — The normal school at Slippery Rock lias just closed a very successful school year. The increased attendance under adverse circumstances is certainly very encouraging, and the future seems bright with indications of continued growth and prosperity. Our last gradu¬ ating class numbers 12. * * * Over 500 pupils were in attendance during the year, and the class-room accommodations were taxed to their utmost extent. * * * The plans for a new building have been drawn, and work will begin immediately. The structure will be in brick, handsomely ornamented with stone, and will contain class rooms, society halls, reading rooms, music rooms, parlors, library, gymnasium, offices, and principal’s residence. The total cost is estimated at $50,000. * * * Every effort is being made to bring out the beautiful in our campus and school grounds. An addition of some 5 acres, and the planting of many valuable trees have done much toward improvement in appearance. The ball field is unsurpassed by that of any other school.2 Twelfth District, Edineoro (Martin E. Benedict, principal). — The past school year closed the 3d of July. There were 89 graduates. One hundred received junior cer¬ tificates. * * * The average age of the class was 22 years and 8 months. Over 60 had taught in the public schools. Nearly all have entered the schoolroom as teachers, and they received from $40 to $100 a month. * * * In the model school, 60 stu¬ dents can practice a day, one class each. * * * The library occupies a room 50 by 65 feet, and is open daily from 8 o’clock a. m. until 4. 15 p. m. The books are in open cases and all students are free to take books from the cases. The librarian is in con¬ stant attendance. * * * In recitation the students stand at the blackboard with chalk and pointer, or directly before the class, and in their own language give the substance of the lesson.3 Thirteenth District, Clarion (A. J. Davis, principal). — This school completed the fourth year of its history without any remarkable changes or innovations. The stringency of the times affected the population of the district with peculiar force, and 1 Number of students — 113 normal, 229 model. On the 11th of April, 1890, the school celebrated the twenty-fifth anniversary of its opening under the charter name of Southwestern Normal College. It is the outgrowth of an academy first opened in 1852. From the time the success of the experi¬ ment at Millersville, in 1855, became known, the undertaking of a similar enterprise at California was freely discussed and was finally achieved (1874) . (Catalogue of the State Normal School at Cal¬ ifornia, 1891.) 2 During the autumn of 1887 the question of organizing a school in the town was agitated. The project found many friends and soon assumed definite form. A meeting was called at which it was determined to erect a building and open an academy. The community was canvassed for money to erect a building and support a school until it should become self-sustaining. While this work was in progress the discovery was made that there was no normal school in the district. A second meeting was called, at which it was resolved to erect the necessary buildings and apply for recog¬ nition as the State Normal School of the Eleventh district. In the spring of 1888 an organization was effected, a charter obtained, and the erection of the buildings was begun. In the spring of 1889 the buildings were completed and inspected by the committee appointed by the State, who unanimously recommended the “recognition’' of the school as the State Normal School of the Eleventh district. The number of students on the catalogue of 1890-91 was 340 in the normal department and 160 in the model school. 3 Means employed to train teachers. — These are study, recitation, reading, observation, practice, and instruction. The value of study varies, ceteris paribus: (1) As the time spent in the study; (2) as the square of the engergy; (3) as the square of the interest; (4) as the cube of the methods; (5) as the fourth power of the quality; (6) as the spirit of willing obedience. Students in the normal school recite as teachers. They receive no help. Each member of the class while others are reciting is both pupil and critic. The normal school teachers aim to act as model teachers, and thus student teachers, even unconsciously at recitation, become acquainted with methods of teaching. The library is rich in works upon teaching, and students are taught to select, read, and digest the thoughts of educational writers. The library occupies a room in the new building 50 by 65 feet. It is opened daily from 8 a. m. until 4.15 p. m. The students learn to know books and to enjoy reading them. They are taught to read with profit, and are referred to the manual of reading among the reference books. The books are classified as follows: (1) Works of reference; (2) -works upon teaching; (3) periodical literature. Two literary societies, the Potter and the Everett, hold regular sessions Saturday afternoons. Each occupies a pleasant and well-furnished hall 25 by 40 feet. All students are free to join nr not, as each prefers. A musical department has been organized whose aim is to prepare teachers for leading the music in public schools, and for skill in teaching music. Especial attention is given to the cultivation of a musical touch and a correct interpretation of the standard works. The department offers twTo courses, (1) a course for the thorough training of teachers; (2) a course for persons wishing to become skilled singers. The number of normal pupils is 670, of whom 345 are reported as “unclassified.” The model school numbers 208. NORMAL SCHOOLS IN THE UNITED STATES. 2333 the attendance of students during each term was less than in the corresponding terms of the preceding year, the first instance of retrogression since the organization of the school. * * * The number of books in the library is about 3,000. * * * The senior class manufactured a fine lot of apparatus, under the direction of the professor of physics and the instructor in woodworking.1 The course of study in the State normal schools of Pennsylvania is intended to be uniform and is prescribed by a convention of principals, aided by the State superin¬ tendent; but as the order in which the legal studies are to be pursued is not pre¬ scribed, and the number and kind of additional studies are not limited, each school maintains a distinct personality, notwithstanding the basis of uniformity. The legal course and one of the catalogue courses (Bloomsburg) are given below : The courses of instruction prepared for the State normal schools of Pennsylvania, and approved by the State authorities, are as follows : ELEMENTARY COURSE. JUNIOR YEAR. Pedagogics. — Elements of school management and methods. Language. — Orthography and reading; English grammar, including composition; Latin, sufficient for the introduction of Ctesar. Mathematics. — Arithmetic, except mensuration; elementary algebra. Natural science. — Physiology and hygiene. Historical sciences. — Geography, physical, mathematical, and political; history of the United States; civil government. The arts. — Penmanship, sufficient to be able to explain some approved system, writing to be submitted to board of examiners; bookkeeping, single entry, seven weeks; drawing, a daily exercise for at least twenty-eight weeks, work to be sub¬ mitted to board of examiners; vocal music, elementary principles, and attendance upon daily exercises for at least one-third of the year. SENIOR YEAR. Pedagogics. — Psychology, embracing the intellect, sensibilities, and will; methods; history of education; model school work, at least twenty-one weeks of actual teaching daily during one period of not less than forty-five minutes; a thesis on a professional subject, and two meetings each week for the discussion of the practice of teaching. Language. — The outlines of rhetoric, together with at least a fourteen weeks’ course in English literature, including the thorough study of one selection from each of four English classics; Latin, Ctesar, through the Helvetian war. Mathematics. — Arithmetic, mensuration; plane geometry. Natural sciences. — Elementary natural philosophy; botany. Historical sciences. — Reading of general history in connection with the history of education. The arts. — Elocutionary exercises in connection with the study of English litera¬ ture. SCIENTIFIC COURSE. Pedagogics. — Moral philosophy; logic; philosophy of education; course of profes¬ sional reading, with abstracts, notes, criticisms, to be submitted to board of exam¬ iners. Language. — Latin, six books of YTirgil, four orations of Cicero, the Germania of Tacitus, or a full equivalent; an equivalent of Greek, French, or German will be ac¬ cepted for spherical trigonometry, analytical geometry, calculus, mathematical nat¬ ural philosphy, and mathematical astronomy; literature. Mathematics. — Higher algebra; solid geometry; plane and spherical trigonometry and surveying, with use of instruments; analytical geometry; differential and integral calculus. 1 This school is the outgrowth of the Carrier Seminary, and Avas recognized as a State normal school in February, 1887. It was opened on the 12th of April folloAving with 150 pupils in attendance. The catalogue of 1888 contains the names of 864 normal students. The seminary hall contains the chapel, auditorium, principal’s office, recitation rooms, library, and gymnasium. The school gives a four years’ course in music, instrumental and vocal. Lessons are given in oil painting, china painting, crayoning, and pencil drawing; and also in stenography and telegraphy. (Second Annual Catalogue of the Pennsylvania State Normal School, at Clarion, Pa., 1888.) 2334 EDUCATION REPORT, 1893-99. Natural sciences. — Natural philosophy, as much as in Snell’s Olmsted; astronomy, descriptive and mathematical; chemistry; geology or mineralogy; zoology. History. — General history. COURSE OF INSTRUCTION ARRANGED FOR THE STATE NORMAL SCHOOL AT B-LOOMSBURG. ELEMENTARY COURSE. JUNIOR YEAR. First term. — Arithmetic, beginning with stocks, as in Brooks’s; English grammar, beginning with “Complex sentences” in Reed & Kellogg; reading and spelling, Latin, geography, practical teaching, drawing, vocal music. Second term. — Arithmetic, algebra, beginning with “fractions” in Wentworth; English grammar, Latin, history of the United States, beginning with administra¬ tions; practical teaching, drawing, bookkeeping. Third term. — Algebra, English composition, reading and spelling, Latin, civil government, geography, mathematical and physical, A; physiology, practical teaching. SENIOR YEAR. First term. — Geometry and mensuration, rhetoric, reading of general history, natural philosophy, school economy, teaching, mental philosophy. Second term. — Geometry and mensuration, English literature, elocution, Caesar, botany, l>; natural philosophy, J; methods of instruction, teaching, mental philos¬ ophy, history of education. Third term. — Geometry and mensuration, Caesar, botany, methods of instruction, teaching, history of education. SCIENTIFIC COURSE. When students have completed the studies of the elementary course or the equiv¬ alents they can enter this course and graduate in two years. The studies are as follows: JUNIOR YEAR. Philosophy of education, higher algebra, solid geometry, plane and spherical trig¬ onometry, surveying, analytical geometry, chemistry, geology, mineralogy, general history, Latin, professional reading. SENIOR YEAR. Differential and integral calculus, natural philosophy, mathematical and descriptive astronomy, logic, zoology, moral philosophy, Latin, English literature, professional reading, general review. All students in this course have the privilege of taking an equivalent of Greek, French, or German for the portions of higher mathematics, specified under substi¬ tutions. ACADEMIC DEPARTMENT. 1. Preparatory collegiate. FIRST YEAR. Latin, arithmetic, English grammar, history. SECOND YEAR. Latin (Virgil), Greek (Anabasis and Iliad), Latin and Greek composition, geometry, history, Franklin’s autobiography, Milton. 2. General academic. JUNIOR YEAR. First term. — Orthography and reading, English grammar, history of England, arithmetic, physiology, geography, penmanship and drawing, vocal music. Second term. — Orthography and reading, English grammar, arithmetic, algebra, United States history, Latin, penmanship and drawing. Third term. — English grammar, civil government, Trench on Words, algebra, botany, Latin, drawing. NOKMAL SCHOOLS IN THE UNITED STATES. 2335 SENIOR YEAR. First term. — Mental philosophy, natural philosophy, geometry, rhetoric and English classics, bookkeeping, drawing. Second term. — Geometry, Latin, English classics, elocution, drawing. Third term. — Latin, reviews, drawing, geometry. 3. Senior academic year. First term. — Trigonometry and surveying, chemistry, elements of criticism, French, German, or Latin. Second term. — Geology, political economy, general history, French, German, or Latin. Third term. — Evidences of Christianity, astronomy, general history, French, German, or Latin. The Pennsylvania normal schools are not free schools. The local boarding-school element from which most if not all of them were “evolved” rendered it imprudent to make tuition free; but by an act of the legislature the following appropriations are made by the State of Pennsylvania to normal students and graduates: 1. Each student over 17 years of age who shall sign a declaration of intention to teach in the common schools of this State shall receive the sum of 50 cents per week. 2. Each student over 17 years of age who was disabled in the military or naval service of the United States, or of Pennsylvania, or whose father lost his life in said service, and who shall sign an agreement as above, shall receive the sum of $1 per week. 3. Each student, who, upon graduation shall sign an agreement to teach in the common schools of the State two full years shall receive the sum of $50. 4. Any student to receive these benefits must attend the school at least one term of twelve consecutive weeks, and receive instruction in the theory and practice of teaching. The amount expended under this act in the school year ending June 1, 1891, was $47,875.25. Comparative table of statistics of the State normal schools of Pennsylvania for the school year ending June, 1890. Schools. 1891. Years in exist¬ ence. 1890. Population of district. Appropria¬ tion granted. Total enroll¬ ment. 1890. Students in normal school. Pupils in model school. Millersville . . . 32 296, 715 $102, 500 730 558 162 Edinboro . 30 291 , 296 117. 500 879 030 249 Mansfield . 29 249, 279 127, 500 613 513 100 Kutztown . 25 368, 121 107, 500 679 ' 510 139 Bloomsburg . 22 321, 520 162, 500 434 342 92 West Chester . 20 357, 965 107, 500 717 654 01 Shippensburg . 18 287, 578 144, 500 303 234 67 California . 17 283, 878 117, 500 642 413 229 Indiana . 16 201.741 135, 500 756 581 175 Lock haven . 14 193, 824 187, 500 325 225 100 Clarion . 4 173, 687 67, 500 905 422 463 Slippery Rock . 2 657,425 27, 500 438 298 140 Fourth district1 . 526, 668 Philadelphia2 . 1, 046; 964 1No school organized. 2Not included in State school system. 2336 EDUCATION REPORT, 1898-99. NEW JERSEY. Early History. In 1825 Philip Lindsay, D. D., acting president of the College of New Jersey, advo¬ cated the establishment of teachers’ seminaries, for these among other reasons: That at present the great mass of our teachers are mere adventurers; either young men who are looking forward to some less laborious and more respectable vocation, and who, of course, have no ambition to excel in the business of teaching and no motive to exertion but immediate and temporary relief from pecuniary embarrass¬ ment, or men who despair of doing better or who have failed in other pursuits, or who are wandering from place to place, teaching a year here and a year there, and gathering up what they can from the ignorance and credulity of their employers. Three years later Prof. John Maclean, afterwards president of the University of New Jersey, recommended, in a lecture on the school system of the State, “the establishment of an institution to educate young men for the business of teaching.”1 Nineteen years after this (1847) a convention of the friends of education in Bur¬ lington County, N. J., was held at Mount Holly. A committee on business was appointed, who reported a series of resolutions in favor of the establishment of a State normal school. The resolutions were fully discussed, but in order to afford time for further deliberation the convention adjourned to meet in the same place on the 2d of December. At this adjourned meeting letters of approval and congratulation were read from the following eminent public men: William H. Seward, of New York;2 Rev. William IT. Campbell, secretary of the executive committee of the State normal school at Albany;3 Bishop Potter, of Pennsylvania;4 Joseph R. Chandler, editor of the United States Gazette;5 Horace Mann, of Massachusetts;6 Edward Everett;7 John G. Pal- 1 Report of the United States Commissioner of Education, 1868. - The advantages resulting from the professional education of teachers in what are called normal schools are universally conceded among the friends of education in this State. If I had ever doubted on this subject, all my doubts would have been removed by the experiment of the institution in this c-ity (Albany), which has been eminently successful. The ultimate operation of normal schools will be to elevate the standard of public education and, of course, the dignity of those to whom its labors are confided. (Report on normal schools to the convention of the friends of education, Burlington, N. J., 1847.) 3 1 had doubts when our normal school was first started as to the necessity of such an institution among us; but my opinion is entirely changed. * * * I have become convinced of the great value of the normal school. My conviction is the result of actual observation, and from this I feel justified in saying that a normal school is indispensable in carrying out any State educational system. * * * I hope soon to hear that New Jersey lias instituted a State normal school. (Ib.) 4 1 rejoice to hear that the State of New Jersey is moving in respect to the education and training of teachers for common schools. It is beyond doubt the most essential step in the great work of improving and, as it were, of regenerating our system of common-school instruction. * * * The establishment of the State normal school was therefore looked forward to as the essential complement to all other plans. (Ib.) 5 While ail other professions and pursuits have their appropriate schools and other means of prepar¬ ation for the duties of their calling, why should the teacher alone be neglected? Why should he be allowed to try experiments upon our children until he has learned how to teach, wasting the precious time of our youth by the timidity naturally resulting from his want of practice, or destroying their tempers by the restlessness of one who has never learned to have command over himself? * * * I really believe that the important scheme of public schools can not be carried out as it should be with¬ out trained teachers. (Ib.) CI regard normal schools as the one indispensable thing for carrying forward a system of common schools. * * * How it can happen that a man shall need to serve an apprenticeship to make a boot, but can instruct and train a child by instinct is more than I can comprehend. (Ib.) 7 It affords me much pleasure to hear that you are taking measures for the establishment of a nor¬ mal school in New Jersey. * * * It seems quite evident that the art of teaching— an art so difficult and so important — should require some special training for its attainment. If it did not, it would dif¬ fer from all other intellectual arts. * * * The fact is that hardly any teacher is, as such, self- formed. He employs, as an instructor, the methods which were in use at the school where he received, his own education some years — perhaps a gccd many years — before. His teacher, in like manner probably followed traditionary methoels. Such a course can result in nothing but the perpetuation of errors, and must end in degeneracy. (Ib. ) NORMAL SCHOOLS IN THE UNITED STATES. 2337 frey, editor of the North American Review;1 John A. Dix, of New York, formerly superintendent of common schools; 2 David P. Page,3 principal of the New York nor¬ mal school at Albany. The business committee reported a forcible and logical argument in favor of estab¬ lishing a State normal school, and answering the most plausible objections. (1) As to the expense. (2) As to the difficulty of securing the services of the graduates of the normal school to the business of instruction in the State. (3) As to the allegations that there is no necessity for normal schools, inasmuch as the business of instruction, like other social and private wants, is regulated by the commercial law of supply and demand. (4) As to the assertion that it is not so much teachers that we need, nor schools for the education of teachers, as it is a higher compensation for their services. (5) As to the apprehension that a due measure of religious instruction and influ¬ ence can not be reconciled with the exclusion of sectarianism. (6) That normal schools are an importation from Prussia, a monarchy, a despot¬ ism, well enough adapted to such a Government, but unsuited to the genius and temper of ours. Time having thoroughly refuted the objections, the cogent and eloquent answers given in the report may be omitted here; but one is tempted to imagine that Bryant wrote “ Error crushed to earth will rise again ” when one recalls the fact that thirty- seven years after this report was written the sixth objection was strongly but inef¬ fectually urged in the legislature of a neighboring State by the son of a German Jew. The report was accepted and the accompanying resolutions adopted seriatim with¬ out a single dissenting voice; yet it was not till the year 1855 that an act was passed by the legislature of New Jersey containing the following sections: There shall be a normal school or seminary for the training and education of teachers in the art of instructing and governing the common schools of this State, the object of which school or seminary shall be the training and education of its pupils in such branches of knowledge and such methods of teaching and governing as will qualify them for teachers of our common schools. The board of trustees are authorized to maintain a model school under permanent teachers in which the pupils of the normal school shall have opportunity to observe- and practice the modes of instruction and discipline inculcated in the normal school, and in which pupils may be prepared for the normal school. The act appropriated $10,000 annually to the support of the school, but no pro¬ vision was made for a site or buildings. It was left to the people to supply by vol¬ untary action the means for which no provision had been made by the legislature. This appeal to the people met with a warm and generous response. New Brunswick, Beverly, Orange, Trenton, and other places made liberal offers. After careful delib¬ eration the trustees selected Trenton, where, by the liberality of the citizens, a large 1 As chairman of a committee of our [Massachusetts] house of representatives I drew and defended the resolves of March 3, 1842, which placed normal schools on a permanent footing and established school libraries. I did more for others’ good that day than in all the rest of my life put together. (Report on normal schools to the convention of the friends of education, Burlington, N. J., 1847.) 2 It is now nearly nine years since I have been connected with the common-school system of New York. It was during the six preceding years, under my official superintendence, and it was among the first objects of my execution to improve the education of teachers; for without competent instruct¬ ors schools are of very little use. * * * You will infer that I am very decidedly in favor of nor¬ mal schools for the education of teachers. (Ib.) 3 In our State there is no doubt in the public mind but that teachers should be specially educated. The question now started is, Ought they to be educated by the State? * * * It seems to me it must be done by the State or not be done at all. The pay of teachers is not generally high enough yet to warrant much outlay of time and capital by the teachers themselves in their preparations, and they must be encouraged to do it by having a portion of the expense paid for them. Schools for teachers started without public aid have failed, I believe, in every instance. At any rate, they have degen¬ erated into mere academies, in which the pupils have, as elsewhere, been allowed to choose their own studies, and, of course, to choose to neglect the elementary branches most necessary for them to learn. (Ib.) ED 99 — YOL II - 147 2338 EDUCATION REPORT, 1898*99. and commodious building was erected after a plan prepared by the trustees. Sun¬ dry citizens of New Jersey sent a petition to the legislature in 1861 praying for the repeal of the act establishing the State Normal School, and asking for the appoint¬ ment of a joint committee to investigate certain matters therein referred to. The committee on education reported that they did not “perceive either the necessity or the expediency of a committee of investigation, because all the facts called for were fully set forth in public documents to which all have ready access.” The petitioners submitted that “at times like the present no unnecessary burden should be laid upon the people.” The committee replied that “the great lesson taught at times like these [the beginning of the war] is that we should relax no effort, omit no expendi¬ ture, and cripple no resource necessary to the instruction and enlightenment of the masses of the people. The whole fabric of our Government reposes upon the foun¬ dation of virtue and intelligence universally diffused among the people; but such a foundation is possible only through good common schools everywhere established, liberally supported, and efficiently conducted by able and skillful teachers. To make good schools, we must first make good teachers. This is precisely the object and aim of the normal school, and the committee believes that a thorough investigation of the facts will establish beyond controversy that these aims and objects are being realized in a most satisfactory degree. ’ ’ The committee concluded with a unanimous expression of their conviction that the prayer of the petitioners ought not to be granted. There was until lately in some parts of the State a feeling adverse to the continuance of the normal school. The opposition was partly caused by entire misapprehension of the character and aims of the institution, and partly by an exaggerated estimate of the annual cost of supporting it. Not a solitary well-founded objection was raised, but the attacks being repeated annually were detrimental to the best interests of the institution and to the cause of popular education in the State* Opening of the School at Trenton. The State Normal School of New Jersey was opened in the fall of 1855 in a temporary building, rented for the purpose. New buildings were erected from time to time as they were needed. The last building was completed in 1890. It is so located as to connect the old buildings and thus enable the students to pass to all parts of the entire institution without going out of doors. It contains a chemical laboratory, a physical laboratory, a manual training shop, a library, a gymnasium, and an auditorium which seats about 600 persons. On the opening day, in October, 1855, there were 15 pupils in attendance. At the close of the half year, 43. The attendance varied considerably from year to year. After rising to 140 in 1863, it fell to 53 in 1866. Of late it has been steadily on the increase; the last catalogue contains the names of 326 students enrolled in the normal school; 541 in the model school, and 127 in the Farnum Preparatory School. The number of students graduated from the normal during the year was 89 — 7 men and 82 women. Twenty-four of the graduates were from the advanced course; the remainder from the elementary course. All of them, except 4, were teaching “when last heard from,” at salaries ranging from $35 to $80 a month. The Farnum Preparatory School is located in the city of Beverly on the Delaware River, about 15 miles from Philadelphia. It was built by Paul Farnum in the year of 1855, and by an act of the legislature in 1857 it was made a part of the State school system, and placed under the control of the trustees of the State Normal School. An endowment of $20,000 was bequeathed to the school by Mr. Farnum. The objects of the school are twofold: First, to act in conjunction with the normal school in the work of preparing teachers for the public schools of the State; secondly, to furnish to the citizens of Beverly and the vicinity a well-organized and well-conducted school, and the best advantages for the proper education of their children. Pupils, NORMAL SCHOOLS IN THE UNITED STATES. 2339 intending to teach are admitted into the four highest classes free of tuition charges. These pupils receive daily lessons in teaching, and are required to assist the instructors in the Avork of the school. After passing through the preparatory department, they are admitted to the professional course of the normal school Avithout examination. The income of the school is derived from three sources — the State appropriation of $1,200 annually, the interest on the endoAvment of $20,000, and the proceeds of tuition fees, Avhich average about $20 a year per capita. Principals of the New Jersey State Normal School. William F. Phelps . John S. Hart . LeAvis M. Johnson . Washington Hasbrouck . James M. Green . COURSE OF STUDY AT TRENTON SCHOOL. 1855-1864 1864-1870 1870-1876 1876-1889 1889 The course of study for the normal extends through three years of tAvo terms each. The work of the first year is formative in character, designed for such students as have been over it, but not in the thorough and disciplinary manner necessary to those Avho are to be teachers. While the Avork of this year can not be said to be strictly professional, it is made necessary by the conditions of our State, and, being- taught by the regular normal teachers, it becomes in a peculiar Avay preparatory to the strictly professional Avork of the years to folloAV. The work of the second and third years is strictly professional. While arithmetic, grammar, geography, United States history, etc., are again taken up in these years, they are considered fundamentally in the light of method or Iioav to teach. The professional subjects — psychology, theory and practice, the history and phi¬ losophy of education — are pursued, accompanied by practice teaching, extending over two years. The practice teaching is so arranged that experience in teaching is given to each student in each of the common branches. This experience consists in observing the regular teacher, preparing plans for teaching, subject to the approval of the critic teacher, and actually teaching, both in the presence and absence of the regular teacher. The following are the studies of the respective years. In each branch there are five forty-minute recitations per Aveek, or the equivalent: B. — Geography, physical and political; grammar, with composition; practical arith¬ metic; United States history, Avith Constitution; penmanship and bookkeeping; indus¬ trial drawing and ATocal music, each the equivalent of one term; elocution, Avith orthography and declamation. A. — Psychology, theory and practice, one term; methods in the elementary branches; practice, one term: zoology and physiology, one term; botany, one term; algebra, drawing, rhetoric, one term. Senior. — Elementary physics; elementary chemistry, with mineralogy; geometry, first five books; Shakespeare, one term; outline history, one term; history and phi¬ losophy of education; practice teaching, two periods a day; manual training; physical training, throughout the course.1 MARYLAND. The history of the State Normal School of Maryland is the history of the public schools of Maryland. Up to the year 1865 there Avas no general system of public schools, except in the city of Baltimore. There Avere schools in every county, some good, some bad, most of them indifferent; but there Avas no coordination, no super¬ vision, and very little vitality. In 1864, Avhen the star of the Confederacy Avas about to set, a constitutional convention A\'as called, in Avhich a large majority of the mem¬ bers were supporters of the Union. The tAvo most important objects of this conven¬ tion were the extinction of slavery and the establishment of a State system of education. Both Avere accomplished. The new constitution contained the folloAving sections: 1 Annual Catalogue of the State Normal School of New Jersey, 1891. 2340 EDUCATION REPORT, 1898-99. Section 1. The governor shall, within thirty clays after the ratification by the peo¬ ple of this constitution, appoint, subject to confirmation of the senate at its first session thereafter, a State superintendent of public instruction. * * * He shall report to the general assembly within thirty days after the commencement of its first session under this constitution a uniform system of free public schools. * * * Sec. 3. * * * In case of failure on the part of the general assembly to provide [a public school system as required by the constitution] , the system reported to it by the State superintendent of public instruction shall become the system of free public schools of the State: Provided , That the report of the State superintendent shall be in conformity with the provisions of this constitution, and such system shall be sub¬ ject to such alterations, conformable to this article, as the general assembly shall from time to time enact. The chairman of the committee of education in the constitutional convention was Joseph M. Cushing, esq., of Baltimore. He foresaw the possibility that the legisla¬ ture might not carry into effect promptly the constitutional requirements respecting education, and therefore persuaded the convention to order that the State superin¬ tendent (who had not yet been appointed) should prepare a bill and submit it to the next legislature, with the provision that if the legislature failed to enact a law as required by the constitution the bill should become law. It was already w'ell understood that Dr. V an Bokkelen would be appointed State superintendent. To these two gentlemen belongs the chief credit for the establishment of the public school system of Maryland. They deserve to rank with the educational pioneers of Massachusetts, New York, and Pennsylvania. The bill submitted to the general assembly by Dr. Van Bokkelen was “harmoni¬ ous in its parts and comprehensive in its aims — a plan not of common schools, but of thorough and extended public education.” It embraced eight titles: (1) supervision; (2) that which is to be supervised; (3) modes of securing competent teachers; (4) sources of income; (5) university of Maryland; (6) benevolent, remedial, and reforma¬ tory institutions; (7) aids and encouragements to universal education; (8) miscel¬ laneous. In the law finally enacted upon the basis furnished by the State superintendent the subjects embraced in the fifth, sixth, and seventh sections were omitted, and in the others his suggestions were followed without material variation. In his first report, explaining the principles on which the bill was founded, Dr. Van Bokkelen says:1 The enactments of the bill submitted are predicated upon principles which have been often discussed and now are accepted as the foundation of all sound legislation on the subjects with which they are connected. First. Education ought to be universal. Second. Education ought to be free. Third. The property of the whole State is responsible for such education of every child in the State as will prepare him to perform the duties of a man and a citizen, in obedience to the laws of God and the laws of the Commonwealth. * * * Education must be free, free as the light and the air. The public schoolhouse must be open to every child, as open as the public highway which leads to its door. And this, not because it is the charitable duty of the State to offer education to all, but because it would be a high crime against humanity to withhold it. The free schools of the State are in no sense charity schools. Through them the State does not give one jot or tittle that each child has not a right to claim. It is the duty of the State, as the agent of the people, as the legal trustee of the whole property which she pro¬ tects and enables to be used, to take care that the young are not defrauded of their rights. * * * Hence, as a natural sequence, the law which provides at public cost universal and free education should oblige parents to send their children to. school and should inflict severe penalties on manufacturers who task young children in their mills, wearing out their bodies and starving their minds. * * * To correct, per¬ chance atone, for the errors of the past, it is proposed to establish at once a thorough system, perhaps a model system. Maryland has no time for gradual development. 1 Report of the State superintendent of public instruction to the general assembly of Maryland, together with a bill entitled “A uniform system of public instruction for the State of Maryland,” Annapolis, 1865. NORMAL SCHOOLS IN THE UNITED STATES. 2341 By one volition she can attain that which has cost her sister States years of experi¬ ment to secure. She has taken her place among the Commonwealths that proclaim universal freedom; why not rank also with those that provide universal education? Not the education which halts before the door of the primary school, but marches on, takes the poorest youth whom God has endowed with intellect, nurtures that intellect, gives it the benefit of the best culture and exhibits the pure benevolence of republicanism, which, by bestowing equal privileges upon all, gradually raises the humble to an equality with those who enjoy all the benefits of wealth and social position. Wisdom counsels us not to wait for years to accomplish that which by one earnest, vigorous, unselfish effort can be done in months. The work is before us. No partial system of gradual development, waiting for the decay of old prejudices or the abandonment of local preferences, can do this. If done 'at all, it will be by a system, perfect in its adaptations, comprehensive in its aims, and immediate in its operations. It will cost money; so do all great public works; but it will be the best and most productive investment the State has ever made — the purse appropriated to the development of brain. The bill of Dr. Van Bokkelen was not accepted in its entirety, but it became the basis of a system which, with many alterations in nonessentials, has lasted to the present day, has served as a model to other States, and was pronounced by the late governor of the State in his farewell message to be “nearly perfect.” The law as finally enacted provided for a State board of education, a State super¬ intendent, county superintendents, district schools, graded schools, high schools, State uniformity of school books, a normal school and a model teachers’ association, teachers’ institutes, and an income from State taxation capable of supporting the schools six months in the yean-, with unlimited power of local taxation. The first section of the chapter on the normal school reads thus: “There shall be located in the city of Baltimore, until the board of education shall otherwise direct, a State normal school for the instruction and practice of teachers of public schools in the science of education and the art of teaching and the mode of governing schools. The sessions of the State normal school shall be held in such suitable build¬ ing as may be provided by the mayor and city council of Baltimore, or, they declin¬ ing to do so, in such building as the State superintendent may select.” The mayor and city council of Baltimore “declined to do so.” With a boys’ high school and two girls’ high schools, which they considered quite equal if not superior to a normal school, they did not feel under any obligation to enter into partnership with the school authorities of the State. Besides, at this time the relations of the State superintendent and the city superintendent were somewhat strained. There¬ fore search had to be made for a “suitable building.” None could be found; but after patient waiting a large hall was procured, by no means suitable in any respect, but the best that could be obtained. The school was opened on the 15th of January, 1866, with 11 students. At the close of the session in June there were 48 names on the roll. The next year there were 129 students, divided into four classes, each of which occupied one of the four corners of the hall. Notwithstanding this disad¬ vantage the numbers continued to increase steadily for six years, when a large and commodious building was rented at $3,000 a year, which gave accommodation to both the normal and the model school for three years. It soon became evident that even this large building would in a short time be too small. Accordingly it was nec¬ essary to apply to the legislature for a new building specially arranged for school purposes. Application after application failed to produce any result, but finally, by dint of constant hammering, an appropriation of $100,000 was granted to pur¬ chase a site and erect a building. The school took possession of the new building in 1876. It is a very beautiful structure and contains a hall capable of seating nearly 800 persons, ten class rooms, a library, a reception room, an office, a laboratory (phys¬ ical and chemical), an apparatus room, a calisthenium, and a residence for the prin¬ cipal. But even this house is now insufficient for the demands of the school. It needs a larger library and reading room, a gymnasium, a lecture room, a drawing room, a manual training workshop, a larger chemical laboratory, a sewing room, a 2342 EDUCATION REPORT, 1898-99. kitchen for lessons in cookery, and additional cloak and toilet rooms. Numbers are no test of the professional value of a school, although they may afford a fair estimate of its popularity. One may travesty the words of Pope — But most by numbers, judge the poet’s song— and apply them to schools, normal and abnormal. A school that gives what its clientele demands, and at a satisfactory cost, is sure to grow in numbers, at least if it has been properly located. The Maryland school has never courted numbers. From 18 — to 1890 one principal object was to retard its numerical growth. The organic law restricted the number of professional students pledged to teach in the public schools of Maryland to 200, with the permission to receive as many pay students as amounted to half the number of those enrolled and pledged to teach in the public schools. But as the free appointments were divided among the several counties in proportion to the number of representatives each county had in the general assembly, there arose a difficulty in the distribution. At first this arrange¬ ment allowed two students for each member of the legislature, but as the population increased the number of representatives increased, and the per capita became one and a fraction. Now there is no known method of teaching a fraction of a student or even of obtaining a fractional student to be taught, and so the multiplier 2 was necessarily continued, and under the present law must continue for many years. As has already been stated, the law allows the admission, on the payment of fees, of one student, free of obligations to teach in the public schools, for every two who have signed the declaration of their intention thus to teach. The purpose was to preserve the professional character of the school as a training school for teachers. Accordingly no special instruction is given to unprofessional students; they simply have the privilege of joining such regular classes as they may be inclined and quali¬ fied to enter. There is but one curriculum for all. In striking contrast with the number of “courses” advertised in many normal-school catalogues — elementary, advanced, scientific, classical, commercial, collegiate, etc. — the primary object of the school is simply the training of young persons as teachers of the common district schools in esse and in posse. The effect of constant adherence to this principle has been that about 95 per cent of the graduates and 50 per cent of the undergraduates and a majority of the unpledged students who completed the course have become teachers of the public schools — a small proportion of them in city schools, but by far the largest number in rural districts. A model school was provided for in the organic law: “ The State board of educa¬ tion shall make provision for model and experimental primary and grammar schools, under qualified teachers, in which students of the normal school shall have an opportunity to practice the modes of instruction and discipline inculcated in the normal school.” The model school is still an experiment, not an achievement. It was commenced in the first j^ear as a school of observation and practice, the practice largely predominating. It was necessarily a pay school. Had it been a free school it would have come into undesirable competition with the public schools of the city. As a pay school, some parents complained, without just reason, that their children were made subjects of experiment. The fact is that the children were better taught than they had been before or have been since. But vox populi prevailed because the fees were a welcome addition to the restricted income derived from the State. The school then became a school of observation with a seasoning of practice. At present it affords a minimum both of observation and practice, owing to peculiar circumstances, which throw no light on the general question of the place of the model school in an institution for the training of teachers. The subject presents no difficulties in a city training school nor in small towns where there is a unity of purpose between the local school authorities and the superintendent of the normal school. But a State normal school, located in a large city, organized for the special NORMAL SCHOOLS IN THE UNITED STATES. 2343 purpose of preparing teachers for the district country schools, will have a hard road to travel to establish a school of observation and practice which shall meet both the theoretical and practical requirements of the case. The scholastic attainments required by law for admission into the normal school are a knowledge of the branches “ hereinbefore required from teachers.” In other words, an applicant for admission must be already legally qualified to teach school. The theory is correct, but in practice not one in ten would apply for admission. The aim of nine-tenths is to be legally qualified, not better qualified. A strict adherence to the law would have had the effect to prepare a very few teachers for higher — or, rather, for more remunerative — positions than country schools, and thus the main intent of the law would have been frustrated. The appointment of free students was vested in the boards of county school commissioners, and they, taking a practical and not a legal view of the case, sent up large numbers of students who needed academic rather than professional instruction, and the normal-school author¬ ities had no right, and indeed no desire,, to refuse them admission. This large infusion of academic instruction was not without its advantages. The young graduate, when thrown upon his own resources as a teacher of a country school, found more help and inspiration in the recollection of the practices and methods of his normal teachers than in the psychological principles and pedagogical precepts with which his notebook was filled. COURSE OF INSTRUCTION.1 The course of instruction extends through three years. Graduates of high schools and certificated teachers may enter the second year’s class without examination, and the third year’s class on passing an examination on the studies of the second year. First year, first term. — Review of arithmetic, mental and written; geometry, first book; object lessons; history and geography; English composition, letter writing; pedagogy, lectures on methods in elementary schools; Latin grammar (optional). First year, second term. — Algebra, through simple equations; English grammar, parsing and analysis; English composition; physiology; Latin reader (optional); lectures on teaching, organization and government of elementary schools. Second year, first term.— Geometry (plane), continued; geography and map draw¬ ing; algebra, completed; botany and natural history; pedagogv, lectures on prin¬ ciples; Latin (optional), Virgil. Second year, second term. — Arithmetic, completed; parsing and analysis; elocution; English literature; pedagogy, lectures on principles and methods; chemistry, labo¬ ratory work; cooking. Third year, first term. — Physics; physical geography; botany (fieldwork); English literature; geometry, completed; Latin (optional), Cicero. Third year, second term. — General review of elementary studies, with reference to practical teaching; trigonometry and practical surveying (for men) ; bookkeeping by double entry; teaching exercises; pedagogy, history of education; psychology, logic. Singing, drawing, and calisthenics are taught in every term except the last; also sewing (to women ) and military tactics and the*u.se of woodworking tools (to men). Students will be examined on entrance in order to ascertain the proper class to which they should be assigned. Admission to the lowest class will require that the candidate should be able to read fluently, spell correctly, write legibly and rapidly, and perform accurately easy computations in whole numbers and in vulgar and deci¬ mal fractions. Young persons who have not received a good primary education should not expect to obtain it at this school, under the claim that they are training for teachers; but all due allowance will be made for earnest and diligent students who will exert themselves to obtain a good standing during the first term of proba¬ tion. No student will be allowed to enter an advanced class until all the work required in the lower classes lias been performed satisfactorily. Students differ very greatly, both in natural ability and acquired preparation. It is not expected that all shall make equal advancement in equal times. To fail to pass an examination is of itself no disgrace. The disgrace lies in the want of due diligence ; or, still more, in the desire to seem to be that which one is not. 1 From the Catalogue of 1S90. 2344 EDUCATION EEPOET, 1898-99. Number of students in normal school proper June 1 , 1891. Ladies . 307 Gentlemen . 24 331 Number of graduates: From the organization to June, 1890 . 768 Who taught in public schools, about . 691 Who were teaching in 1891 or when last heard from . 547 Ladies, married . 119 Deceased (from 1866 to 1891) . . 40 Principals. Libertus Van Bokkelen, D. D. (ex officio) . 1865-1867 M. A. Newell, Ph. D . 1867-1890 E. B. Prettyman . . . 1890 III. NORMAL SCHOOLS IN THE SOUTH ATLANTIC STATES. VIRGINIA. State Female Normal School, Farmville. On the 31st of March, 1879, the senate of Virginia passed the following resolution: Whereas the State of Virginia, during almost the entire period of her history, has liberally provided for the higher education of her sons, and is now supporting three superior institutions for such purpose; and Whereas the Commonwealth lias never, at any period of her history, made any provision whatever for the education of her daughters; Therefore, be it Resolved , That the superintendent of public instruction be, and he is hereby, requested to gather and in his next annual report furnish to this body such informa¬ tion and views in regard to higher female education as might be useful in considering the propriety and practicability of making by this State some provision in this direction; and that he inquire and report the cost of education in such female semi¬ naries of other States as are assisted or supported at public expense with any matter of interest concerning the same.1 The resolution says not a word about normal schools — wisely, perhaps; higher education was more popular with Virginia legislators than normal education. But the State superintendent in his response to the order of the legislature included normal schools among the agencies of higher education, while he pressed upon the community “the unjust discrimination that had been made, in favor of the sons and against the daughters of Virginia. ” Five years elapsed — years of financial embar¬ rassment and years of needed enlightenment of the public mind under the tuition of that eminent public educator, Dr. W. II. Ruffner, State superintendent — and when the legislature of Virginia took up the question of the higher education of women in 1884 it was prepared to give a favorable answer. The normal schools of the South, with the exception of South Carolina, were post helium and, to a great extent, propter bellum. Being the necessary complement of a system of free schools, without such a system normal schools had no raison d’etre. It is a curious coincidence that every argument that has been brought against the establishment of normal schools had previously been urged against the maintenance of free public schools. We may expect to find the development of a State system of public schools to be accompanied or followed by the establishment of normal 1 Report concerning the State Normal School at Farmville. House Doc. No. 2, 1885. ^ NORMAL SCHOOLS IN THE UNITED STATES. 2345 schools. The efficiency of either may always be measured by the progress of the other. The State Female Normal School of Virginia is the successor and, to a certain extent, the outgrowth of the Farmville Female College, an institution which had been in successful operation for many years previous to the transformation. The legislature enacted in 1884 that there should be established a normal school expressly for the training and education of white female teachers for public schools. Each city of 5,000 inhabitants and each county of the 100 counties in the State was to be entitled to send one pupil free of cost for tuition; also one free pupil for each additional representative in the house of delegates above one. The law appropriated $5,000 for preliminary expenses and $10,000 a year for current expenditure, the amount to be paid out of the public free-school fund. This last clause produced some embarrassment and delay. The second auditor refused to honor the draft of the school board for $10,000 because the attorney-general had given his opinion that it wras not. legally chargeable to the public-school fund, but to the general treasury, and the auditor declined to pay the amount out of any other fund than the one specified in the act. So the question was carried to the court of appeals, which decided that the amount could not be paid out of either. But the legislature at its first session thereafter cut the Gordian knot and the money was paid. The first principal of the school was Dr. William H. Ruffner, who had been for twelve years previously State superintendent of public instruction. In an address delivered by him in 1885, before the county superintendents of Virginia, he explained the modes of teaching employed by the instructors: In normal schools generally the oral method of instruction is employed more fully than is usually practicable in other schools. On most subjects there is no text¬ book used in the way text-books are commonly employed— that is, there is no uni¬ form set of books in which lessons are assigned to be conned and recited. Books are used only for reference, and any book containing the facts or expositions wanted may be resorted to. In teaching the elementary principles of any study, no use whatever is made of a book. The principle sought is developed as far as possible by a system of questions addressed orally to the students in class, which will often bring together truths already known in such a way as to reveal their fundamental relations and suggest the desired principle. Examples and perhaps concrete illustrations may also be employed as guides. The teacher must, of course, make affirmative statements, but these are made only when the principle or the fact can not be reached through the previously existing knowledge or the understanding of the student. When, by the combined efforts of teacher and students, the desired statement is put in due form, it is written on the blackboard and copied into the note books and subsequently recited upon. After a time topics are assigned, which the students are required to prepare themselves to expound, and they are expected to resort no* to particularly specified books, but to any books they can find which will afford them the help they need. A reference room, furnished with suitable books, is provided for this purpose. A still more specialized feature in the course is the teaching exercise, given daily by the students as a part of each lesson. The students repeat the teacher’s work according to their several ability. Usually the student is notified in advance that she will be called upon to teach a given topic at the proper time, and she is expected to develop the subject by a carefully prepared system of questions and statements, exactly as if she were instructing a class in her own school. At the end of each exercise the members of the class are allowed to make criticisms, and the teacher also corrects any error as to matter or manner. Dr. Ruffner’s successor, Prof. John A. Cunningham, found that these teaching exercises occupied too large a part of the time of the class, and were in his opinion a serious obstacle to progress in the study of subject-matter. As the majority of stu¬ dents were pursuing many of their studies for the first time, it was thought impossi¬ ble for them to assume the point of view of the teacher in a subject of which they had obtained an incomplete view. Besides, the necessity for such exercises had been lessened by increased amount of work in the practice school. Accordingly the 2346 EDUCATION EEFOET, 1898-99. course of study was divided so as to give two years for academic training and one of strictly professional work. The courses of study, as now (1891) planned, are — First year , tiro terms. — Language, including syntax, composition, and thorough sen¬ tence analysis; algebra and geometry; physiology, one term; physical geography, one term; general history, drawing, vocal music, elocution, Latin (elective). Second year , two terms. — History of the English language, rhetoric, and literature; geometry, one term; a teachers’ review of arithmetic, one term; chemistry, one term; civics, one term; drawing, vocal music, Latin (elective). Third year, professional course. — Psychology; history and science of education; school management; methods in arithmetic, grammar, geography, and reading; school laws of Virginia; observation and practice in the model school. Graduates from known high schools are admitted to the professional course and after one year’s successful study under the direction of the faculty are given a diploma. The annual appropriation from the State is $10,000. The number of students for the year ending 1890 was 143, of whom 14 were in the professional course and 8 in special courses.1 WEST VIRGINIA. Marshall College, Huntington. The State normal school of West Virginia was established by act of the legislature February, 1867, which provided “That there be established a State normal school, to be called, the ‘ West Virginia State Normal School,’ for the instruction and prac¬ tice of teachers of common schools in the science of education and the art of teaching.” Marshall College, near the young and growing city of Huntington, having already acquired considerable reputation as an educational institution, was made the State normal school, and the property of the college was transferred to the State. Subse¬ quently five branches of the State normal school were established by law, making six normal schools in the State.2 The supreme direction is in the board of regents, composed of the superintendent of free schools, ex officio, and one member appointed by the governor from each of the four Congressional districts of the State. The board of regents has provided for tw.o distinct courses of study in the State nor¬ mal school and its brandies— a normal training course and an academic course. The former occupies three years; the latter two years. The junior year in the normal department embraces orthography, reading, writing, arithmetic, geography, English grammar and language lessons, United States history, elementary algebra, civil gov¬ ernment, physiology, drawing, exercises in composition and declamation. The middle year embraces orthography, reading, prose composition, sentence analysis, physical geography, algebra to quadratics, elements of general history, theory and practice of teaching, elements of pedagogy, the school law of the State, exercises in composition and declamation, ancient or modern languages (optional). The senior year includes spelling by dictation and written exercises, English literature and rhetoric, algebra (completed), elementary geometry and trigonometry, elements of natural philosophy, natural history, botany, bookkeeping by single entry, psy¬ chology, history of education, frequent exercises in hearing classes recite, the organ¬ ization and classification of schools. The practical working of the regents’ scheme will be better understood from the following programme, taken from the Catalogue of the State Normal School at Fair¬ mont for the year 1890 : 1 Report and Catalogue of the State Female Normal School of Virginia, 1888, 1889-1890. 2 Catalogue of Marshall College, the State Normal School, Huntington, W. Va. , 1889-1890. NORMAL SCHOOLS IN THE UNITED STATES 2347 Programme for daily work. FALL TERM. [8.45 to 9.10 a. m., opening exercises, including orthography.] 9.10-9.50. 9.50-10.30. 10.40-11.20. 11.20-12. Junior class . . . Civil government . . Mental arithmetic.. Higher arithmetic to per cent. Elementary lan¬ guage. Middle class . . Elementary a 1 g e- bra. Mental to fractions. Higher arithmetic to exchange. Higher language begun. Senior class . . . Higher algebra . Natural philosophy. Psychology . English grammar. 1.20-2 p. m. 2-2.40. 2.40-3.20. 3.20-1. Junior class ... Penmanship . United States his¬ tory. Reading . Intermediate geog¬ raphy. Middle class . . Elementary physi¬ ology. Physical geography . Elocution . Bookkeeping. Senior class . . . Rhetoric . Geometry . English literature . . General history. WINTER TERM. 9.10-9.50. 9.50-10.30. 10.40-11.20. 11.20-12. Junior class . . . Middle class .. Senior class ... Civil government . . Elementary alge¬ bra. Higher algebra . Mental arithmetic.. . do . Natural philosophy. Higher arithmetic to exchange. Higher arithmetic to series. Psychology . Elementary lan¬ guage. Higher lessons in English. English grammar. 1.20-2 p. m. 2-2.40. 2.40-3.20. 3.20-4. Junior class . . . Middle class . . Senior class . . . Penmanship . Higher physiology. . Rhetoric . . . United States his- ■ tory. Physical geography . Geometrv . . . Reading . Elocution . English literature . . Intermediate geog¬ raphy. Bookkeeping. General history. SPRING TERM. 9.10-9.50. 9.50-10.30. 10.40-11.20. 11.20-12. Junior class . . . Elementary alge¬ bra begun. Mental arithmetic.. Higher arithmetic to series. Elementary lan¬ guage. Middle class . . Higher algebra to powers. . do . Higher arithmetic. . Higher English. Senior class . . . Theory and prac¬ tice school law. Natural philosophy. Psychology . Grammar. 1.20-2 p.m. 2-2.40. 2.40-3.20. 3.20-4. Junior class ... Penmanship . United States his¬ tory. Elementary Eng¬ lish literature. Intermediate geog¬ raphy. Middle class . . Higher ph y siology . . Geometry begun . . . Higher English lit¬ erature. Bookkeeping. Senior class . . . Rhetoric . Mensuration a n d trigonometry. English literature . . General history. The academic course is understood to be equivalent to a preparatory college course, and is accepted as such by the State university. Tuition is free to all regular normal students. The number of free appointments is regulated by the board of regents and distributed among the several counties of the State according to population. Each normal school is entitled to seventy free scholars, selected by the county superintendents and approved by the State superin- 2348 EDUCATION REPORT, 1898-99. tendent. “Male pupils must not be less than 14 and females not less than 13 years of age.” State Normal School, Fairmont. The State normal school at Fairmont was opened in 1868. A bill proposing the establishment of such a school at this place was introduced into the legislature in the session of 1865-66, but failed to pass. Not discouraged by the failure, the citizens formed a joint stock company under the title of “The Regency of the West Virginia Normal School,” secured a charter, purchased a lot, and commenced building, but before the house was completed the normal school passed under the control of the State. In 1872 a new and much larger building was erected, 80 by 40 feet and three stories high. The cost was about $20,000, of which one-half came from the State treasury and the other from the citizens of Fairmont and Marion County. The course of study at Fairmont, though conforming to the requirements of the regents’ course, is elastic and very accommodating: Can pupils be accommodated in any course they may desire to pursue? Most certainly they can; and if classes are not formed ready for them to enter, such classes will be organized for their advantage. The plan of the school is to meet the demand of its patrons. * * * To what extent can pupils pursue branches of learning? To this inquiry our reply is: To the same extent they can in any other institution. In this school there are both normal and collegiate departments. * * * Is it better to remain out of school and teach a year, or to teach a term of four or three months each year and try at the same time to keep up with the classes in the normal school? We have no hesitation in saying it is best in every respect for the student, whether lady or gentleman, to teach but three or four months in the year and to hold his position in the classes of the normal school at the same time. This a young man of energy and good health and application can do by an extra effort. * * * The only plan to secure success on the part of young persons in gaining an education by their own efforts is to join the normal school at once, become identified with its work, and then avail themselves of the provisions of its regula¬ tions, which allow students to teach four months during the year.1 Shepherd College, Shepherdstown. During the spring of 1871 Mr. Shepherd Brooks was asked to give the buildings erected by his grandfather, and which had been used as a court-house for some years, for the purpose of opening therein a classical and scientific school, and the request was readily granted. A board of trustees was incorporated, a charter obtained, and the school opened in September. In the following February the legislature author¬ ized the organization of a branch State normal school at Shepherd College; but owing to legislative changes the school did not get fully into operation until September, 1873. In addition to the normal and academic departments common to all the normal schools of West Virginia, Shepherd College has, according to the catalogue, a collegiate department, and an “ ornamental department,” which includes a course in vocal and instrumental music, a course in French, a course in botany, a course in drawing, and a course in art embroidery. The music course requires four years for its completion and the French course three years. The last catalogue has the names of twenty-three students in the “ornamental department.” Shepherdstown is a very interesting place. It is the oldest town in West Virginia. The college bears the name of one of the original settlers, Thomas Shepherd, who led a colony of emigrants from Pennsylvania in 1734. The battlefield of Antietam is but 3 miles distant. South Mountain is in sight, and farther east is Harper’s Ferry. One of the cliffs, just outside the corporation, is known as Rumsey’s Walk. Pacing its heights, an inventive genius, James Rumsey, conceived the plan of the 1 Catalogue of the Twenty-first Annual Session of the Fairmont Branch of the West Virginia State Normal School at Fairmont, Marion County. Charleston, 1890. NORMAL SCHOOLS IN THE UNITED STATES. 2349 first steamboat, and built a boat whicli antedates Fulton’s by more than twenty years, and launched it on the Potomac in 1785. 1 State Normal School, Glenyille. The State Normal School at Glenyille was established by an act of the legislature passed in February, 1872, and was opened in pursuance thereof in January, 1873. In 1885 there was a State appropriation of $5,000 made for a new building, and in 1887 $2,000 additional were granted for the purchase of furniture and apparatus. As in the other normal schools of the State, there are two courses, the normal and the academic, arranged on the lines prescribed by the board of regents; but “any studies desired may be pursued in addition to those in the normal curriculum, and every pupil is always furnished with all the studies he can successfully pursue.” Boarding, with room, fuel, and light, can be had at from $2 to $2.50 per week. “Boarding is lower priced here than at any other school of high grade in the State. ’ ’ Term reports, containing the number of days absent, the number of times tardy, and the average grade in each branch studied, and the results of examination in each branch, made up from the records of the school, are transmitted through the pupils to the parents or guardians of every pupil. There is a small but very useful library of reference books, and a cabinet of philosophical apparatus complete enough for the illustration of ordinary text-books on natural philosophy2. The students registered (1889-90) numbered 96; 19 senior®, 23 middle class, and 54 juniors. The faculty consists of the principal, two regular assistants and two assist¬ ing students. NORTH CAROLINA. State Normal and Industrial School, G-reensboro. The constitution of 1776 contained the following (Article NLI) : A school or schools shall be established by the legislature for the convenient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices; and all useful learning shall be duly encouraged and promoted in one or more universities. The constitution of 1868, Article IX, section 16, declares that — The general assembly shall establish and maintain, in connection with the univer¬ sity, a department of agriculture, of mechanics, of mining, and of normal instruction. A considerable amount, of normal instruction was given previous to 1888, in con¬ nection with the University of North Carolina, by means of teachers’ institutes, sum¬ mer normal schools, and a normal course of three months in the university; and in 1888 a chair of pedagogy tvas established. But as the university is open to men only, this step increased the urgency of the demand for a school for women. It was said, as had been said in Virginia some years previously, that it took the State more than a century to learn that “youth” means girls as well as boys; that from three- fourths to nine- tenths of the money used to employ instructors in higher education for boys is paid by State and national appropriations, or by the income from endow¬ ment funds; and that if the State proposed to pay for nearly all a boy’s higher education, it ought to do at least as much for his sister. The justice of these views was clearly, forcibly, persistently, and one might almost say authoritatively, urged by the teachers of the State. The fourth annual session of the North Carolina Teachers’ Assembly was held at Morehead City in June, 1887. It was one of the largest and most intelligent assemblages of teachers of one State ever seen in the 1 Sixteenth Annual Catalogue of Shepherd College, branch of the State Normal School, Shepherds- town, W. Va. Charleston, 1889. 2 Catalogue of the West Virginia State Normal School at Glenville, Gilmer County, W. Va., for the year 1889-90. 2350 EDUCATION REPORT, 1898-99. South. The chief topic discussed was the need of a State normal college for both sexes. The committee appointed at a previous meeting (1886) to memorialize the gen¬ eral assembly for the establishment of a normal college was continued, with instruc¬ tions to keep the subject before that body until the college was established. Each succeeding teachers’ assembly passed similar resolutions and appointed similar com¬ mittees. One is reminded of the importunate widow whose “continual coming” worried the judge. Rut though the argument of the committee was reenforced by the governor and the State superintendent, it was not until 1889 that the subject was seriously taken up by the general assembly. At that session the legislature was “almost persuaded,” the bill presented by the committee of the general assembly having passed the Senate, and failed in the House by but a few votes. At the next session, 1891, with the aid of the King’s Daughters, Dr. J. L. M. Curry, and the North Carolina Farmers’ Alliance, the assault was renewed and the fort surrendered. The act establishing the institution required that it should be located “at some suitable place where the citizens thereof will furnish the necessary buildings or money sufficient to erect them.” The town of Greensboro offered $30,000 cash and a 10-acre lot within the corporate limits — the last being a donation from two public-spirited citizens of Raleigh. The buildings are beautiful without and comfortable within, and were expected to be ready for occupancy on the 28th of September, the day named for the opening of the school. The faculty consists of the president, Charles D. Mclver, professor of (1 ) prin¬ ciples and history of education and the science and art of teaching, and professors in the following chairs: (2) history and English literature; (3) mathematics and Ger¬ man; (4) natural sciences; (5) physiology and hygiene, physical culture; (6) Latin and French; (7) vocal music and elocution; (8) industrial art; (9) domestic science. It is intended that the school should embrace three departments: (1) The normal department; (2) the business department; (3) the domestic science department. The object of the normal department is not only to give the very best literary and scientific training, butalso to give such a course in the principles and history of educa¬ tion and in the science and art of teaching as will give the student the ability and the inclination to teach others. The business or commercial course embraces stenography, typewriting, telegraphy, and bookkeeping, and is intended for women who wish to make their own living but have no desire to become teachers. The domestic science department recognizes the fact that the natural and proper position in life for the average woman is at the head of her own household. It includes theory and practice in sewing, cutting and fitting, cooking, care of the sick, and general household economy. To complete the full course of instruction will require four years of work, and graduates will receive a diploma equivalent to a life certificate to teach in the public schools of North Carolina.1 SOUTH CAROLINA. The winged seeds of the “normal idea” had been wafted as far south as Charles¬ ton before the war; but what good seed could flourish amid the flames of civil strife? The people of South Carolina had a State normal school, not in idea merely, but in actual existence, in 1860. It was called the “Girls’ High and Normal School;” but as each .Congressional district was authorized to send fifteen students to the normal department, it was de facto a State normal school. The commissioners of free schools, C. S. Memminger, chairman, in explaining the purposes of the school, say: “It is proposed to form into a special class all those [young women] whose purpose is to devote themselves to this honorable work [teach- 1 Prospectus of the Normal and Industrial School of North Carolina, 1892. NORMAL SCHOOLS IN THE UNITED STATES. 2351 ing], and whose qualifications admit of their receiving the proper course of instruc¬ tion. * * * The power of teaching well comes not by intuition. * * * It comes as other arts come, by special training.”1 Of course the school expired amid the 'flames. In 1874 a State normal school was opened at Columbia, and after a short career, full of promise, was closed by the withdrawal of the State appropriation. Winthrop School. In the summer of 1886, Prof. D. B. Johnson, superintendent of the graded schools of Columbia, went north on a professional visit to several normal schools, and, in an interview with the trustees of the Peabody fund, was assured of an annual appro¬ priation of $1,500 for the purpose of establishing, in Columbia, a- training school for the teachers of South Carolina. In December, 1886, an act of the legislature was passed entitled, “An act relating to the Winthrop Training School for Teachers.” The preamble and first section read thus: u Be it enacted by the senate and house of representatives of the State of South Carolina, now met and sitting in general assembly, and by the authority of the same: “Section 1. That there is hereby founded and established, at Columbia, S. C., ‘The Winthrop Training School for Teachers;’ that the particular aim and object of said, school shall be to educate and train persons desirous of following the profession of teaching.” Section 2 constitutes the board of school commissioners of the city of Columbia ex officio “Trustees of the Winthrop Training School for Teachers,” and confers upon them the most ample powers for the execution of the trust. Section 3 provides that the functions and duties of the trustees of the Winthrop Training School for Teachers shall be separate and distinct from those of the school commissioners of the school district of the city of Columbia. Section 4 authorizes and empowers the trustees to receive donations and bequests, and to hold real and personal property to the amount of $100,000 for the use and benefit of the school. Section 5. “The said trustees are authorized and empowered to grant diplomas to all persons who satisfactorily complete the prescribed course of study and training in said school; and persons holding such diplomas will be entitled, without further examination, to teach in any of the public schools of the State as first-grade teachers.” The school was named in honor of Robert C. Winthrop, the venerable chairman of the trustees of the Peabody fund. The school is not altogether a free school; there is a fee for tuition of $2 a month, or $5 a term for each of the three terms of twelve weeks, if paid in advance at the beginning of the term. One young lady from each county is received free of tuition charges on the recommendation of the county board of examiners. The State of South Carolina makes annual appropriation for 34 scholarships, of the value of $150 each, a scholarship to be given to one student from each county of the State; $30 of this sum is given to the school for tuition, text-books, etc., and the remaining $120 is given to the student in installments of $40 each at the beginning of each term, to assist her in defraying her personal expenses of traveling, board, etc. This money is paid out to the students only upon the order of the State superintendent of educa¬ tion. The beneficiaries of the scholarships are selected by competitive written examinations in the different counties. In addition to the State scholarships, a scholarship for tuition is given by the school to the young lady in each county who receives second rank in the county examinations. Neither the State scholarship nor the tuition scholarship is given unless the examination proves satisfactory, and no scholarship is allowed to any person for more than one session. On the completion 1 Annual Report of United States Bureau of Education, 1867-68. 2852 EDUCATION REPORT, 1898-99. of their course beneficiary students are required by law “to teach for one year in the common schools of the respective counties from which they were appointed, provided positions are offered them as first-grade teachers in such schools.” COURSE OF STUDY. The curriculum (catalogue 1889-90) includes the following studies and the methods of teaching them: Heading, spelling, English language, arithmetic, geography, physi¬ ology, history of the United States, lessons on form and color, lessons on plants and animals, elements of physics, penmanship, drawing, vocal music and calisthenics, psychology, history of education, school organization and management, and practice in teaching. Applicants for admission are required to be not less than 17 years of age, and must express their intention of engaging in the profession of teaching. They must also pass a satisfactory entrance examination in reading, spelling, arithmetic, gram¬ mar, geography, history of the United States, and penmanship. The school [says the superintendent] is a normal training school in all its courses. Its aim is strictly professional, and only those pupils are wanted who are ready to undertake the work with a feeling of personal interest in teaching as a profession. * * * The design of the school is to prepare for teachers young women who already have a good education by training them in methods of teaching and school management. * * * The normal class work extends through the course, and includes logical reviews of all subjects of common-school study from the teacher’s standpoint. In each study the subject is analyzed into its divisions and subdivisions, arranged topically in logical order. In most of the common-school studies the out¬ line is divided into an elementary course for the primary grades, and a secondary or scientific course for the higher grades. * * * The practice teaching is intended to be an application of the principles studied in the normal class, so that the whole course of training may give, not a servile imitation of methods now in use, but such independent, progressive teaching ability as will enable one to adapt herself to the needs of any school, whether graded or ungraded, in city or country. The practice department of the school contains about 100 children, forming classes in the first, second, and third primary grades. These children are taught by the pupil-teachers, subject to the constant supervision of two of the teachers of the school. Opportunity is also given to the students to observe thoroughly the work done in the higher grades of the Columbia graded schools.1 The lion. James II. Rice, State superintendent of public instruction, says in his report for 1888: The legislature established a normal college for males within the South Carolina University. * * * The Winthrop Training School for Females was established two years ago. * * * By a happy arrangement with the trustees of the Win¬ throp Training School the students of both institutions have the privilege of attend¬ ing upon the lectures of both colleges. It [the WTinthrop Training School] was founded by Superintendent D. B. Johnson with slender means, and seemed as frail a bark as the Mayflower of the Pilgrim fathers. To the timid it promised nothing but disaster to mariners and crew. Under the skillful and practiced hand of the presi¬ dent it has weathered the storm. * * * This movement is rich in promise alike to the State and the young lady students. We secure trained talent for the schools and they have the means of making an honorable living. This is the first dollar South Carolina has given to educate her daughters, and it has been most worthily bestowed. * * * It is proper to say that this effort was made possible by the liberality of the Peabody trustees, through their accomplished secretary, Dr. S. A. Green. * * * Institutions for normal training are now a part of the ordinary educational machinery and need no vindication. * * * It is presumed that the State has only begun this work. Modifications may and will be needed in the plan of operations and the methods of assistance. She can never retrace her steps.2 1 Reports of the Winthrop Training School, Columbia, S. C., 1886, 1890. 2 Twentieth Annual Report of the Superintendent of Public Instruction of the State of South Caro¬ lina. Columbia, 1888. NORMAL SCHOOLS IN THE UNITED STATES. 2353 GEORGIA. Normal and Industrial College for Georgia Girls, Milledgeville. The original bill for the establishment of this institution was introduced into the Georgia legislature in July, 1889, and became a law in the following November. The comer stone of the college building was laid in November, 1890, and the college was opened on the 30th of September, 1891, with 88 pupils. The year closed \vdth 171 regular matriculates, including 64 normal students proper, and 92 special students. The second session (September, 1892) opened with 272 pupils coming from 94 dif¬ ferent counties in Georgia. The college seems to have sprung, like Pallas from the head of Zeus, full grown and fully armed. The building and grounds cost $100,000. The annual appropriation from the State amounts to $18,000, which is supplemented by a donation from the Peabody fund of $1,800. The title “Normal and Industrial” indicates the purpose of the college, which is to enable girls — (1) To do intelligent wrork as teachers, according to the best modern methods. (2) To earn a livelihood by the practice of some of the industrial arts suitable to women. (3) To exert an uplifting and refining influence on the home circle and on general society. (4) To acquire skill in those domestic arts that lie at the foundation of successful housekeeping. The four principal departments, normal, industrial, collegiate, and domestic, do not form four distinct and separate schools; they are coordinate parts of one complete system, and are so related to one another as to form one harmonious whole. The full normal course extends through four years. The professional studies for each year are: Freshman , Baldwin’s School Management; Sophomore, Baldwin’s Educational Psychology and observation visits to model school; Junior , Compayre’s History of Pedagogy and observation visits to model school ; Senior, Practice teach¬ ing in Model School. The model school was established and is maintained entirely by means of an annual donation from the Peabody fund. It serves both as a school of observation and as a practice school for students of the senior normal class. It is composed of forty chil¬ dren from 6 to 11 years of age divided into four grades. The general, or literary and scientific course for normal students is identical with the collegiate course. COLLEGIATE DEPARTMENT. Freshman class. — Elementary algebra, Meiklejohn’s English Language. Parts I and II ; physics, American classics, Roman history, Caesar, prose composition. Sophomore class. — Algebra, completed ; English Language, Parts II and III ; chem¬ istry, History of England; studies in Scott and Tennyson, Cicero and ATrgil. Junior class. — Geometry, plane and solid; critical study of Shakespeare’s plays, geology and physical geography, ancient and mediaeval history, Horace, Livy, Tacitus. Senior class.- — Trigonometry, arithmetic reviewed, critical study of English classics,, astronomy, civics and current history, standard current literature, cooking. All pupils wrho take the college course only, without the normal course, are expected to devote at least five hours a week to the study of some one of the industrial arts. Care has been taken not to overcrowd the curriculum with a multiplicity of studies. The plan ot instruction has been intensive rather than extensive. Every art and science is a microcosm, containing in itself the principle and essence of all other arts and sciences; for instance, study chemistry wrell and you have the principle and essence of all science; study Shakespeare well and you have the principle and essence of all poetry ; study the story of ancient Rome well and you have the principle and ED 99 — YOL II - IPS 2354 EDUCATION REPOET, 1898*99. essence of all history. Another reason for making the studies fewer than are usually found in college courses is that time may be had for the industrial arts, to which every pupil is required to give a fair share of her attention. INDUSTRIAL DEPARTMENT. The studies in this department are, (1) stenography and typewriting; (2) teleg¬ raphy; (3) bookkeeping; (4) dressmaking; (5) free-hand and industrial drawing; (6) cooking. In selecting these from all the available industries, the authorities of the college had regard primarily to their business value and secondarily to their culture value. * * * Carefully compiled statistics show that the first four arts mentioned have a greater business value for women than any other employments what¬ ever. * * * Cooking, the sixth and last in the list, was selected, of course, almost entirely for its domestic or household value. * * * The design of this institution, however, is to educate the head as well as the hand, and its firm purpose is to avoid turning out mere workwomen, ignorant of everything except the narrow craft by which they earn their living. No pupil, therefore, will be allowed to devote herself to the industrials to the exclusion of ail other studies unless she can demonstrate to the president that she has already a fair English education.1 FLORIDA. The legislature of Florida passed an act in 1851 establishing two seminaries of learning, “one upon the east, the other on the west side of Suwanee River; the first purpose of which shall be the instruction of persons, both male and female, in the art of teaching all the various branches that pertain to a good common-school educa¬ tion; and, next, to give instruction in the mechanic arts, in husbandry and agricul¬ tural chemistry, in the fundamental laws, and in what regards the rights and duties of citizens.” Four townships of land were granted to the State of Florida by the General Government (acts of 1823 and 1845) for the purpose of endowing two such seminaries, and the sale of those lands produced a fund for their support. The East Florida Seminary was located first at Ocala, Marion County, and was removed to Gainesville by an act of the legislature passed in 1866. The normal element, which was never strong, soon died out, and the need of it has not been much felt since 1887, when provision was made for the organization of two State normal schools, one for the white teachers and one for the colored. In that year the legislature passed an act appropriating $4,090 a year for the sup¬ port of a normal school for white teachers, and locating it at De Funiak Springs, in Walton County, on the Pensacola and Atlantic Railroad, about midway between the Chattahoochee River and Pensacola. The course of study covers two years. Graduates receive a diploma as licentiate of instruction, which is equivalent to a first-class life certificate within the State. The minimum age of admission is 16 years, and applicants must pass an examination in the common-school branches. Before being admitted students must pledge them¬ selves to teach for two years in the State if a suitable opportunity is offered. Such students pay no tuition fees if residents of the State; nonresidents pay $5 a quarter (ten weeks). The faculty consists of the president, two professors, and one-assistant teacher. The last catalogue contains the names of ninety students, young men and young women. The studies of the normal departments are as follows: Junior, first term. — ( 1) Rhetoric and composition, four hours a week; (2) general history, four hours a week; (3) algebra, four hours a week; (4) Latin, four hours a week; (5) physiology, two and a half hours a week; (6) drawing, one and a half hours a 'week. Junior, second term. — (1) Rhetoric and history, four hours a week; (2) algebra, 1 First Annual Announcement of the Georgia Normal and Industrial College, 1891-92. NORMAL SCHOOLS IN THE UNITED STATES. 2355 four hours a week; (3) Latin, four hours a week; (4) physics, four hours a week; (5) geometry, four hours a week; (6) drawing, one and a half hours a week. Senior, first term. — (1) English literature, history and essay writing, four hours a week; (2) algebra, four hours a week; (3) Latin, four hours a week; (4) physics, four hours a week; (5) geometry and plane trigonometry, four hours a week; (6) drawing, one and a half hours a week. Senior, second term. — (1) Chemistry, four hours a week in class room and four in laboratory; (2) Latin, four hours a week; (3) spherical trigonometry, surveying, navigation, four hours a week; (4) astronomy, four hours a week; (5) civil govern¬ ment and Florida school law, four hours a week. Psychology and pedagogy extend through the two years’ normal course. The following are stated as the “ special features” of the school: “(1) Tuition is free; (2) highest board only $10 per calendar month; (3) no uniform required; (4) open to both sexes; (5) curriculum covers a period of two years; (6) diploma a life certificate in this State; (7) a school for mature persons — pupils 28 years of age in attendance; (8) a State institution under the direct super¬ vision of the State board of education.” 1 IV. NORMAL SCHOOLS IN TLIE NORTH CENTRAL DIVISION. oino. There is no State normal school in Ohio, although it was among the first, if not the very first, to recognize by legislative action the need of such an institution and to take some preliminary steps for its establishment. The general assembly in 1836 requested Prof. Calvin E. Stowe,2 who was then about to visit the countries of Europe, “to collect during his contemplated tour such facts and information as he might deem useful to the State in relation to the various systems of public instruc¬ tion and education which had been adopted in the countries through which he might pass, and to make a report of the same, with such observations as he might offer, to a future general assembly.” On his return Professor Stowe presented a report warmly advocating training sclrools for teachers as an indispensable factor of any State system of common schools, and especially recommending the establishment in Ohio of a normal school with model schools and schools of practice. Two years later, Samuel Lewis, State superintendent of common schools, presented a report to the legislature in which he favored the establishment of a State uni¬ versity for the education of teachers and others. In 1841, William Trevitt, secretary of state, urged the legislature to follow the example of Massachusetts in the establishment of normal schools. One of his suc¬ cessors, Mr. Galloway, recommended the planting of one normal school at Columbus. In 1851, Henry W. King, secretary of state, advocated the establishment of as many normal schools as the school system of Ohio should demand. The only result of these earnest and long-continued efforts was the increased popu¬ larity of the cause, especially among teachers, which was evidenced by the upspring- ing of a number of independent normal schools, some of which, or their successors, are now doing good service. In 1866, in response to the request of the general assembly, the Hon. Emerson E. White, then State school commissioner, presented a report containing a most lucid, elaborate, and convincing argument in favor of normal schools. He had made him¬ self familiar with their organization and practical results by visits to some of the 1 Sixth Annual Catalogue of the State Normal College at he Funiak Springs, 1892. 2 Report of the United States Commissioner of Education [Dt. Henry Barnard] to the Senate and House of Representatives. Government Printing Office, 1868. 2356 EDUCATION REPORT, 1898-99. most celebrated State normal schools then in operation, at Westfield, Framingham, Albany, Oswego, Trenton, N. J., New Britain, Conn., and Ypsilanti, Mich., besides the training schools at Boston and Philadelphia. He quotes, in support of his views, the opinions of some eminent educators: Rev. James Fraser, of England, who had been sent to this country by the royal commission on education to investigate our system of common schools; Hon. Egerton Ryerson, chief superintendent of public education for Upper Canada; M. Guizot, then minister of public instruction in France; Victor Cousin, Horace Mann, Josiah Quincy, Edward Everett, George S. Boutwell, Mark Hopkins, Barnas Sears, George B. Emerson, Joseph White, Birdsey G. Northrop, John D. Philbrick, and others. But the testimony of this cloud of witnesses weighed not a feather with the legislators of Ohio. Dr. White then goes on to set forth his plan for maintaining one State normal school in connection with ten State normal institutes at an expense of $20,000 a year, “a sum altogether insig¬ nificant when compared with the grand object it is to promote. The law making the appropriation might be called ‘an act appropriating $20,000 to keep the half of three millions of dollars from being squandered on incompetent teachers.’ ” The lack of a State system of normal schools is to a certain extent compensated by teachers’ institutes, independent normal schools, and the opening of a normal department in the Ohio University with an experienced teacher as principal and professor. Among the independent normal schools may be mentioned the National Normal School at Lebanon. In the summer of 1855 some of the leading teachers of southwestern Ohio called a convention for the purpose of establishing a normal school in the vicinity of Cin¬ cinnati. The call also contemplated an institute of three weeks to be held in the buildings of the Miami University at Oxford, Ohio. About 350 teachers assembled in answer to the call. Among them were John Hancock, now gone to his rest, to his gain and our great loss, and Andrew J. Rickoff, still (1891) happily preserved to us. During this institute an organization was effected and legally incorporated, called The Southwestern State Normal School Association. The purpose was to estab¬ lish and sustain a State- normal school in southwestern Ohio until State aid could be obtained. Lebanon was selected as the most eligible site for the school. The trus¬ tees of the Lebanon Academy transferred their building and grounds to the normal school trustees, with an agreement to furnish eighty pupils for five years to aid in sustaining the school. Alfred Holbrook was elected principal, at a salary of $1,200 a year, which he was expected to make out of the tuition fees. The school was opened in November, 1855, with about 95 pupils. For the first year the principal received, for his own and his wife’s services, $320. The school was then given entirely into the hands of the principal, who received for his services the second year $800, the other teachers getting the same proportion of their nominal salaries. The number of pupils registered during the year was 257. In the third year 335 pupils were enrolled. During the war the attendance fell off, but in 1866 the number of pupils was 709, and the twentieth annual catalogue gives the names of 1,500 different pupils. The catalogue for the year 1890 specifies the following “departments School of common branches. Conservatory of music. Preparatory school. School of phonography and typewriting. College of business. School of telegraphy. College of teachers. School of elocution and oratory. College of science. School of modern languages. College of engineering. School of pharmacy. College of liberal arts. School of elocution. College of law. School of photography. College of medicine. * School of theology. College of Bible study. NORMAL SCHOOLS IN THE UNITED STATES. 2357 These departments are supervised and administered by the president with the aid of 53 instructors and officers.1 In 1885 the legislature of Ohio made an appropriation for the establishment of a normal department in the Ohio University, the oldest collegiate institution north¬ west of the Ohio River. This action was a distinct recognition of the claims of normal education upon the State, and an indication that teachers are in need of pro¬ fessional preparation and are entitled to reasonable facilities for obtaining it. In accordance with this idea the college formulated two courses of study, a short course leading to a certificate, and a longer course leading to the degree of bachelor of peda¬ gogy. The following are the required subjects for the degree of bachelor of pedagogy : 2 Exercises per week. FRESHMAN YEAR. Fall term. Winter term. Spring term. United States history . 5 5 5 Solid geometry . . . 5 Algebra, . . 5 Plane trigonometry . 5 A foreign* language . 5 5 5 Elocution . 2 2 2 SOPHOMORE YEAR. A foreign language . 5 5 6 5 Physics . I . . . . . Advanced physiology . . . 5 Biology. . . / . . . . . 5 JUNIOR YEAR. A foreign language . 5 5 5 English literature . . . . . . . 5 5 History of education . . . 5 5 SENIOR YEAR. Psychology . 5 5 English literature . Logic . 4 4 Astronomy . * Science of education . . 4 As students who receive this degree are expected to have not only a theoretical knowledge of education as a science, but also some practical knowledge of it as an art, they are urgently recommended to acquire some experience by teaching before completing the course. For such teaching, if done under the direction of the pro¬ fessor in charge of this department, the student may receive credit as a part of his elective work. Psychology and the history of philosophy are regarded for the present as belong¬ ing to the normal department of the university; and, therefore, the methods of instruction in psychology may probably be taken as typical of the whole normal course. The following brief extracts from a monograph by the professor of psychology in the university throw some light on this important subject of “methods.” Text-books . — The extent of text-book work in psychology is one of the first prac¬ tical questions that presents itself to the teacher. There is great danger that the work may become set, mechanical, and irreclaimably fixed in the lines of thought, and even of expression, of a text-book. Such abject servility may, to be sure, be 1 Catalogues of the National Normal School, Lebanon, Ohio, 1876-1890. 2 Catalogue of the Ohio University for 1891. Athens, Ohio. 2358 EDUCATION REPORT, 1898-99. averted in some degree by original thought on the part of the instructor, hut he will be singularly successful who entirely liberates his students from authorial despotism. Statements printed in cold type acquire a certain authority and repress independent unprejudiced thought. The tyrannical text-hook is, moreover, very likely to banish from the class room the freshness and vivacity which distinguish oral discussion. These objections to text-books are, however, balanced by many considerations. As a fixed and permanent basis for class-room work, text-books are invaluable. It is only with great difficulty that a course which proceeds entirely by lecture and discussion is thoroughly followed and systematized. * * * Lectures or discussions? — Granting, then, that a considerable portion of the recita¬ tion period should be devoted to independent work, the alternative of lecture or of discussion is offered. In very large classes the lecture is the more effective way of covering a subject, for discussion being necessarily more or less individual is, owing to the numerous views presented, very liable to degenerate into aimless, profitless talk. * * * Certainly, if properly used, the lecture is invaluable in presenting clearly and systematically to a large number an otherwise unwieldy mass of mate¬ rial. The lecture, however, in affording no opportunity for the expression of the doubts and perplexities of the student, betrays a fundamental weakness. Error will persist far longer, and be eradicated with much more difficulty than by the Socratic dialectic, for the lecture does not educe and thus correct or eliminate the student’s mistakes. It leaves him to stumble along by himself, and deprives him of close intellectual contact with the instructor. * * * The three auxiliaries. — An ideal alliance of the instructor’s three auxiliaries might be negotiated somewhat on the following terms: The text-book should be used only in preparation for the recitation, and not, except in a very general way, for the con¬ duct of the recitation itself. Lectures intended to throw the subject under consider¬ ation in fresher and stronger lights should be frequently given and should form an important, and indeed a vital, part of the course of study. The greater part of the class-room work, however, should assume the form of discussion of the subject-mat¬ ter furnished by text-books and lectures, while by the suggestive questions of the Socratic dialectic the student may be further aided and stimulated. * * * By some such judicious combination of methods the field of psychology may be clearly and fully placed before the mind of the student, his interest roused and concentrated introspectively, and his power of original thought educed and developed.1 The supreme place which the study of psychology holds in the normal department of the Ohio University may be inferred from the following extracts from “An open letter to young teachers:” Never before in the history of the world has such emphasis been laid on the importance of studying mind and pedagogy and the history of education as at the present. Not merely in such highly civilized countries as France, England, Germany, and Italy, but in Mexico, in the South American Republics, even in Jamaica, there is abundant evidence to show that men are coming to see the absurdity of mind doctors who have made no study of mind, of educational practitioners who have made no study of the art of education and the science that underlies it. * * * Do you intend to be a live teacher, determined to live by the best light of your own genera¬ tion, or a fossil contented to make such preparation as was deemed sufficient a hun¬ dred years ago? If you are determined to succeed, then you will try to give yourself the qualifications necessary to success. You are living to-day and what you need is an outfit suited to to-day and not to a hundred years ago. Where will you get this preparation? * * * You ought to attend an institution which makes a specialty of preparing teachers for their life ivorlc. How many institutions are there in the State which make a special study of mind in its relations to education and which make a special study of the art and science of education? Unless I have been misinformed, there is but one, and that is the Ohio University at this place. [The italics are the author’s. ] There are indeed other colleges which have normal departments, and there are normal schools, but it is not the name but the thing that you want, and the thing — an institution which makes a specialty of preparing teachers for their life wTork, by making a careful study of mind in its relation to education and of the science and art and history of education — is to be found in this State at Athens.2 1 Methods of Inducing Introspective Power : One aspect of the Pedagogics of Psychology. W. F. Peirce, Athens, Ohio, 1892. 2An open letter to young teachers by J. P. Gordy, Ph. D., principal of the normal department and professor of pedagogy in Ohio University, Athens, Ohio. NORMAL SCHOOLS IN THE UNITED STATES. 2359 INTBIAKA. State Normal School, Terre Haute. The first section of the constitution of Indiana contains the following article: “Knowledge and learning generally diffused throughout a community being essen¬ tial to the preservation of a free government, it shall be the duty of the general assembly to encourage, by all suitable means, moral, intellectual, scientific, and agricultural improvement, and to provide by law for a general and uniform system of common schools wherein tuition shall be without charge and equally open to all.” In accordance with this constitutional provision it was enacted by the general assem¬ bly in 1865 “that there shall be established and maintained a State normal school, the object of which shall be the preparation of teachers for teaching in the common schools of Indiana.” This act provided for the location and erection of a building, the admission of students, the organization of the school, and the annual appropri¬ ation of funds for tuition and expenses. The diploma of the normal school is by law equivalent to a State certificate, relieving the holder from county examinations. The board of trustees has authority to grant certificates of proficiency to such teach¬ ers as have completed any of the prescribed courses of study, and to give diplomas to graduates who have taught satisfactorily for two years. By a recent order of the board of trustees, all candidates for graduation are required to hold a county license to teach for a period of not less than two years. The departments of the school are the following: Department of history and phi¬ losophy of education, of grammar and composition, of biology and geology, of read¬ ing, rhetoric, and literature, of history, of geography, of mathematics, of Latin, of mental science and methods, of music, of drawing and penmanship, of physics and chemistry. Each department is under the charge of a separate professor, with such assistants as are found necessary from time to time. Courses of study. FOUR YEARS’ COURSE. First year: First terra Second term Third term Second year: Fourth term Fifth term Sixth term . . . Third year: Seventh term Educational psy¬ chology (general nature of mind). Orthoepy (pen¬ manship ) . Arithmetic Educational psy¬ chology (stages of knowing) . Physical and mathematical geography. do Educational psy¬ chology (feeling and will). Physical and po¬ litical geogra¬ phy, with map drawing. Reading Grammar. Do. United States history. Methods (reading Physiology and language) . Methods (number _ do . and form). Composition Do. Latin General his¬ tory. Methods (geogra- Latin . . phy and history) . Latin . Physics Rhetoric . Do. Music and drawing Literature. Eighth term do do Algebra Advanced composition. Ninth term Fourth year: Tenth term History of educa¬ tion. Botany do do Zoology or chem¬ istry. Geometrj^ Latin. Do. Eleventh term Philosophy of edu¬ cation. Twelfth term do Zoology or chem¬ istry (qualita¬ tive analysis) . Practice in train¬ ing school. do Do. Trigonometry _ ! Latin graduat- ! ing thesis. 2360 EDUCATION REPORT, 1898-99. THREE YEARS’ COURSE. First year : First term Second term Second year : Fourth term Fifth term Sixth term Third year: Seventh term Eighth term Ninth term ♦Educational psy¬ chology (general nature of mind). ♦Educational psy¬ chology (stages of knowing). ♦Educational psy¬ chology (feeling and will). ♦Methods (illus¬ trated by read¬ ing and lan¬ guage). ♦Methods (illus¬ trated by num¬ ber, history, and geography). History of educa¬ tion. do . *P h i 1 o s o p h y of education. ♦Practice in train¬ ing school. Third term ♦Reading, pen- ♦Arithmetic ♦Grammar.. mansbip. ♦Mathe m a t i c a 1 . do . . do . and physical geography. ♦Physical and po- ♦Reading. .. ♦United litical geogra- States his- phy, with map tory. drawing. ♦Physiology . Composition . do . . do . Algebra .... General his¬ tory. ♦Music, drawing.. . do . General his- tory or rhetoric. Chemistry . Geometry .. Literature . . Physics or botany. . do . ♦Advanc e d composi¬ tion. Physics . Botany . ♦Gr a d u a t- ing thesis. Latin. Do. Do. Do. Do. Do. Note.— Thirty-six terms’ work is necessary to complete this course. The subjects marked thus* are required; the remaining subjects may be elected by the student. The four years’ course is designed to meet the needs of those students who wish to make thorough and extended preparation for public school work. The three years’ course is intended for young persons of limited scholarship who expect to confine their teaching to the district and graded schools of the State. There is also a two years’ course for graduates of commissioned high schools. Many cities do not maintain a training school for educating their own teachers, and this course is designed to supply the place of training schools for such cities, and thus to relieve the school officers from the necessity they feel of employing as teach¬ ers the graduates of their high schools who have had no training in teaching. In addition to the courses described, there is a course of one year for college grad¬ uates, to meet the needs of those graduates who wish to enter the field of teaching and superintending schools and who feel the need of professional training for this work. This course assumes that the student has already acquired a liberal knowl¬ edge of the subjects taught in the public schools, and that his purpose is to add such professional knowledge as college professors and school superintendents peculiarly need. The “practice work” continues through two terms. It consists of observation and teaching in the practice schools, which form one department of the normal school. The pupils taught are children belonging to the regular grades of the Terre Haute school system. This work consists of three kinds — (1) Lessons given daily by the students before the practice class as a whole; (2) lessons given daily at differ¬ ent hours when none or only a part of the practice class is present; (3) the obser¬ vation of lessons given by the teacher in charge of the room. While a lesson is being taught the other members of the class take careful notes. On the following day it is carefully discussed by the members of the practice class and the teacher in charge of the room. In this discussion four things are done, (a) The point of the lesson is distinctly stated; (6) it is classed as favorable or unfavorable; (c) the principles that are the ground for considering it favorable are stated; (d) an expla¬ nation is made in order to show that the principles stated underlie the given act of teaching. The average term enrollment for the session 1890-91 was 526. The whole number NORMAL SCHOOLS IN THE UNITED STATES. 2361 of different students was 932. The total number of different students since the organization of the school in 1870 is 6,943d ILLINOIS. State Normal University. A general meeting of the friends of free schools assembled in Bloomington, Ill., on December 26, 1853. Three topics were thoroughly discussed at this meeting: The duty of the legislature to create the office of State superintendent, to establish and maintain a normal school, and to organize a State teachers’ association. The normal school question provoked a long and spirited debate, the same objections being urged as had been made twenty years before in other States and have been annually repeated in some quarters ever since. After the adjournment of the convention the Illinois State Teachers’ Association was organized. The most prominent topic in all the early meetings of this associa¬ tion was the organization of a normal school. There were three parties in the con¬ test: The normal school men, who wanted a separate institution for the exclusive purpose of training teachers; a large class of educators, who desired to have either an industrial university with a normal department or a normal school with an indus¬ trial department, and, thirdly, those who favored the founding of normal depart¬ ments by the State in connection with denominational colleges already established. At the meeting of the association in 1856 it was resolved “That the educational interests of Illinois demand the immediate establishment of a State normal school for the education of teachers.” In the following February the legislature passed, and the governor approved, “An act for the establishment and maintenance of a normal university. ’ ’ This act of the legislature provided for a university, although what was established was in fact a normal school. The intention was to gather around the new institution the different colleges — classical, agricultural, industrial, law, medical, etc. — which should finally constitute a great university. It was the duty of the State board of education “to fix the permanent location of the normal university at the place where the most favorable inducements are offered for that purpose.” The board advertised for proposals, and several cities and towns competed for the prize. The bid of McLean County ($141,725 in real estate and sub¬ scription pledges) was so far ahead of the others that the board located the univer¬ sity “on the 160 acres of fine rolling land within three-quarters of a mile from the junction of the Illinois Central and Chicago and Alton railroads,” upon the condi¬ tion that the full amount of the McLean County subscription of $70,000 should be legally guaranteed within sixty days, in default of which the location was to be made at Peoria. They employed Abraham Lincoln to draw up a form of bond or guaranty to be signed by responsible citizens of Bloomington. The corner stone of the university building was laid on September 29, 1857, but the financial crisis of that year caused the work to be temporarily discontinued, and hence the buildings were not thoroughly completed until the early part of 1861. The total cost of the buildings, with all the incidental expenses, books, and furniture, was about $200,000, a large part of which was raised and utilized by the strenuous and persistent efforts of Gen. Charles E. Hovey. The courts having decided that the normal university was a private institution belonging to the board of education as a corporation, and therefore that the State was not liable for the debts of the board, the legislature of 1867 enacted and declared that the State Normal University is a State institution, the property of the State of Illinois, and held in trust by the board of education. 1 Twenty-second Annual Catalogue of the Indiana State Normal School, Terre Haute. 1891. 2362 EDUCATION REPORT, 1898-99. During the long years while the great building was rising to completion the school work was carried on in a cramped and inconvenient building called Major’s Hall. It must have been a queer old place, and many of the inhabitants, teachers, and stu¬ dents were sui generis. H. B. Norton, one of the students of those early days, wrote thus to the committee of the Quarter-Centennial Celebration: We were daily convened in the upper story of Major’s Hall. I suppose that these younger generations of normalites are not aware that such a building ever existed. The walls of the old house were rickety, and iron girders with huge S’s at the ends held in place the brick masonry. Our assembling room was the third story. In the second story were recitation rooms, rather dark, and ill adapted to our needs. Grocery and hardware stores occupied the first floor. The building was heated by a coal stove in each room, and as Illinois coal is gaseous and explosive, the stove doors were fre¬ quently blown open with loud sounds and clouds of yellow smoke. C. E. Hovey was principal in those days, but Ira Moore was the one most directly in charge. Dr. Willard, looking very pale and frail, soon began to open his wonderful budget of philological knowledge. Hewett came within a month after my arrival, I think. He was a small man with a big head in those days. He had very demonstrative boot heels, and especially hated cats, and went to sleep in Baptist meetings. He used to give us prodigious lessons in history and geography. He couldn’t draw maps, but made us draw very nice ones. I remember his geography lessons even unto this day. The names of the branches of the Amazon, the forms and heights of the Andean and Himalayan plateaus — these are mine yet, and will be to all eternity. My history work has not stayed with me so well. There was once a slight unpleas¬ antness between my class and their teacher as to how General Greene got away from Cornwallis. It was quite a double and twisted business anyhow, and we inwardly vowed that we wouldn’t learn it. The teacher gave us hard words and low marks, but our obstinate stupidity won the day. * * * We were shabbily dressed in those days. I think my pantaloons were generally too short, and my coat seemed to have been made for some other person. We were very poor but very plucky. We boarded ourselves, mainly on corn mush ; washed the floors and built the fires at the normal hall, worked hard, lived hard, and were poorly provided with all things. Our parents were sad-faced, struggling pioneers of the prairies, but we were cheery, reso¬ lute, and happy in our life and our work. To the toiling youth of frontier homes thirsting for knowledge the Illinois Normal University opened the gateway to a new life. We loved it, rejoiced in it, and were thoroughly loyal to its name and fame. The school saw but little of its principal in those years. Two miles to the north¬ ward, across the sodden prairies, in the rainy autumn of 1858, were clay pits, heaps of brickbats, half complete foundations for a stately structure yet in embryo. The construction fund was exhausted, the State heavily in debt, business everywhere distressed and languishing — truly a somber prospect for the completion of a building demanding, on the basis existing before the war, $100,000. It would be as easy to-day to raise a million. To secure these needed funds was the task which Charles E. Hovey set before himself. It was a labor for Hercules. His own fortune was pledged over and over. Had his plans failed he would have been weighted for life with hopeless bankruptcy. This enormous task he undertook and carried through. He had a place on the programme of the school’s daily work, but his classes gener¬ ally wrought out their own salvation. But in the winter of 1860-61 the building was completed. * * * We of the pioneering days need no reminder of the grand work which could hardly have been performed by another than Gen. Charles E. Hovey. We were free in our conduct to a singular extent. No school rules rested upon us. Our hours and methods were wholly our own. We lived as we pleased, formed our friendships and associations, made our calls and managed our affairs entirely at our own choice and pleasure. Very few schools were ever so slightly governed. I do not believe that our successors of to-day can be journeying under any similar slack¬ ness of reins. Nevertheless, the record of those years was a thoroughly Spartan one. We were from Puritan households, disciplined in self-restraint. Industry and poverty were our safeguards. A magnificent park, stately buildings, a beautiful and prosperous city, methods well ordered and polities established, splendid museums and laboratories, a wealthy and more cultured generation of students — these are the pleasant things that greet the view as you gather to the silver wedding of our Alma Mater. It is not true that the former days were better than these, but we who saw the working out of the beginnings had also our joys, struggles, and coronations, and we received a training NORMAL SCHOOLS IN THE UNITED STATES. 2863 ■which, if less orderly and exhaustive than that rendered now, nevertheless gave ns some measure of fitness for our life work.1 The first president of the university was Charles E. Hovey, but at the beginning of the civil war he entered the Army as colonel of the Normal Regiment, which he had organized. Nine of the instructors — Leander H. Potter, Ira Moore, J. H. Burn¬ ham, Aaron Gove, Julian E. Bryant, Joseph G. Howell, Edwin Philbrook, Samuel Willard, and E. R. Roe — accompanied him as officers, and a majority of the male students as privates. Dr. Richard Edwards was president from 1862 to 1876; Dr. Edwin C. Hewett from 1876 to 1891. John W. Cook is the present president (1892). The faculty of 1892 consists of the president and 22 professors and assistants. The “summary” of the normal department shows 5 special students, 89 seniors, 21 middle class A, 36 middle class B, 117 middle C, 91 junior A, 138 junior B, 241 junior C; total in normal department, 688. Course of study. Studies. First year. Second year. Third year. Hours a week. 1. CO 24 CD lO 12 weeks. p> 3. GO 24 O TJ1 NORMAL SCHOOLS IN THE UNITED STATES. 2369 47. Algebra, II . „ . 20 48. Plane geometry . „ „ . 20 49. Solid geometry . 20 50. Higher algebra . „ . 20 51. Trigonometry . 10 52. Surveying . 10 Music: 53. Vocal music . 20 54. Advanced vocal music . 20 55-58. Voice culture, 4 terms, each . 20 59. Henan on y . 20 60. Advanced harmony . 20 61. Musical composition . 20 62. Plistory and literature of music . 20 63. Solo singing, 1 . 20 64. Solo singing, II . 20 65. Conducting, etc . 20 Natural sciences: 66. Physiology and hygiene . 20 67. Botany . 20 68. Zoology . 10 69. Comparative Zoology . 10 70. Geology . 20 71. Geography, teachers’ academic review . . , . 10 Physical sciences: 72. Physics . 20 73. Advanced physics . 20 74. Chemistry . 20 75. Advanced chemistry . 10 76. Astronomy . 10 77. Instrumental astronomy . 10 Professional studies and exercises: 78. Psychology . 20 79. Psychology applied . . . . . 20 80. Professional training ir arithmetic . 5 81 . Professional training in geography . 5 82. Professional training in grammar . 5 83. Professional training in reading . 5 84. History of education . 10 85. Physical technics . 10 86. Training in physical science. . . 10 87. Biological laboratory practice . 10 88. Practice teaching . 20 89. Practice teaching . 10 90. Practice teaching . 10 91. Practice teaching . 20 92. Kindergarten instruction and methods . 20 93. Senior rhetoricals . . . Studies 54, 56, 57, 58, and 60-65, inclusive, are excluded from studies to be credited in making up a course, except when the student is pursuing the music course, tudies 86 and 87 are interchangeable in all courses. Work in any ancient or mod- rn language is not credited in making up the amount due in any course until a record in such language covering at least three terms has been earned. Advanced studies offered to students in advanced courses. Weeks. 94. Advanced psychology . 10 95. Discussions and comparisons of educational systems and theories . 10 96. Advanced practice teaching and supervision . 20 97. Entomology . 20 98. Sanitary science (lectures) . 10 99. Meteorology . 10 100. General geometry and calculus . , . 20 101. Advanced rhetoric . 20 102-105. Latin, 4 terms, each . 20 106-109. Greek, 4 terms, each . 20 110. Studies in German and French literature . . . . . 20 ed 99 — vol ii - 1A9 2370 EDUCATION REPOST, 1898-99. Program of recitations and exercises. FIRST TERM. First hour. — Advanced drawing. Algebra I. Algebra II. Elementary physics. French IV. Geology. German I. History and civil government. Latin I. Latin IV. Old and Middle English. Psychology. Reading and orthoepy. Rhetoric. Training in physical science. Voice culture I. Second hour. — Algebra I. Algebra II. American literature. Chemistry. Ger¬ man II. General history. Greek II. Higher algebra. Psychology applied. Prac¬ tice teaching. Vocal music. Zoology, first ten weeks. Comparative zoology, second ten weeks. Third hour. — Arithmetic, preparatory. Arithmetic, first ten weeks. Arithmetic, second ten weeks. Chemistry. German III. Geometry I. Geometry II. Gram¬ mar, first ten weeks. Grammar, second ten weeks. Harmony. History of educa¬ tion. Latin I. Physiology and hygiene. Practice teaching. Fourth hour. — Arithmetic, first ten weeks. Arithmetic, second ten weeks. Civil government. Elementary drawing. Elementary physics. French III. German I. Grammar, preparatory. Grammar, first ten weeks. Grammar, second ten wreeks. Greek and Roman history. Latin II. Latin III. Practice teaching. Training in physical science. Voice culture II. Fifth hour. — Advanced English literature. French II. Geograph y, first ten weeks. Geography, second ten weeks. Greek III. Latin II. Musical composition. Pen¬ manship, first ten weeks. Penmanship, second ten weeks. Rhetoric. Reading and orthoepy, first ten weeks. Reading and orthoepy, second ten weeks. Training in physical science. Sixth hour ( afternoon .) — Professional work in arithmetic, grammar, reading, geography. SECOND TERM. First hour. — Algebra I. Algebra II. Advanced vocal music. Advanced drawing. Elementary physics. English literature. German I. German IV. Latin I. Latin IV. Physiology and hygiene. Psychology applied. Physical technics, second ten weeks. Rhetoric. Surveying, second ten weeks. Trigonometry, first ten weeks. United States constitutional history. Second hour. — Algebra I. Algebra II. Advanced physics. Botany. English con¬ stitutional history. French II. French III. Geometry I. Geometry II. Greek II. History of education. Political science, second ten weeks. Practice teaching. Training in physical science. United Stales history. Voice culture. Third hour. — Arithmetic, first ten weeks. Arithmetic, second ten weeks. Botany. Civil government. German II. Grammar, first ten weeks. Grammar, second ten weeks. Latin I. Latin II. Psychology. Practice teaching. Training in physical science. Vocal music. Fourth hour. — Arithmetic, preparatory. Arithmetic, first ten weeks. Arithmetic, second ten weeks. Advanced harmony. Elementary drawing. Elementary physics. German I. General history. Grammar, first ten weeks. Grammar, second ten weeks. Literature of music. Latin III. Physiology. Practice teaching. Fifth hour. — Advanced chemistry, first ten weeks. Astronomy, second ten weeks. Geography, first ten weeks. Geography, second ten weeks. German III. Greek III. History and civil government. Latin II. Penmanship, first ten weeks. Pen¬ manship, second ten weeks. Rhetoric. Study of masterpieces. Training in physi¬ cal science. United States history. Voice culture IV. Sixth hour ( afternoon .) — Professional instruction in arithmetic, grammar, reading, geography. The enrollment in the normal school proper in 1870-71 was 231, and the number increased gradually and regularly till the end of the year 1876, when the number was 449. In each of the next seven years the enrollment was less than 400, but in the year 1883-84 it sprung up to 475, and every succeeding year has shown an annual increase, the number in 1890-91 being 909. During its existence it has graduated 1,761 young men and women, nearly all of whom became public school teachers in Michigan. The average number of graduates in the last five classes exceeded 100. The general supervision and control of the school is in the hands of the State board of education, consisting of three members elected by the people and holding office for six years, together with the State superintendent of public instruction, who is a member and secretary of the board, ex officio. NORMAL SCHOOLS IN THE UNITED STATES. 2371 Current expenses for the year ending June 30, 1S91, were . $64, 636. 40 From the interest on the permanent fund . 5, 260. 19 From admission fees, etc . 5, 451. 21 Balance . . . 53, 918. 00 Met by legislative appropriation. Principals. Adonijah S. Welch . 1853-1865 David P. Mayhew . . . 1865-1870 C. Fitz Roy Bellows (acting principal) . 1871 Joseph Estabrook . 1871-1880 Malcolm M. Yica . 1880 Daniel Putnam (acting principal) . 1881-1883 Edwin Willetts . 1883-1885 Daniel Putnam (acting principal) . 18S5-1886 John M. B. Sill1 . . . . 1886 The training school is a department of the normal school. It is organized as a regular eight-grade school of 250 pupils and a well-equipped kindergarten of 24 children below regular school age. The course of study extends from the kinder¬ garten to the high school, and embraces the subjects and amounts of work usually required in first-class city graded schools. The work in the training department is under the charge of the director, assisted by two critic teachers, a model primary teacher, and a kindergartner. Under careful supervision of this normal corps the actual teaching is, in the main, in the hands of the senior class. These are assigned to the work of teaching and observing by the director, and are daily met for criticism and instruction by him or by the critic teachers. The model primary room is con¬ ducted as a school of observation.2 WISCONSIN. Normal Experiments. The legislature of Wisconsin in 1857 passed a law entitled “An act for the encour¬ agement of academies and normal schools, ” appropriating 25 per cent of the interest arising from the sale of the swamp lands of the State for the purpose of aiding such colleges and academies as might comply with certain regulations. The design of the lawr was twofold: First, to aid institutions of learning which had labored efficiently in the cause of education, although they had hitherto been entirely dependent on private enterprise for their support. Second, to enable such institutions to render an equiva¬ lent for the funds received from the State by preparing persons for teaching. For the carrying out of this law a board of regents was established, consisting of the Gover¬ nor and the State superintendent of public instruction ex officio, but without a vote, and 9 members appointed by the Governor, by and with consent of the Senate. This board of regents ha,d authority to make all by-laws and needful regulations for carrying into effect the provisions of the act not inconsistent with the constitution and by-laws of the State. Section 10 provided that all the income of the fund con¬ templated by the act shall be distributed to the colleges, universities, and academies severally (except the State University) which shall establish and maintain normal classes in proportion to the number of pupils instructed in such classes, according to regulations prescribed by the board of regents, until the amount awarded to any one of such schools shall reach the sum of $3,000 annually. It was further provided that whenever any town, city, or village in the State shall propose to give a site and suit- xProf. John M. B. Sill, ubi supra. 2 Register of the Michigan State Normal School 18S9-90. 2372 EDUCATION REPOET, 1898-99. able buildings and fixtures for a State normal school, the board of regents may in their discretion apportion to the same annually a sum not exceeding $3,000 for the support and maintenance of teachers therein. The board of regents, looking doubtle.is to the experience of the New York academies, appear to have been anxious to prevent the academies aided under this act from becoming mere high schools with a normal annex — on paper. They say that the following subjects must be studied in the normal department: “Education, its nature and design; physical education; intellectual education; moral education; sesthetical education; the history of education; an examination of the powers of the mind, especially with reference to receiving and communicating knowledge; school- house architecture; organization and classification of schools; modes of teaching different subjects; rewards and punishments; the office of teacher, his duties to him¬ self, his school, and the public; the duty of the State in reference to educating its citizens; the educational policy of Wisconsin.” It was proposed that these studies should be carried on chiefly by the aid of lectures and in connection with the two years’ course in ordinary academic branches. Students, before being admitted, were required to pass an examination on reading, spelling, arithmetic, elementary algebra, physiology, history of the United States, descriptive geography, and com¬ position. At the meeting of the board of regents in 1859 the following course of study was adopted : First year. — Higher arithmetic, algebra, Latham’s English Language, plane and solid geometry, drawing, Anglo-Saxon roots and derivations, chemistry, theory and practice of teaching. Second year. — Trigonometry and surveying, botany, physiology, natural philosophy, geology, meteorology, rhetoric, physical geography, theory and practice of teaching. Third year. — Constitutional history ; Latin, French, or German; comparative philol¬ ogy, logic, intellectual philosophy, analytical geometry, calculus, descriptive geome¬ try, drawing, educational history. In 1859 Hr. Henry Barnard, of Connecticut, was appointed agent of the board of regents with instructions “to visit and exercise a supervisory control over the normal departments of add such institutions as should apply for a participation in the normal- school fund, and to conduct county teachers’ institutes and give normal instruction in the same. ’ ’ Hr. Barnard’ s labors had a stimulating and encouraging effect, but they were unfortunately cut short by a long period of severe illness. In 1860, twenty institutions presented claims for a share in the normal fund in proportion to the number of pupils in each who had pursued normal studies according to the requirements of the board of regents. Among these institutions $4,640 were distributed, in sums varying from $40 to $740. The institutions to which these sums were distributed were Beloit College, Lawrence University, Gaiesville University, Wisconsin Female College, Milwaukee Female College, Platteville Acad¬ emy, Milton Academy, Walworth County Institute, River Falls Academy, Richland City Institute, Allen’s Grove Academy, Horicon High School, Kenosha High School, Oshkosh High School, Racine High School, Janesville High School, Fond du Lac High School, Beaver Ham High School. Five of these expanded afterwards into State normal schools — Platteville, River Falls, Oshkosh, Walworth (Whitewater) , and Milwaukee. State Normal School System. In Wisconsin, as in Pennsylvania, the county institutes were the immediate ances¬ tors of the normal schools. In the year 1860 there were held 47 institutes, reaching 31 different counties and bringing together 4,346 teachers and persons interested in the cause of education. In connection with these institutes there were delivered 200 public addresses, which reached at least 10,000 persons directly interested in the NORMAL SCHOOLS IN THE UNITED STATES. 2373 cause of public instruction. By these means new life was given to the school sys¬ tem of the State. Patrons of the schools were led to know what good schools are and how they are to be obtained. Teachers were led to think and to strive to qualify themselves better for their responsibilities. In the schools new and more rational methods of instruction began to be adopted in place of the old-time rote system. The demand for institutes was greater than the supply, and the desire found its sat¬ isfaction only in the establishment of normal schools. The State Normal School at Platteville was opened in 1868, at Whitewater in 1868, at Oshkosh in 1871, at River Falls in 1875, and at Milwaukee in 1885. The exclusive purpose of these normal schools, as expressed in the organic law of 1857, was “the instruction and training of persons, both male and female, in the theory and art of teaching and in all the various branches that pertain to a common- school education, and in all subjects needful to qualify for teaching in the public schools; also to give instruction in the fundamental law of the United States and of this State in what regards the rights and duties of citizens.” It will be seen from this that in these schools academic instruction was at first not only permissible but mandatory; consequently they were obliged to maintain preparatory departments. The following are at present the requirements for admission: 1. Any applicant holding the diploma showing that he has satisfactorily completed the course of study for common schools as laid down in the manual of the depart¬ ment of public instruction will be admitted to the junior preparatory without exami¬ nation. 2. Any candidate will be admitted without examination to the senior preparatory (a) who holds a full third-grade certificate gained within one year, or (b) who fur¬ nishes satisfactory evidence of having completed the second year’s work in any free high school of this State, or one of equivalent course. 3. Any candidate who holds a duly signed diploma of graduation from any high school in the State, or who holds a first-grade certificate, still in force, granted by any school superintendent in Wisconsin, will be admitted to normal courses without examination. Other candidates for admission are examined thoroughly in arithmetic, geography, spelling, penmanship, reading, and English grammar. The following set of ques¬ tions will indicate the standard for admission in arithmetic. The questions in other subjects are nearly of the same grade. Entrance examination — Arithmetic — Time , 3 hours. [From catalogue of Oshkosh Normal School, 1890.] 1. From a cask of wine worth $1.20 a gallon one-sixth part is drawn and replaced by wine worth 80 cents a gallon; what is then the value of the wine in the cask? 2. What per cent of the area of the floor of a room 35 feet square would be left uncovered by 147 yards of carpet 30 inches wide, allowing 5 per cent waste of carpet in tiding? 3. If stock bought at 10 per cent discount pays 5 per cent on the investment, at what price should the same stock be bought to pay 6 per cent? 4. An estate agent bought two houses; the tirst cost three-fourths as much as the second; in selling, he gained 20 per cent on the first and lost 5 per cent on the sec¬ ond; his net gain was $160. Find his net gain per cent. 5. A society collected for charitable purposes a fund of £960; each member paid as many pence as there were members in the whole society. Flow many members were there? 6. A miller exchanged flour worth $5.40 a barrel for hay worth $9 a ton. If the farmer asked $10.50 for the hay, what price should the miller put on his flour? 7. It cost $800 to fence a farm 80 rods square. How much more will it cost to fence a farm of equal area in the form of a rectangle four times as long as it is wide ? 8. A speculator bought a piece of land at $1,500 and afterwards sold it for $1,795.40; the buying and selling were done through a broker who charged 2 per cent for each transaction. Find the broker’s fee. 9. Two trains start at the same time from London and Exeter and go toward each other at the rate of 24 and 32 miles an hour, respectively. When they meet it is 2374 EDUCATION REPORT, 1898-99. found that one train has run 24 miles more than the other. How far is it between the cities? 10. A dealer imported 50 chests of tea containing 30 pounds each, invoiced at 45 cents a pound. It paid a duty of 15 per cent on the invoiced price, and $17.50 freight; he found 5 chests were damaged so that he had to sell them for 50 cents per pound. At what price per pound must he sell the remainder to gain 20 per cent on his entire outlay? The attendance at the several schools on the 1st of September, 1890, was as follows: Normal students. Teachers. Platteville . 204 14 Whitewater . 184 16 20 Oshkosh . 206 River Fails (including preparatory) . 130 11 Milwaukee . 72 11 Three courses of study have been provided by the board of regents: I. An elementary course of two years and a half. II. An advanced course of two additional years. III. A professional course of one year. This course is intended principally for graduates of the University of Wisconsin, or of a college having an equivalent course, and who have had one year’s experience in teaching; but applicants who pass a satisfactory examination at the school in all the branches required by law for a first- grade county certificate and who furnish proof of three years’ successful experience in teaching are admitted. The ordinary professional work of the schools is distributed through the elementary course and the last year of the advanced course, and includes school economy, school organization, school management, school law, theory of teaching, history of educa¬ tion, mental science, and twenty weeks’ practice in the model school for each stu¬ dent. The instruction in this department is given partly by conversation lectures and partly from text-books. The text-books of this class used in the Whitewater school are Raub’s School Management, Wisconsin School Laws, Burke’s Laws of Public Schools, Swett’s Methods of Teaching, Sully’s Psychology, Quick’s Educa¬ tional Reformers, Browning’s History of Educational Theories, White’s Elements of Pedagogy, Bain’s Education as a Science. The general arrangement of studies as to years will be best understood from the subjoined table. Course of study, State Normal School, Whitewater, Wis. ELEMENTARY. First year. Second year. Fifth term. Arithmetic, 10 weeks; algebra 10 weeks. Ari t h m e t i c , 13 weeks; algebra, 7 weeks. Plane geometry.. Book keeping, 10 weeks; physical geography, 10 weeks. Algebra, 10 weeks. D escriptive geography Geography, 10 weeks; physi¬ ology, 10 weeks. Botany, 10 weeks; word analysis, 10 weeks. Physics, 10 weeks; reading, 10 weeks. Physics, 10 weeks; physiology, 10 weeks. Language lessons, 10 weeks; orthoepy, 10 weeks. Reading, 10 weeks; English grammar, 10 weeks. Composition . History of United States. Civil government, 15 weeks. School organization; observation in model school. School economy, 10 weeks. Theory of teach¬ ing. Methods of teach¬ ing. Practice teaching. Vocal music . Drawing . Drawing, 10 weeks . Practice teaching. Drawing, 10 weeks. NORMAL SCHOOLS IN THE UNITED STATES. 2375 Course of study, Stale Normal School , ITT /dewater, Wis. — Continued. ADVANCED. Junior year. Senior year. Rhetoric . . English literature . Geometry . Political economy. Geology, 10 weeks. Latin. History of pedagogy. Practice teaching. Zoology, 10 weeks . Latin . Chemistry . Latin . Geology,' 10 weeks . Latin . General history, 10 weeks. Algebra, 10 weeks . General history, 15 weeks. Mental science . Practice teaching . Calisthenics and chorus practice throughout the course. Composition and recitations. Classes in penmanship and spelling are maintained constantly for students of all grades who need such practice. The training department or model school in the several normal schools is conducted in three divisions, primary, intermediate, and grammar; there being three grades (one year each) in the first, three in the second, and two in the third. Some idea of the “methods” used and recommended may be formed from the subjoined outline of the primary course in reading, taken without abridgment from the catalogue of the State Normal School at Oshkosh, for the year 1889. Heading. PRIMARY GRADE, FIRST YEAR. I. Before coming to school the child has made progress in spoken language to such an extent that he can enunciate the words of a vocabulary more or less extended, and he associates with those words the ideas they express. As reading, in its beginnings, is learning to recognize in written or printed signs words already familiar to the learner in spoken language, economy, simplicity, and the necessity of interesting the child all demand that the words chosen for this first work should come from the child’s own vocabulary and possess a lively interest for him. This vocabulary may be ascertained and interest secured by leading the child, by conversation upon some familiar object — one present is best — to furnish the words for his own first lesson; and, as ideas in isolation are less instructive than those in relation, get him to furnish a sentence, thus leading him from the first to use the unit of expression. This sentence should be written upon the board with its initial capital and terminated with its appropriate punctuation mark. Lead the child to talk about the idea expressed that the association between form and sound and sense may be fully established. II. Isolate the "word that has the liveliest interest for the pupil and have him copy it upon his slate. This primarily to impress the outline of the word upon his memory. Incidentally, writing and spelling are begun. After a few words have been taught, compare the form of those words in such a way that the pupil will begin to realize that words are made up of parts. For example, erase the h in hat and ask what the word thus obtained is. Then place c before the last word and ask wThat it now is. Call the letters which you erase and substitute by name that the pupil may learn the names of any which he does not already know. III. By easy work in phonic comparison enable the child to master the pro¬ nunciation of new words. For example, the child is acquainted with the word at; also with the powers of b, f, m, and p in words already known. If these elements are uttered and followed by the word “at” the pupil will easily recognize the words bat, fat, mat, and pat thus formed. IV. Draw out the pupils to make stories about present objects, or familiar objects not present, or pictures, thus cultivating language and furnishing reading matter in which they will take an interest. This should be written upon the board and read one or more times by the members of the class. For seat work, this should be copied by the class upon their slates. Y. Change from script to print, preparatory to taking up the reading book, by using a chart having words in both texts side by side, or by means of cards prepared by the teacher for that purpose. 2376 EDUCATION REPORT, 1898-99. VI. Work should early be begun in helping the child to quickly recognize the form of words with which he is already somewhat familiar, thus preventing" a drawl¬ ing and unnatural style in reading. To accomplish this, the teacher may point out and the child pronounce the most difficult words before he begins the reading of any particular passage or paragraph. Keep a list of the words studied upon the black¬ board where it can easily be seen by the class. Make sentences from this list, vary¬ ing the arrangement as much as possible. Add the new words as learned. Review constantly. He should by some or all means be led to discriminate between word pronouncing and reading. VII. As it is easier to prevent than to cure, from the first pay careful attention to enunciation, correct pitch, and correct inflections. See that the pupil reads in distinct, pleasant tones, with distinct articulation. Ho not allow a high, strained key. By arousing the child’s imagination, get him to use the same key and inflections which he would use were he talking instead 01 reading. The teacher should, as often as necessary, assist by furnishing a model. A good motto is, “Talk when you read; read as you should talk.” This necessitates an understanding, on the part of the pupil, of what he reads. Make sure by questions and explanations that he understands what he is to read before he begins. Encourage him to find out all he can for himself, by examining the pictures illustrating his lessons. VIII. Voice culture should begin with the child’s school work. Attention should be paid to the position of the child, whether sitting or standing, while producing tones. Judicious breathing exercises and vocal gymnastics should be practiced. Pleasant , natural, flexible tones should be secured and practiced by pupil and teacher. Singing and reading should go hand in hand, and it is desirable that the same teacher should teach both. Occasional exercises in simultaneous reading should be given, but the teacher must carefully guard against harsh tones and indistinct utterance. IX. Finish the First Reader, and before taking the Second be sure that the child has had all the supplementary reading that is necessary to make him thoroughly familiar with the meaning, pronunciation, and spelling of all the words he has thus far had. PRIMARY GRADE, SECOND YEAR. I. The method given in the first year’s work for pronouncing new words by means of phonic comparison should be continued and expanded. If the books in use fur¬ nish no lists for phonic spelling the teacher should select such a list from the lesson to be read, and by comparing these new or unfamiliar words with those already known, lead the child to determine for himself their pronunciation. This phase of the work may well be emphasized, however, not beyond the point of lively interest for the pupil. Provide seat work for pupils of this grade by selecting from the succeeding lesson, and arranging in lists those words which have parts in common, as rack, lack, back, whack. Head these lists by similar words familiar to them and set them to determin¬ ing for themselves the pronunciation of the unfamiliar ones. Ask them to copy upon their slates those which they thus determine and bring them to class. II. Continue the method given in the first year’s work for securing a ready pro¬ nunciation of words which are pronounced only with hesitation. For creating and sustaining an interest in the lesson, precede the reading it by some carefully considered questions. These should be of such a nature as will stir the imagination to see what is really in the lesson, and secure an interest in it. Care should betaken that the impression gained should not be dimmed by too much questioning or the admission of irrelevant questions. If the pupil understands what he reads he will be interested if the selection is suitable. III. Methods for securing expressive reading may be extended in this year’s work, and may be considered under two heads, viz, the physical element and the mental element. (A) As physical power is so large a factor in expressive reading, as good a degree as possible should be secured by attention to the following exercises: (1) Good standing position, including carriage of the head and shoulders. (2) Good supply of breath, secured by judicious breathing exercises. (3) Good articulation. The work in phonic spelling will do much toward the accomplishment of this. Classify lists of words or phrases involving skill in articulation, and give the class a three or five minute drill before beginning the reading lesson. Secure good pronunciation and enunciation by a similar drill. Pupils readily engage in and are profited by gymnastic drill of the speech and vocal organs NORMAL SCHOOLS IN THE UNITED STATES. 2377 (B) Mental element. Cultivate this element by the following means: (1) By the methods used for making the pupil understand what he reads (see II). (2) By assisting the pupil’s imagination. The following are a few of the many ways in which this may be done. Let pupil A ask a question or make a statement to B, standing by his side. Then let B go across the room or outside the door while A repeats his remark or question. This would constitute a lesson in force. Let a pupil read something expressive of joy and follow it, at once, by something expressive of pity, thus getting him to use different degrees of pitch. Compare pure and whis¬ pered qualities of voice by reading something expressive of joy, followed by some¬ thing expressive of fear or secrecy. Teach degrees of rate in a similar way. Assign the different parts of a colloquy to different pupils and have them take their places before the class to read it. Note. — Strong force, low pitch, and impure quality should not be taught to immature voices. (3) By relieving the mind of the task of doing too many things at once. Have the pupil recite selections from memory. In this way he may expend his mental energy in expressing thought and feeling and be relieved of the task of recognizing word forms, of keeping the place in the book, and of holding the book itself. IV. As the object of all this is good reading , and as this can be secured only by much practice, get as much reading as possible done by the class. Have the reviews read by one pupil, the others listening. If the teacher will sometimes read the review to the class, the pupils will be inter¬ ested and profited. Let the class read selections at sight, or those to which they have given no previous study. This will aid them in quickly recognizing word forms and enable them to do more reading than they otherwise could. Care should be taken, however, that the selections for sight reading should not be too difficult. Appoint individuals to prepare and read before the class selections which the others in the class have not seen. V. Finish the Second Reader and furnish supplementary reading sufficient to make the pupil thoroughly familiar with the vocabulary thus far gained. Narratives are better for this purpose than additional readers of the same grade. PRIMARY GRADE, THIRD YEAR. I. The methods of work at this stage suggest themselves when we attempt to answer the following questions: ( 1 ) What has the lesson told the child ? (2) Caii he express by means of the voice, and with distinctness and 'fluency, that which the lesson has told him? II. To make the results under the first head as full as possible, the following steps are suggested: (1) An explanation by the teacher of those allusions which the pupils do not understand. (2) Lead the pupils to determine for themselves the new idea in a sentence when it contains one that is obvious. (3) Get at the meaning of difficult words by aid of the context or by placing these words in such sentences that more light will be thrown upon their meaning. Call out from the class synonyms for these difficult words, if possible. (4) Have the pupils paraphrase the little poems in their readers. Note. — These suggestions assume that the reading matter is on a level with the comprehension of the pupil, and that, therefore, this will aid, not crowd out, the actual practice in reading. As sentences are vehicles not only of thought, but emotion, no pupil should be allowed to feel satisfied with his work when he has expressed thought only , especially in sentences where the emotion predominates, as is often the case in the reading for this grade. It is not easy to give general directions for the accomplish¬ ment of this desirable result, but it can be done, if the teacher and pupils are in such close sympathy that she can interest them strongly in that which interests her. If the above conditions can be established, then give simple directions, good examples, and abundant practice. III. For the purpose of securing distinct, fluent utterance, practice the exercises given for that purpose in the first and second year’s work. Let them also give short whispering exercises. Have the final consonant, or consonants, distinctly given; but do not emphasize this practice to the sacrifice of fluency. 2378 EDUCATION REPORT, 1898-99. During this year require the pupils to establish the habit of looking up from the text while reading. A valuable sight drill and greater naturalness of expression are secured by this. Teach the marking of the long and the short vowels. IV. The power to articulate clearly and easily, and to command varied rate, pitch, force, and quality, must become automatic or no such thing as expressive reading is possible. Early training may make these processes as automatic as walking or the use of the pen; but if the consideration is deferred until late in school life it will only be accomplished in those cases where the ambition is strong enough to submit the pupil to a long and tedious discipline. Ah Finish the Third Reader and increase the amount of supplementary reading. Practice Teaching. The principal of the Oshkosh school, in his report for 1878-79, writes: The work of practice teaching has been increased and improved until the problem whether a student teacher could ever be trained to control and discipline a class as in his own school has ceased to be a question. As in other phases of training, some learn the art with difficulty, and are required to work a longer period, but nothing is more clearly proved than the fact that tact in teaching is a cultivable trait. The Kindergarten. After much deliberation and discussion of the principles, objects, and practices of the kindergarten, the board of regents determined to establish a kindergarten in one of the normal schools as a model for observation and practice. Accordingly, they opened at Oshkosh what they claimed to be the “ first kindergarten officially and directly connected with any State normal school in the United States.” 1 Kindergarten culture [says the report for 1880] is designed to correct many of the faults of our common schools, where knowledge is generally imparted in a concen¬ trated form by teachers and text-books; where the child is crammed with the great¬ est possible amount of what might be termed positive knowledge in the least possible time, in many instances to the detriment of his healthy development. Kindergarten work will develop healthfully and harmoniously all the faculties of the child, as an organism that needs but to have its surroundings brought into harmony with its nature to grow into beauty and usefulness. It does not drive, but leads. The rest¬ less disposition of a child, so trying to the parent and the teacher, and so often firmly repressed, is made useful and a source of happiness and pleasure to the true kinder- gartner. The methods and discipline ordinarily pursued in our common schools have a tendency to dwarf the physical development of a child. The kindergarten cultivates the same by frequent changes and a wise combination of exercises of body and mind. * * * Kindergartening in the common schools of our State may not be an accomplished fact for many years to come, but the board of regents have thought it wise to give our normal pupils a theoretical and practical knowledge of its principles, aims, methods, and apparatus, in order that they may be able to apply those methods and principles in their future school work as far as circumstances will permit. If our students are to be missionaries for higher views of education, they should certainly be made acquainted with all the educational systems and methods deserving consideration. Among these systems none have received more earnest atten¬ tion at the hands of prominent educators than Froebei’s system of kindergartening. The experience of the school more than fulfilled the expectations of the board of regents. The kindergarten was at first used as a school of observation merely; but a few years later it was used, as the other model departments were used, as a school of practice; and it was found that the lessons learned in the kindergarten by the normal students gave them a much clearer insight into the underlying principles of all school work and helped to solve many vexatious problems in school management. State Normal School, Milwaukee. The State Normal School, located in Milwaukee, was authorized by an act of the legislature passed in 1880. The grounds and buildings, provided by the city of Mil- 1 This is a mistake. A kindergarten was opened in Baltimore and “ officially and directly con¬ nected” with the State Normal School of Maryland in the fall of 187G, and was maintained until closed for want of room, caused by large increase of numbers in other departments. NORMAL SCHOOLS IN THE UNITED STATES. 2379 waukee at an expense of $53,000, were presented to the State in 1885, and the school was opened in September of that year. It is claimed as a great advantage to this school that it is situated in a great and growing city, in which there are large com¬ mercial and manufacturing industries, a public library of 60,000 volumes, an art museum, and a museum of natural history. Every school is largely controlled by its local environment, and one of the chief functions of this school is to take the place of a city training school. Accordingly, students are admitted from the high school, without examination, on presenting a certificate of having completed the first three years of one of the existing courses of study in the high school at Milwaukee. The regular normal course may be completed in two years, and comprises (a) a review of all the branches of study taught in the common schools; (6) a critical study of physics, chemistry, and natural history, with the methods of presenting these sub¬ jects in the schoolroom; (c) a course in English language and literature, history of the United States, civil government, and political economy; ( d ) a course in school management, history of education, science of education, and psychology. Every student is required to spend at least forty weeks teaching in the model school under the supervision and direction of the training teacher, but no one is permitted to begin the work of teaching until he has studied psychology. The following is a syllabus of the lessons on the “Elements of political economy,” mentioned in (c) above: ELEMENTS OF POLITICAL ECONOMY. 1. Fundamental notions of value, wealth, labor and capital. The three forces or factors that enter into the production of wealth. Advantages, disadvantages, and limitations of division of labor. 2. The mechanism of exchange: Various forms of currency. Banking functions. Bimetalism. Some common errors in regard to money. Regulation of production and exchange by legislative enactment, and popular fallacies respecting the same. Nature and cause of panics. 3. Distribution of profits: Rent, interest, natural and legal rate, usury laws, profits on capital and on business. Wages, real and nominal, of skilled and unskilled labor; of men and women. The “wage-fund” doctrine. Cooperative societies. Trades unions and strikes. Principles and methods of taxation. Revenue of the State, and of the United States. 4. The use of wealth: Productive and unproductive consumption. Economic significance of luxury. Subsistence and population. Debates upon topics pertaining to this study encouraged, and students led to read both sides of disputed questions. Text: Laughlin, Walker. It is to be regretted that the catalogue from which this admirable syllabus is taken contains in its “Arrangement of Studies” no notice of the place or time it occupies in the school work.1 MINNESOTA. State Normal School, Winona. Near the close of the session of the first legislature of the State, August 2, 1858, an act was passed preparing for the establishment of three normal schools. This legis¬ lation was suggested by Dr. John D. Ford, of Winona, and secured by his efforts through the legislative delegation from Winona County. At the first meeting of the State normal board of directors it was resolved, “That the first normal school be located at Winona, provided the subscription from Winona of $7,000 be satisfactorily 1 Biennial Reports of the Board of Regents of the Normal Schools of Wisconsin. Madison, 18S0 and 1890. First Annual Catalogue of the State Normal School, Whitewater, Wis. 1869. Twenty-second Annual Catalogue of the same. 1890. Fifth Annual Catalogue of the State Normal School at Oshkosh. 1872. Annual Catalogues of the same, 1888,1889,1890. Annual Catalogues of the State Normal School at Milwaukee, Wis. 1890,1891. 2380 EDUCATION REPOET, 1898-99. secured to the uses of said school.” This was at that time the only State normal school west of the Mississippi. On the evening of the 9th of November, Lieutenant-Governor Holcombe, president of the board of directors, delivered an address on the subject, “Education with reference to the establishment of the first normal school of Minnesota,” which is said to have done much to elevate, if not to create, that sentiment of earnest support of educational interests which has marked the history of the city of Winona. In the first annual report of the normal board to the governor the claims of the school to generous support and its vital relation to the common schools of the State were set forth in a clear and forcible manner. The board also urged in this report that “a competent superintendent of public instruction be appointed;” that “a gen¬ eral supervision of the subjects of schools, school-teaching, and school lands is abso¬ lutely necessary,” and that “the school lands should be put into a condition to realize the largest possible annual fund.” To the credit of this normal board and its secre¬ tary, Hr. Ford, it may be said that the first State tax for school purposes was author¬ ized and levied upon their urgent recommendation. An appropriation of $5,000 having been secured, it was decided to open the school on the first Monday in September, 1860. Prof. John Ogden, of Columbus, Ohio, was elected principal at a salary of $1,400. In his inaugural address, Professor Ogden said : It shall be the leading object of the normal school so to distribute its labors and other exercises that all the faculties of the pupil, physical, intellectual, moral, and spiritual, shall be addressed in due proportion, at the proper time and in the proper manner; and so to develop, strengthen, elevate, and purify these powers in the stu¬ dent and so train him in the educational processes that he may readily apply them to the education of the children and youth committed to his care. More pains shall be taken to make teachers than mere scholars, well knowing this to be the point upon which normal schools fail more frequently than upon any other. Here, then, fellow- teachers and friends, in this brief outline, behold my ideal of a school. Behold my type of a national education. Behold what your schools ought to be, and every school must be, if we ever expect to meet a tithe of that weighty obligation resting upon us, the public servants of this great and growing Commonwealth. At the session of the legislature in 1861 a special act was passed creating the first board of education of Winona. This board was to consist of one school director from each ward of the city, with the principal of the normal school and such mem¬ bers of the normal board as were residents of the city. The idea was to copy some¬ what after the Oswego plan of uniting the jurisdiction of the normal and the public schools of Winona, and using the public schools as graded and model schools; but in the following year this law was repealed and the joint jurisdiction ceased. Professor Ogden resigned the principalship of the school in December, 1861, for the purpose of entering the Union Army. In his letter of resignation he said: My distracted and dishonored country calls louder for my poor service just now than the school does. * * * My brethren and fellow-teachers are in the field. Some of them, the bravest and the best, have already fallen. Their blood will do more to cleanse this nation than their teaching would. So will mine. I feel ashamed to tarry longer. The school was continued for another term under a temporary principal and was then suspended until November, 1864. The reasons for this suspension were: (1) The interest in the great struggle then pending overshadowed everything else; (2) competent teachers could not be found to take charge of the school; such men were generally in the war; (3) the means for the support of the school were inade¬ quate — the State had made no appropriations beyond the first $5,000; (4) the State was too busy in the war to care for its educational interests. During the session of the legislature in the spring of 1864, at the earnest solicitation of the citizens of Winona, an act was passed renewing the appropriations to the school and reestablishing it on a permanent basis. This act provided that the sum NOKMAL SCHOOLS IN THE UNITED STATES. 2381 of $3,000 be appropriated for the current year, $4,000 for the following year, and $5,000 annually thereafter. No movement, however, was made to reopen the school until the following September, when Prof. William F. Phelps, formerly principal of the State Normal School of New Jersey, was elected principal, and entered immediately upon the duties of his office. His rare ability as an organizer and dis¬ ciplinarian was at once apparent in the prompt and efficient measures taken to reestab¬ lish the school and to raise it to the high standard which it subsequently attained. The following extract from his first annual report indicates the policy of the school under the administration of twelve years which followed the reopening: The normal school aims to educate and train teachers to a proper conception of the principles and to a skillful execution of the practice of their difficult art. It seeks to impart to them an accurate knowledge of those subjects which they are required to teach, that they may teach with intelligence and taste. It must, moreover, labor to develop in them all those excellences of character which will make them fit exam¬ ples to those who are to be brought under their influence and molded into intelligent and virtuous citizens. It must thoroughly imbue them with a love for their work. It must generate in them the true esprit de corps. It must make them acquainted as far as possible with those multifarious and complicated processes which are best calculated to draw out the faculties of the young and bring their threefold natures into harmonious and healthful activity. In fine, the normal school should inspire its pupils with those comprehensive views of education which should shape all their measures and methods, and thus enable them, by an intelligent and judicious adapta¬ tion of means, to aim directly at the development of all that pertains to a noble and symmetrical manhood and womanhood. Up to this time the school had been held in one of the city buildings (now the Winona library building), the use of which was given without cost — another evi¬ dence of the friendliness of the citizens to this struggling institution. The legislature of 1866 made the first appropriation of $10,000 for a school building. The whole of this sum was used in constructing a foundation, an important measure which com¬ mitted the State fully to the completion of the building. The corner stone was laid on the 19th of October, 1866. In the spring of 1867 an appropriation from the leg¬ islature of $50,000 was secured for building purposes, and the building was occupied by the school in September, 1869, though not completed till the following December. It is acknowledged to be, even at this date (1892), one of the most nearly perfect buildings of the kind in the Northwest. Its admirable adaptation to the existing and prospective wants of the school and its nearly faultless construction are largely due to the experienced judgment and wise forethought of the principal. The growth of the school in numbers, in reputation, and in all the characteristics of an excellent training school continued without marked interruption until 1876, when the legislature failed to make the usual annual appropriation for the support of the three normal schools of the State. The normal board was called in extra session, and several propositions to close the schools at once were voted down by a bare majority. The opposition to these proposals was led by the Hon. Thomas Simpson, the resident director at Winona. Finally the board took action, which was intended merely to give the schools a chance for continuance if they could find any means of existing without involving the board or incurring a debt. The resi¬ dent director at Winona determined that the school should not go down. He made a temporary reduction of the teaching force, some abatements of salaries, and some extra charges for tuition. By these means the school was kept in vigorous operation until the following year, when the appropriation was not only restored but was made permanent. The action at Winona had much to do with inspiring a like spirit and determination on the* part of the local management of the schools at Mankato and St. Cloud. During the summer of 1876 Principal Phelps resigned to accept the presidency of the State Normal School at Whitewater, Wis., and Prof. Charles E. Morey was elected to the principalship, which he held until his resignation in 1879. 2382 EDUCATION REPORT, 1898-99. Principal Morey made an important change in the organization of the school by extending the elementary course; establishing an advanced four-years’ course of study (designed to prepare teachers for the principalship of high and graded schools), and a professional course of one year for graduates of high schools and colleges. On the resignation of Mr. Morey, Prof. Irwin Shepard, the present incumbent (1892), was elected president, and since that time the growth of the school in num¬ bers, efficiency, and popularity has continued without interruption. The first teachers’ institute in the State, in 1859; the first State convention of county super¬ intendents, in 1866; and the first institute of normal instructors, in 1872, were all held at the Winona Normal School. The first class which finished the course of this school numbered 16 members, and was graduated in June, 1860. Since that date 34 classes, numbering about 1,000 members, have been graduated, and nearly 6,000 other students received instruction for one or more terms. These students, as well as the graduates, have fulfilled their pledges to the State with fidelity and success. The school was the first in the West to follow the example of Massachusetts in introducing industrial drawing as an essential part of the course. The laboratory methods of studying the natural sciences have always been followed, and from the very first objective teaching took the place of memoriter recitations. In 1880 a kin¬ dergarten and a kindergarten training department were organized. In 1871 an association was formed for the promotion of the knowledge of art, sci¬ ence, and literature, in which the residents of the city cooperated with the authori¬ ties of the normal school. The plans of the society provided for “the fitting of rooms in the first State normal school building for a museum of natural history and physical science and for a department ox drawing and the arts of design ; the collec¬ tion, classification, and arrangement of specimens in natural history and archaeology, and of models in physics and the fine arts; the collection of facts and objects per¬ taining to local or general history; the establishment and support, on the grounds of tire normal school, of a botanical garden; the arrangement and ornamentation of the grounds; the gathering of a library of standard works in ail departments of science, literature, and art; the preservation of all collections; and the elevation of the public taste by lectures and other appropriate means.” Previous to the organization of this society citizens of Winona had placed in the normal school building for the use of the students private collections of minerals and other specimens. Tile proprietorship of these collections was vested in the new society. The collections were increased from time to time by additional contribu¬ tions, and were arranged in the geological hall of the normal building in 1878. The museum has now become one of the most extensive in the West. The principal sections are, (1) numismatics, (2) archaeology and ethnology, (3) mineralogy, (4) geology and paleontology, (5) zoology. Two spacious rooms in the fourth story are devoted to the exhibition of art sub¬ jects — autotypes from the old masters, many fine engravings and paintings, and a small collection of busts, casts, and models. State Normal School, Mankato. On the 6th of October, 1868, there were gathered in the vestry of the Methodist Episcopal Church at Mankato, Minn., 27 young people who had presented themselves in response to notices given at teachers’ institutes to enter the second State Normal School of Minnesota. The school was then and there organized under the principal- ship of Prof. George M. Gage. Actual work was begun the next day and for some time the daily sessions of the school were held in the vestry, while a brick building for its use was being erected by Mr. John J. Shaubut. From day to day the attend¬ ance increased, and when the school took up its abode in Mr. Shaubut’ s building NORMAL SCHOOLS IN THE UNITED STATES. 2383 the normal class numbered upward of 40. The State normal board had been noti¬ fied at its meeting in June, 1868, that the citizens of Mankato had complied with the law relating to the establishment of normal schools, and $5,000 were deposited with the treasurer of the prudential committee. The committee selected and pur¬ chased the present site, and erected in 1869 a building which for several years fur¬ nished ample room for the growing school. In 1873 Professor Gage was succeeded as principal by Miss Julia A. Sears, who held that position for one year and was followed by Dr. D. C. John. In 1880 Prof. Edward Searing became the principal, afterwards styled president, and has since continued at the head of the school. Its growth was steady and continuous, from 27 pupils to over 600, including a model school of 239, and from 3 teachers to 13. The chief purpose of the school is special instruction in the science and art of teaching, but, as in nearly all other normal schools in the country, a thorough sys¬ tem of academic instruction is at once the basis and, to a large extent the medium of professional instruction. Few pupils come with sufficient attainments and intel¬ lectual discipline to qualify them for immediate entrance upon a purely professional course of instruction. In the normal department there are two courses of study, one of three years, called the elementary course, and one of four years, known as the advanced course. The studies of the two courses are identical for the first two years, and correspond almost exactly to those of the State Normal School at St. Cloud, given below. The number of normal students, according to the last catalogue, was 305. 1 State Normal School, St. Cloud. This school was opened in September, 1869, in the hotel building known as the Stearns House, where it was conducted until the completion of the present build¬ ing in 1875. The old building has since that time been used as a ladies’ home. The object of the school is to train teachers for the public schools of the State, and no effort is made to secure students for the academic course alone, for, while such are admitted as “tuition students,” they simply share in the education expressly pro¬ vided for those who are to become teachers. There are two courses of study — the elementary and the advanced. The elemen¬ tary course comprises three years, the advanced course four years. It is the settled policy of the school to raise its standard of admission from year to year until the time shall come when all students can devote themselves wholly to professional work. ELEMENTARY COURSE. First year. — Drawing, syntax, composition, word analysis, arithmetic and algebra, physiology, penmanship; physical, mathematical, and political geography; botany. Second year, — Psychology and methods, botany or algebra, English history or Latin, United States history, English literature or Latin, bookkeeping, civil government. Third year. — Elemental principles of and methods in arithmetic, grammar, geogra¬ phy, and reading; physics, chemistry, psychology and practice, moral philosophy, geometry. ADVANCED COURSE. Junior year. — Elemental principles of and methods in arithmetic, grammar, geog¬ raphy, and reading; chemistry or Latin, physics, psychology and practice or Latin, moral philosophy, geometry. Senior year. — Latin, geology, history and science of education, practice, English history and literature, astronomy, general history, drawing. Alumni Association Condensed History, 1870-1890. Twenty-first Annual Catalogue of State Normal School, Mankato, Minn. 2384 EDUCATION REPORT, 1898-99. PROFESSIONAL COURSE. Methods, psychology, history and science of education, school economy, practice, elemental principles of and methods in arithmetic, grammar, geography, and read¬ ing; drawing. Exercises in vocal music, elocution, essay writing, and spelling are maintained throughout these courses of study. The professional course is intended especially for graduates of high schools and colleges. It consists of the strictly pedagogical branches, with practice teaching and a review of the elementary subjects from the teaching point of view. In the regular course a full half year is given to the subject of detailed methods of instruction in the branches which involve the elements of knowledge. These “methods” are not empirical, but are the result of a careful application of the laws of mind to the arrangement and grading of work, to the art of questioning, to the acquisitive and elaborative processes, and to the recitative or reproductive states of knowledge. Pedagogy is regarded as applied psychology. A full half year is given to practice teaching in the model school. This work is done under the immediate supervision of a skilled teacher, who helps the student to apply the laws of mind in the actual work of the schoolroom. “ It is thus not blind experimentation, trusting to luck that somehow the right way will at last be dis¬ covered or hit upon by experience, but it is scientific prevision and insight applied to work. It is work with a conscious purpose, with the advantage of a preformed ideal and a definite knowledge of its conditioning laws. It is no more blind than is the work of a Faraday or a Tyndall in natural science.” The school is well furnished with apparatus for work in physics, physiology, and chemistry, and a carefully selected cabinet for illustrations in geology, mineralogy, and natural history. Chemistry is taught by a combination of class work and laboratory practice. The student during the afternoon of each day performs all the experiments for himself in the laboratory; on the following morning, in the class¬ room, he reports upon his researches, and, aided by the teacher, text-book, and classmates, he corrects his judgments and prepares for the experimental work of the afternoon. The total number of students in the normal department (1890) is 195, 26 being in the advanced course and 169 in the elementary. The model department is divided into three grades, averaging about 40 each. The faculty consists of the president, Thomas J. Gray, and 13 professors and instructors.1 IOWA. State Normal School, Cedar Falls. On the 6th of September, 1876, the State Normal School of Iowa was opened at Cedar Falls with an enrollment of 27 students At the end of the year the enroll¬ ment was 155; at the end of the second year, 237; at the end of the third year, 252; fourth year, 339; fifth year, 334; sixth year, 352; seventh year, 301. The site and buildings, owned by the State and previously occupied as a soldiers’ orphans’ home, were transferred to the normal school for its accommodation. It was known at the time that the buildings were inadequate to the requirements of a great school such as this was destined to be; but it is the beginning that costs, and here was at least a beginning. It is not surprising to learn that for many years the cry of the school was that of the horse-leech, “Give, give!” In the second biennial report the board of directors asked for a library and reading room, a room for a museum and apparatus, a room for general assembly, a room for chapel, more rooms for recita- 1 Catalogue of State Normal School, St. Cloud, Minn., for year ending June, 1890. NORMAL SCHOOLS IN THE UNITED STATES. 2385 tions, and more rooms for dormitories. They asked also for an increased appropria¬ tion, because the school had doubled in size since it was organized, necessitating the employment of students to assist the overworked teachers, and because it was diffi¬ cult to obtain competent teachers at the salaries the board could afford to pay. In the third biennial report the same requests were repeated in almost the same words. In 1881 the board asked the general assembly for an appropriation of $30,000 for the construction of an additional normal building. The request wTas granted, and the new building was ready for occupation and vras formally dedicated in June, 1883. The board expressed their gratitude, but reiterated their request for a larger appro¬ priation to enable them to pay the teachers better salaries — “a sum sufficient to make their compensation equal to that paid for like services in similar institutions in adjoining States.” The board was well pleased with the new building. “It is three stories high and is furnished with all modern improvements. It contains a chapel, a model school room, a library, two society halls, chemical and physical laboratories, offices, cloakrooms, music rooms, recitation rooms, and dormitories.” But while acknowdedging the obligation, the legislature is gently reminded that increased accommodations will bring in an increased number of students, and an increase of students necessitates an increase of teachers, and an increase of teachers means an increased appropriation for current expenses. The sixth biennial report keeps up the demand. The principal needs a residence, a cottage outside of the college walls within which he has been compelled to reside to the great discomfort of his familv. The school needs a new dormitory to accommo¬ date not less than a hundred sleepers. It needs an addition to the library, for one-half of the books were the personal property of the retiring principal and retired with him. It needs a liberal appropriation for a chemical laboratory. It needs a newr supply of pianos; “the board are certain that could the proper authorities overhear them they would quickly replace them with the best.” (It is to be hoped that the “proper au¬ thorities ” wrere spared the infliction. ) Next to music comes cleanliness. The school needs a laundry with modern appliances, for “washerwomen quit without notice, and the weather at times prevents drying.” The school being a mile and a half from the city, and the team in use being old (one horse, over 20 years) , a new team and bus are indispensable. The main hall must have a newT roof, the floors must be renewed or repaired, electric lights must be furnished, and for the supply of all these wants the board asks only an appropriation of $61,800. Most of the above- mentioned requests were granted by the legislature; but the seventh biennial report — the latest that the editor has seen — renews the application for a cottage for the presi¬ dent, for electric lighting, for an additional number of teachers, for more books in the library, and for additional apparatus for the illustration of the natural and phys¬ ical sciences. The estimate of expenses for the next two years is $62,100. The growth of this school in popularity, efficiency, and professional character has more than kept pace with the growth of its environment; it has been always ahead of the latter. Like an endogenous plant, it has grown from within. Every call for addi¬ tional external facilities has been preceded by a call from the living organism that admitted of no refusal. The school was opened in 1876, with five teachers: The prin¬ cipal in the chair of mental philosophy, moral philosophy, and didactics; a professor of ancient languages and natural science (though ancient languages do not appear in the printed curriculum) ; a professor of mathematics and English literature; a teacher of geography and history; and a professor of vocal and instrumental music. The students were arranged in two classes — senior elementary and junior elementary. In 1879 twro teachers were added: A teacher of elocution, drawing, and accounts; and an assistant. In 1883 another teacher was added for natural science and as assistant in mathematics. In the same year the elementary course wras discontinued, and the school became more decidedly professional, and next year the model school was opened. At this time the normal course v7as taught in three classes, each occupying ED 99 — YOL II - 150 2386 EDUCATION REPOET, 1898-99. one year — senior didactic, middle didactic, and junior didactic, with a post-graduate didactic course attended by one student. The enrollment had now reached 408 in the normal and 68 in the model school. “Careful count,” says the principal in his report for this year, “justifies me in saying that 92 per cent of all whom we enroll enter upon the work of teaching.” The principal also expresses his opinion that “the greater benefit derived by the State from the school is derived from the nongraduates and not from the graduates.” The reason given is that there are nine times as many of them, and the limited preparation of the many will, in the aggre¬ gate, exceed in usefulness the extended preparation of the few. After ten years’ service the principal, J. C. Gilchrist, retired and Homer H. Seerley took his place with eight colleagues, the new chair being that of “methods.” There are now ( 1892) four courses of study open to those who are preparing for the profession of teaching: (1) The scientific course, of four years. (2) The didactic course, of three years. (3) The supplementary course for high-school graduates, of two years. (4) The professional course for college graduates, of one year. The following table exhibits in detail the work of the several successive years: Course of study — English course. Departments. First year. First term. Second term. Language.... English English gram- grammar. mar and composition. Mathematics. Arithmetic . Arithmetic .. Science . Geography . Historv ....... United States history. Art . Blackboard Reading and work. music. Didactics .... Theory o f Primary education. methods. Third term. Etymo logy and word, analysis. Bookkeeping Physiology 1. Constitution of United States. Penmanship and draw¬ ing, hooks. Methods o f instruction. Second year. First term. Second term. Third term. English lit- English lit- erature. erature. Algebra . Algebra . Algebra. Physical ge- Botanv. ographv. Ancient his- Medi seval tory. history. Reading and Penmanship Elocu ti o n music. and draw'- and music. School econ- i n g, ad¬ vanced. Principles of School laws.1 omy. education. Departments. Language. First term. ; Second term. ; Third term. First term, j Second term. Third term. Mathematics. Science . History . Art . Didactics _ Geometry .. Physics . Modern his¬ tory. Drawing, perspective. Psychology. Geometry ... Zoology, phys¬ ic s, ' a n cl chemistry. Rhetoric Trigonom e- try,2 sur¬ veying. Geology, chemistry. English clas¬ sics, history of English language. Adv a n c e d alg ebra, spheri cal trigon o m- etry. Laborat o r y work. Ancient lit¬ erature. Analyt i ca 1 geometry. Political economy. Logic. Astronomy. Moral sci¬ ence. Philoso phy of education. Philoso p h y of education.3 True order of studies. Hist ory of education. 1 Half-time study with constitution and laws of Iowa. 3 Two lessons per week. 2 Three lessons per week. There is also a “Latin elective course,” which differs from the English course principally in substituting Latin (Csesar, Virgil, and Cicero) in the second, third, and fourth years for some of the language lessons in the other course. NORMAL SCHOOLS IN THE UNITED STATES. 2387 The last available catalogue (1890-91) contains the names of the faculty for that year: The president, professor of psychology and didactics; a professor of English language and literature, a professor of mathematics, a professor of geography and history, a professor of methods, a professor of the Latin language, a professor of physical science, a professor of natural science, a professor of didactics and methods, an instructor in the English language, an instructor in mathematics, an instructor in penmanship and drawing, an instructor in vocal and instrumental music, an instructor in elocution and physical culture, an instructor in applied English, and an instructor in history and civics. A comparison of the functions of this faculty with those of the first and subsequent faculties will give a good example of evolution and differentiation in normal-school work. The career of this school has been traced more minutely and in greater detail than that of some others because it seemed typical of natural growth in accordance with the necessities of the environment.1 MISSOURI. State Normal School, Kirksville. In 1870 the legislature of Missouri made provision for two State normal schools, one to be located north and one south of the Missouri River. The school for the first normal district was located at Kirksville, and opened as a State institution on the 2d of January, 1871. Adair County voted $100,000 to secure the location of the school, with the understanding that the annual current expenses would be met by the State. The first annual State appropriation was for $5,000; the last (1890), for $12,500. Previous to the legislation which provided for the establishment and maintenance of the State normal schools, a private normal school had been conducted for three years and a half by Prof. J. Baldwin with such efficiency and popularity that it was adopted as the State normal school of the district without any change in the faculty or the course of study. The building is 180 by 90 feet and four stories high. With the grounds, furniture, apparatus, and library, the cost was $150,000. All the move¬ ments of the school are regulated by bells rung by an electric clock, the first clock of the kind ever used by any school for a similar purpose. There is no boarding hall or dormitory. - Board in respectable private families costs from $2.50 to $3 a week. Tuition for the year costs $20, payable in four quarterly installments of $5 each. The work of this school is special, It does not offer a general, academic, college, preparatory, or seminary education. Those, and those only, are invited to attend who want to learn how to teach.2 The means employed for the training of teachers are: (а) Thorough study by the students: They are expected to study their lessons and to become familiar with hard study. (б) Careful and critical recitation under the direction of the teacher: Students are expected to recite without assistance from the teachers. (c) The study of teaching: This includes three distinct courses of study. The first embraces the object, means, and methods of teaching; the motives of the teacher and the methods of organizing, conducting, and governing schools. The second treats of the methods of teaching the various branches of study. The third relates to the study of the mental and moral powers, their nature and culture. 1 Reports and catalogues of the State Normal School of Iowa from 1876 to 1891, inclusive. 2 Annual catalogue of the Missouri State Normal School, first normal district, for the school year 1889-90. 2388 EDUCATION REPORT, 1898-99. Programme of daily recitations. FIRST TERM, SEPTEMBER 2, 1890, TO JANUARY 22, 1891. Hours 8.40 9.00 9.40 .. 10.20 11.00 11.40 .. 12.20 .. 12.50 .. 1.30 .. 2.10 .. 2.50 .. Advanced course. Class A, fourth year. Class B, third year. Astron¬ omy. Teaching. Teaching. Methods.. Music En g 1 i s h lit e r a - ture. Cicero’ s orations. Psych o 1 ■ ogy. Solid g e - ometry. Csesar . Gen e r al history. Physics... Dismission. Elementary course. Class C, second year. Class D, second year. Class E, first year. Class F, first year. Opening exercises and announcements. (a) Begin- . Elocution. n e r ’ s Latin c o n - eluded. (a) Geometry. English Bookkeep- litera- ing (op- ture, tional). Amer¬ ican au¬ thors. Spelling, calisthenics, and rest Preparatory course. Class G. (a) (a) School econ¬ omy. Music. Rhetoric. . Algebra... Drawing. . Noon lunch and rest. Music. History of educa¬ tion. Zoology . . Physics... Elements of psy¬ chology, m eth- ods. Begin¬ ner’s Latin. Physi cal geogra¬ phy. Civil gov¬ ernment. Algebra. Botany Physiol¬ ogy. Gram¬ mar. Ar i t h - metic. Unit e d States histo¬ ry. Class H. Grammar. G eogra phy. Pen man- ship. Arit h m e ■ tic. Elemen ts of elocu¬ tion. SECOND TERM, JANUARY 27 TO JUNE 11, 1891. 8.40 .. 1 1 1 Opening exercises and announcements. 1 1 9.00 .. Teaching . Ethics .... (a) Rhetoric.. Drawing . Civil gov- A r i t h - 9.40 .. Trigo¬ nometry Geometry. English li tera- ernment. Book- metic. Geogra¬ phy. Geology .. (a) keeping and sur- ture; (option- veying. Amer i- al). can au¬ thors. 10.20 .. Spelling, calisthenics, and rest. 11.00 .. Teaching. (a) Music .... Algebra .. Physical g'eogra- Gram- Pen man- mar. ship. phy- 11.40 .. History of edu- Gen er al (a) Begin¬ ner’s Algebra .. Physiol¬ ogy. Grammar. history. cation. El o c u - La t i n , tion. c o n - eluded. 12.20 .. Noon lunch and rest. 12.50 .. Institutes and Virgil .... Sf h ool ; Zoology .. Elocution eco n o - grad e d schools. my. 1.30 .. F. n g 1 i s h Music .... Elements Begin- n e r ’ s United Ari thme- lit era- of psy- States tic. ture. choi- Latin. histo- ogy, m e t h - ry. 2.10 .. Horace ... Chemistry History of edu- ods. Ph ysi r*s . . Botany _ Eleme n ts of elocu- cation. tion. 2.50 .. Dismission. 1 a The elementary graduating class will observe and teach in the model school. NORMAL SCHOOLS IN THE UNITED STATES. 2389 MODEL AND TRAINING SCHOOL. The model department was established in November, 1882, for the purpose of exhibiting the best methods of classification, teaching, and discipline, which the normal students could observe and take part in as instructors and afterwards imitate when they become teachers of public schools. Members of the graduating classes are required to teach under the careful criticism of experienced teachers, and no one is graduated or licensed to teach in the schools of the State who does not satisfactorily stand this test. Each day a meeting of the student teachers is held by the principal of the model school, when the criticisms of the day are read and discussed and the work for the next day arranged. This school of practice is necessarily a local school, com¬ posed almost entirely of small children. It was not established for the convenience of Kirksville, but because it was considered to be “just as necessary an instrument of a normal school as a library, laboratory, or gymnasium. ’ ’ Several times a week classes from the model school are taught by members of the method classes of the nor¬ mal in the presence of the class, the principal of the model department, and other members of the faculty. At the close of the lesson the class is dismissed, and the method and manner of the teacher are freely and fully discussed by all present- faults pointed out and improvements suggested. The following “directions” are given to student teachers in the model school : A. Require and secure: (1) Good conduct in class room. (2) Quiet and orderly movements passing to and from class room. (3) Erect position of pupils. (4) Promptness and accuracy. (5) Neatness of blackboard work. B. (1) Make a careful preparation for each lesson, including both matter and method of the recitation. (2) Stand before the class. (3) Request rather than command. (4) Ask definite questions and give positive directions. (5) Show pupils how to study and how to recite. (6) Be energetic, thorough, firm, clear, and efficient. C. Cautions: Guard against much talking, dependence on the text-book, scolding, and fault-finding. D. Strive to secure: (1) Thorough study, clear recitation, a lively interest, close attention, rapid progress. (2) Use visible illustrations and illustrative objects as much as you can with profit. (3) Keep the recitation room in good order. Reading: Require pupils to sit and stand erect. (2) Have a short preliminary drill in vocal sounds, phonetic spelling, exercises in articulation, pitch, force, and rate. (3-) Give frequent examples of good reading. (4) Require pupils to under¬ stand both the meaning of the words and the thought of the reading lesson. (5) Require pupils to read naturally and with pure tone. (6) Have variety in manner and method. (7) Let the pupils bring choice extracts from books, papers, and magazines and read them in class. Spelling: (1) Use the written spelling method. (2) Pronounce each word distinctly and but once. (3) Require the writing to be neat and plain. (4) Have missed words rewritten at each lesson. (5) Review misspelled words daily. (6) Keep a list of missed words and use them at review. Geography: (1) Have a map before the class. (2) Have the pupils draw maps on the board. (3) Have the lesson written on the board by parts of the class. (4) Have the lesson recited by toincs, and without questions. (5) Use the globe, objects, and pictures for illustrations. (6) Drill upon the pronunciation and spelling of the diffi¬ cult names. Arithmetic: (1) Have much blackboard work. (2) Aim at accuracy and neatness first, rapidity next. (3) Aim to secure intense mental action. (4) Give original examples as tests. (5) Require definite and logical explanations and analyses. (6) Let pupils acquire ability to perform the operation before drilling on rules and explanations. Grammar: (1) Have all definitions illustrated by original examples. (2) Keep the blackboard in use. (3) Dwell on new points until well understood. (4) Prac¬ tice writing sentences, abstracts, correspondence, etc. (5) Dwell on common errors. 1 State Normal School, Warrensburg. This school was established in the spring of 1871 in pursuance of an act of the general assembly dividing the State into two normal-school districts, and authorizing 1 Twenty- third Annual Catalogue of the Missouri State Normal School, first normal district, for the year 1890-91, pp. 23-31. 2390 EDUCATION REPORT, 1898-99. the establishment of one normal school in each district. After a sharp competition between different points, the school for the second district was located at Warrens¬ burg, in Johnson County. In order to secure this location, the citizens of Johnson County voted $128,000 in county bonds, the citizens of Warrensburg voted $45,000 in city bonds, and private citizens donated a campus of 16 acres within the city limits, valued at $8,000, making the original cost to citizens of county and town $181,000. The first session of fourteen weeks closed on the 18th of August, 1871, with an enrollment of 87 students. The last catalogue (July, 1892) showTs an attendance of 874 students in the normal department, 341 men and 533 women. Applicants for admission must be at least 16 years of age, present satisfactory evidence of good moral character, and pass a satisfactory examination in spelling, reading, descriptive geography, English grammar, United States history, and arith¬ metic to percentage. They must also execute in good, faith a declaration to teach school in the State of Missouri. The course of study consists of four years. The first two years constitute the elementary section; the last two the advanced section. Students completing the work of the elementary section receive a “certificate of graduation,” which is valid as a State certificate for two years. Those who complete the advanced course receive a diploma with the degree of “bachelor of scientific didactics,” which is equivalent to a State certificate for life. Like other normal schools the school at Warrensburg has had to fight its way to • popular recognition. It was charged with being only a local institution, and there¬ fore undeserving of State support. It was alleged that the graduates did not teach, and that they preferred to teach outside of the State. Even the practice depart¬ ments encountered strong opposition on the ground that the children of the town in the immediate vicinity of the school Avere receiving their education at the expense of the State. But these and other allegations of like character have been shown to he baseless, and the success of the school seems to be fully established, as it has certainly been deserved. Course of study. [The * indicates when a subject is studied, and figures in last column show the number ox weeks devoted to it.] Preparatory, Elementary normal. one year. First year. Second year. Class H. Class G. Class F. Class E. Class D. Class C. Elementary section. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. Weeks. Language and literature: English grammar and composition . . . * * 20 American literature . * * 10 English analysis . * 10 Composition . . . * * 20 Rhetoric . * * 20 Mathematics: Written arithmetic . * * * * . 40 Elementary algebra . * * * ¥ 40 Plane geometry . * * 20 Bookkeeping . * * 10 Science: Descriptive geography .... Physical geography . * * 20 * * 20 Physiology . * * 20 Elements of botany.. . * 10 Elements of zoology . * 10 Elements of physics . * 10 NORMAL SCHOOLS IN THE UNITED STATES 2391 Course of study — Continued. Preparatory, one year. Elementary normal. First year. Second year. Class H. Class G. Class F. Class E. Class D. Class C. Elementary section. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. First and third terms. Second and fourth terms. Weeks. History: History of the United States . * ;*c 40 Civil govei'nment . 5k 10 Art: Penmanshio . * * 4 20 Free-hand drawing . * 20 Map drawing. . .■ . * * 10 Heading andvoice culture. Elocution . * * 20 * * 20 Vocal music . * * 20 Professional studies: Elementsof mental science . * 10 Methods of teaching . . * 5> 20 School management . * * 20 Practice teaching . . . - * * 20 l A.. advanced normal. Third year, Class B. Fourth year, Class A. Advanced section. First term. Second term. Third term. Fourth term. First term. r* fi U o .3 o m Third term. Fourth term. Weeks. Eanguage and literature: English literature . . * * 20 30 10 20 20 20 10 10 10 15 20 20 1 r> Latin lessons . ❖ | ^ * Latin reader . H* Caesar . ¥ * Virgil . * * Mathematics: Algebra . * * Solid geometry . ¥ Plane trigonometry . ❖ Spherical trigonometry _ 5[< Astronomy . * * Science: General phvsics . . 'S' * Chemistry . * Botany . * . * Zoology . . * 20 20 10 20 Geology . * * Logic . * History: General history . . . . . * * Professional studies: Mental science . . . . . . * * ¥ 15 15 20 10 20 10 20 Moral science . * Philosophy of education .. . * * Graded schools . * Methods of teaching . * Institute and reviews . * Practice teaching . * ¥ History of art . . . . . H*. * 20 15 10 Art: Perspective drawing . * % Elocution . . Spelling, word analysis, rhetoricals, and calisthenic exercises throughout the course. In addition to the professional work laid down in the course, principles and methods of teaching and class management receive careful attention in connection with the academic studies and in the school of practice. 2392 EDUCATION .REPORT, 1898-99. SPl O CO CJ I 3 t-i Cj p 01 a 01 fa fa fa O fa 03 03 o3 o « 6 5 w o d o . '■§ 2 Cv rj fa o Od ai^1 fa be d be d B a o ai Si -d _ fa § a ■3 g> 03 0) 6 o cc _ a> a -d be P ce fcD OJ c CO 2.0 - - +■» 'C >>0) ® g a +-* fa.d — ® fa " P3 v< fa 63 •rH ^ £ WC pp OC O -*-d ci +-> m v o >. bo bJO O 03 o a r-H r— i ,° d c 0 c d o.ta o CC pP CC rC CrC D Ph £ c ® O ftB g ,5 £lfa1 d o o > ; cc 3» g OC be bo ^ • o r-i OC " fa bo 03 § Pi •'-’ o fa fa P o o £ p 03 a- 03 fa 'O o ■P 03 a ph cS a d3 2 O. 03 o fa 15 Pi CD So O o Oh a 0) r^H O o be 03 03 fa | fafa co be 03 Pi CO p • o P 03 o be fa rr w ° ? o X id d d 03 O o “ ^ +J 03 o S'S o a g fa 0 o o fa s- 1 d & o o o > d P o3 rP 03 " rv £.2 5s r Hh fa be P • TP P d 03 P o be fa *" P +J 03 03 o > fa > > 'ip fa fa O o r-H fad O Oj Ph a c c fa w 3; fa-* cc a 03 s p fa (1h Q fa fa fa THIRD TERM, 1892-93. NORMAL SCHOOLS IN THE UNITED STATES. 2393 bio G C 23 „ O. w oS •a g> > he G £ a "3 beS CO .S *C -d g Mh g >5 cT u be bJD - o . 0) 0 o >->.rT? O a be o P o-S o *►» • H rH G aa --a << a in ^ o-2 . g g a S SB | 0 bo O O) bjo bu d) bJD c3 _ jo “ 5 G o> — .£ 173 i a £.S g a g G o o £ a o a> oa | Go" N CO be 3 00 P3 gS § g G O I? o O a a 5> co 05 i > Q, 0 ftp* o p 83 r__ o c c ft bc.O « . P +3 02 ° P o -p y: o oF'-c- -e 42 — .2 eg O aj bC+a tcO S3 . ft A N | "S sp eg fcJD S f-i PI O eg _ a O ^3 2c o d m ;.S o- o xs -'e o fciO be % . . .5 £-*-”§,3 ^to P | 3 eg P P p ■ - «rH W • QQ ! 0 . i ,— i rg «J-< T\ ■S ^ Cv ft bO ra a f2 d 1 p.P SS O bo *.s o o rC d ■s ^ 0 p> a" o s g eg > . So .s^ w o ft bo C o CO bo G s-. c S Sewing . . . 1 S e w i ng , cooking. Sewing . . . bo ; p > o 0 5 'C P3 Sh ft ! ; w 0 o £ o CO c3 a 0 4-3 o3 S c3 g *co . =-< £ ftp p ft -ee P ^ *-3 P eg _ be - C >> ’-' . •- eg <3 >>i fl C rft “ P eg be ■-fi; O- .£ O - If as p^c o o eg c ft 5P-P ,2 Ph c o o g be ,2 £3 bO P. o _ C g o M SI P eg — eg 1 1 S.+h O O O C O p .bp p w P cc ,0 2 P C P,ft O PI bC rj Cw G-g 5 p^-2 ^ -G 0 a o 0 bo . - c3 #0 *"• bG” Pg- p^a- CD S» a | 8 ^ bo- p a "H (-. p ^.; o P P o 0 eg P d 0 bo c3 So bo PS W c W J j « ' r* r* p • o 0 a) 1 be be >» t-< d d co > w 0 . o -4-> CO b p^ m S h'C'H 3 (h 0 >,a®p s-< (— i ._, < o a s 4-3 t-J ►H . 0 .2 p ft p 0 ft rP PH o3 bo O 0 bo c3 . 2p -ji eg ►-O P* ci c Z J-H rO 0 rSf < bo^ r-> CO 1 1 0pL] rP „ rrC ^ in i-5 c J ^ c : ^>bc0 :£2 t 'd t-( ■gp o 0 *■ r 5q 0 jr c*. P d o CO Co V 0 0 P oo 0 d 0 C3d • ^ p CJ 0 0 .G d ^ 5 O' rP' _ -k.S’m K* O eg '43 .23 > I i ' ’ »f— t o p V CO CO -4~- . C c 2 2^ aw S-s-a! s S^-p °5 •2^2- Og.g'gH P O P Oa ® P V Ebfb,sc 2w.£ ° bjoeg O 0 0 • o 9. bo ci G •P p ^ P o 4H O . a) c-,3 bo be > og.P g a a ^ ia bite 4p a 'Eq >H o3 0 >> f-( c3 0 d c o d -< PQ ED 99 - YOL II- 0 -154: ^H 0 >* d f— I 2 -M d d c3 d' d 8 pp 0 S 0 ^ 1 bo g 5 ^ O j— j H d bO c3 d •4-3 0 a 5* o d r~| d o *-4-3 0 t» 0 t-H CU 0 fH a o 0 bo s3 d .° co h. .2 S II d 0 ^ bo 3 ^ a 0 co d co p Eh^ ^ 0 00 Sh J— < 0 3 rd ^ 4-3 0 d d cz 8 § r~ -r— H >4 O f-H 4-> o bo O > -9 cs3 c3 t-i A « n O'! CO tji 2449s1 2450 EDUCATION REPORT, 1898-99. The growth and work of the school will be indicated by the following facts: The school opened February 1, 1848, with 106 pupils and 7 teachers, including the prin¬ cipal. In 1865 it contained 270 pupils and 10 teachers. Since that time the most remarkable increase in numbers has been made that can be found in the history of any normal school in the country, with the possible exception of the one in New York. It now (December, 1892) contains 1,850 pupils, with 54 teachers. Since its establishment 5, 772 pupils have graduated. Of that number 4,878 have been engaged in teaching in the public schools of the city. At the present time nearly 2,400 of the teachers in Philadelphia are graduates of the school, including a large majority of the women principals of the city. The school has also done a great work for Philadelphia in addition to its training of the teachers of the public schools. One of the graduates has filled the pulpit, quite a number have distinguished themselves in literary work, several have studied medicine and are successful practitioners, many have adopted art work as their pro¬ fession, and a few have gone as missionaries to foreign lands. Two of the 7 assist¬ ant superintendents of the public schools of the city are graduates of the institution. But perhaps the greatest work of the school is found in the many happy homes into which the mother educated in the school has carried the influence of its culture, sending out of refined home circles the future citizens and rulers of the city. With the growth of population and the increased interest in education, it was seen some four or five years ago that the building was inadequate to meet the demands for the higher education of the young women of the city. It was then proposed to reorganize the school by making of the present school a girls’ high school and erect¬ ing a new building for the girls’ normal school. Superintendent Mac Alister, in his report for 1889, says: “The necessity for some radical changes in the normal school is now realized I believe by a large proportion of the members of the board of public -education.” The idea of a division of the institution into two different schools — a high school and a normal school — soon became the prevailing one. Professor Fetter, in his report for 1890, says: “A new building and a division of the school are now imperatively demanded. ’ ’ The reorganization contemplated by the friends of the school is being carried into effect by Superintendent Brooks. The high and the normal schools are to be sepa¬ rated, making of them two distinct schools under different supervision and control. The new building for the normal school, which will be ready for occupancy in Sep¬ tember next, will be one of the finest edifices of the kind in the country. The pres¬ ent building will then be used for a new girls’ high school, which, in accordance with the present plan, will probably embrace three distinct courses of study — one intended to prepare young women for admission into the normal school, a second to qualify them for a business or a commercial life, and a third to give a higher edu¬ cation to such as do not desire to become teachers or enter upon business pursuits. The normal school will have a two years’ course, including the science and the art of teaching. The following outline will indicate the proposed scope of the normal course: A. — The science of teaching. I. Methods of culture. — (a) Physical culture, (h) mental culture, (1) intellectual, (2) {esthetic, (3) moral. II. Methods of instruction. — (a) Language, (b) mathematics, (c) physics, (d) his¬ tory, (e) the arts. III. School economy. — (a) School preparation, (b) school organization, (c) school employments, (d) school government, (e) school authorities, (/) school systems. IV. The philosophy of educed ion. NORMAL SCHOOLS IN THE UNITED STATES. 2451 B. — The art of teaching. (1) Observation of model teaching. (2) Practice in model schools. (3) Preparation of school apparatus. Each of these topics will he subdivided into departments of instruction to be com¬ pleted in the two years.1 BOSTON' NORMAL SCHOOL. Dr. Edwin P. Seaver, superintendent of schools in Boston, writes as follows in his report for 1891 : One chief function of superintendent and supervisors is to provide a supply of com¬ petent teachers for the schools. This is the function of the normal school, too; but the normal school furnishes only a portion of the supply, namely, that which comes from the city itself. There has always been and there always will be a portion of the supply coming from outside the city. This latter portion is in some respects the more important of the two. It happens sometimes that the policy of taking teachers from outside the city is discouraged, such a policy being supposed to make against the interests of the normal school or of its graduates; at other times the same policy is favored because of the pressing need to appoint experienced teachers rather than beginners in the most difficult places. So practice fluctuates, but within limits; for the necessity of employing some teachers from outside the city never wholly disappears even in the primary and grammar schools. With the supply of male teachers for these schools and of all teachers for high schools the normal school has little or nothing to do. A normal school was established in 1852 by the city council, on the recommenda¬ tion of the school board, as a part of the public-school system of Boston. In 1854 the school board, with the view of adaptingthe school to the double purpose of giving to its pupils both higli-school and normal instruction, introduced a few additional branches of study, made a slight alteration in the arrangement of the course, and called it the Girls’ High and Normal School. Under this name the school was con¬ tinued until 1872, when the school board, finding that the normal element had been gradually absorbed by the high school, and had almost lost its independent, distinc¬ tive, and professional character, returned the normal school to its original condition as a separate school. Since then, under the name of the Boston Normal School, its sole work has been the fitting of young women for the office of teaching. The course of study in this school is all pursued with special reference to teach¬ ing, and is as follows: (1) Psychology and logic, (2) principles of education, (3) methods of instruction and discipline, (4) physiology and hygiene, (5) the studies of the primary and grammar schools, (6) observation and practice in the training school, (7) observation and practice in the other public schools, (8) science of lan¬ guage, (9) phonics, (10) gymnastics, (11) vocal music, (12) drawing and blackboard illustration, (13) special study of the theory and practice of the kindergarten for those members of the postgraduate class who desire to qualify themselves for teach¬ ing in that department. There is a postgraduate course of one year in this school for the further study of the principles of education and methods of instruction, and for observation and practice in teaching; and pupils attending this course may be employed as substi¬ tutes or appointed as permanent teachers. In 1876 the Rice district vras constituted a training school, where the normal pupils have an opportunity of gaining by observation and practice a familiar acquaintance with the discipline and instruction of the Boston schools. The training school contains eleven grammar and seven primary classes, numbering about 1,000 pupils. 1 Reports of the public schools of Philadelphia; personal observation and correspondence. 2452 EDUCATION REPORT, 1898-99. A certificate that a candidate has completed the fourth year of the high-school course is accepted as proof of qualification for admission. The course of study in the Boston high schools embraces the following subjects: Composition; rhetoric; English literature; ancient, mediaeval, and modern history; civil government; botany; zoology; anatomy and physiology; chemistry; physics; astronomy; arithmetic, including the metric system; algebra; geometry; plane trigonometry; Latin, or French or German; vocal music, and drawing. The board of supervisors do not admit to an examination for a situation as teacher any person who is not a graduate of the Boston Normal School, or of one of the State normal schools, unless such person has had at least one year’s experience as a teacher. The following table shows how the time of the students is occupied: FIRST TERM. Subjects. Hours per week. Number of weeks. Psychology . 5 20 Physiology and hygiene . 4 16 Arithmetic . 4 4 Language: Oral expression and composition . 3 9 Penmanship . . . 3 3 Grammar . 3 8 20 Geography . 4 Drawing . . . 2 20 Vocal music . i 20 Gymnastics: Theory . i 20 Practice (12 minutes daily). SECOND TERM. Principles of education . 5 16 Language: Reading, including phonics . . 4 8 Spelling . 4 2 Literature . 4 4 Grammar . 4 2 Arithmetic . . . 4 16 Elementary science: Minerals . 3 5 Plants . 3 11 Drawing . 2 12 Form . 2 4 Vocal music . 1 16 Gymnastics: Theory . 1 16 Practice (12 minutes daily). Observation and practice in the public schools (all day, 4 weeks). THIRD TERM. Principles of education . . . . . 5 7 6 3 Language: Oral expression and composition . 4 3 Science and language . . . 4 4 History . 4 3 Arithmetic. . __ . 3 10 Elementary science: PI a n t.s . . . . . 4 2 Animals . 4 6 4 2 Dra.winc . 1 10 F in derma. rteninf . 2 10 Gymnastics: Theory . 1 ± 10 Practice (12 minutes daily.) Observation and practice in public schools (all day, 10 weeks.) NOHMAL SCHOOLS IN THE UNITED STATES. 2453 POSTGRADUATE COURSE. The work of the postgraduate class includes: (1) A further study of the prin¬ ciples of education, with special reference to their appplication in teaching the different subjects of the regular course, and in school discipline; (2) the history of education. THE NORMAL COLLEGE OF NEW YORK CITY. The statute empowering the board of education to establish the free academy (now the College of the City of New York) for boys also empowered it to establish one or more similar institutions for girls. The legislature of 1847 intended to extend to each sex equal educational advantages, but the board of education neglected to carry out the provisions of the statute as regards girls. More than twenty years after the passage of the law the board of education established an institution for girls, in some respects similar to that for boys and in some respects inferior. Twenty years later the legislature passed a bill making the Normal College for Girls a real college, with all the powers appertaining thereto, and thus carried out the intention of the men who governed the State forty years previously. In the fall of 1888 the board of trustees established an academic course of study, and an academic class was formed from volunteers from the normal freshman class. It started with 83 students; in 1892 it numbered 51. The falling off wras caused by removals from the city and by the return of a few to the normal department. Of late years the college has been embarrassed by the difficulty of limiting the admissions to the number which the building could accommodate. The number enrolled in 1890 Avas 1,766, but the number wdiich could be efficiently instructed and comfortably seated wras only 1,500. The simplest remedy seemed to be to raise the scholastic requirements for admission, but this would have been resisted by the principals, and would have been very unpopular. The difficulty was evaded tem¬ porarily by changing the “plan of marking,” and as this contains some valuable pedagogic suggestions, it is quoted in full from President Hunter’s report of 1892: Th e plan of marking. — The plan was as follows: 1,000 was made the maximum mark that could possibly be attained; and this number was divided into 250 for arithme¬ tic, 250 for English grammar, 150 for geometry, 100 for English composition, 100 for drawing, 100 for spelling, 25 for geography, and 25 for history. The subjects requir¬ ing reason and judgment received a value equal to two-thirds of the whole, while the purely memoriter subjects received only one-twentieth. The power to draw and the ability to spell are not infrequently natural endowments, they are certainly not signs of intellectual development; and yet on account of their importance, especially to teachers, each received a value of one-tenth. English composition, being really a part of English grammar, received also a tenth, for the reason that to the latter a very high mark had already been assigned. The low value given to geography and history, even had they been regularly taught, was perfectly correct; for the instruc¬ tion heretofore in these subjects was little more than memorizing, which a child of 12 could accomplish perhaps better than a student of 15. Many candidates, weak in arithmetic, which is the foundation of the mathematical studies, and in English gram¬ mar, wdiich is the foundation of the study of the English language, crept into the college on the strength of their memories, and at the expiration of a few months were compelled to request a leave of absence on account of personal illness, which simply meant inability to cope with the college curriculum. It goes without saying that geography and history could be so taught as to develop the higher mental pow¬ ers — reason, judgment, and imagination. But the fact remains that as a rule they are not so taught, and until they are it seems wise to give them a minimum value as factors for admission. The proof, however, lies in the result. The introductory class, formed from the admissions under this method of marking, is the best and strongest the college has ever had. 2454 EDUCATION REPORT, 1898-99. Detailed schedule of the course of study. NORMAL COURSE. Department. English . Ancient language . . . Modern language... Mathematics . Physical science . English . Ancient language... Modern language... Mathematics _ Physical science . . Subject. English. Ancient language... Modern lang-uage . . Mathematics .... Natural science.. Physical science. Ancient language... Historv . . Latin .... ("French . . Modern language... < or 'German . Mathematics . rAlgebra . iGeometrv Natural science . Botany . . Physical science . Chemistry rHistory (Grammar. . Latin . . ("French •j or (German ... (Algebra ... (Geometry. . Astronomy Topics. and exer- INTRODUCTOSY. First term— First year. Ancient empires, Greece, Rome Analysis, errors in speech, synthesis Bain . (Easy Latin methods. < Elementary grammar ( cises. {Progressive and practical course, Parti. Regular verbs. Transla¬ tion. Reading. Colloquial exer¬ cises. (Elements of grammar. Exercises \ in reading and writing. jj Elementary course . ’ Ray . Books III and IV . . . 1 Hunter . Elementary course . Giliet & Rolfe or German (Algebra ... (Geometry.. Astronomy History , Latin . . . (French . or [German . (Algebra . . (Geometry. Botany . . . Chemistry Hark ness Harkness ] Duffet . . . (Sauveur . Aubert .. !-S eh lege I . Murison Harkness . Second term — First year. Exercises in prefixes, suffixes. Use of capitals. Letter- writing, j Making abstracts and expansion. I (Easy Latin methods . ; Harkness . (Grammar continued. Exercises. . . Progressive and practical course, Part I. Regular verbs com¬ pleted. Irregular verbs begun. Translation. Reading. Collo¬ quial exercises. (Elements of grammar continued. ( Conversational phrases. Elementary course continued . Ray . Book V. Geometrical proportion. . ! Hunter . Elementary course continued . j Giliet & Rolfe i FRESHMAN. i Duffert . Sauveur Aubert . (Schlegel . First term — Second year. England and contemporaneous events in France. Outline of _ modern Europe. History of United States and the Constitution of the United States. Mythology from dictation. Lec¬ tures. (Sallust . (Colloquial exercises . {Progressive and practical course, Part U. irregular verbs con¬ tinued. Translation. Reading. Colloquial exercises. (Grammar. Translation. Reading. ( Conversation. Problems . Solids and conies . Systematic and physiologic . Elmentarv course. Lectures . Freeman Rerberman. D’Ooge . j Duffet . (Sauveur .... Aubert . (Sc h lege! jW entworth (Olney . Wentworth _ I Gray’s Lessons, t Remsen _ Second term — Second year. (England, Franee.and modern Eu¬ rope completed. (United States completed. Mythol- ( ogy from dictation. Lectures. Virgil, Books 1 and II; Prosody... (Progressive and practical course, I Part II. Verbs completed. Translation. Reading. Collo- [ quial exercises. (Grammar. Reading. Translation. Conversation on the geography [ of Germany. Problems continued . Frieze . . | Duffet . . (Sauveur Aubert . Conics and solids . (Systematic and physiologic con- | tinued. (Use of the microscope . Elementry course continued. Lec¬ tures. schlegel Time. .. I (Wentworth ... - \01ney . Wentworth . Gray’s Lessons. . . . Wood’s Class Book Remsen . tv to 10 NOHMAL SCHOOLS IN THE UNITED STATES. 2455 Detailed schedule of the course of study — Continued. NORMAL COURSE — Continued. Department. English . Ancient language. Modern language . Pedagogy . Natural science Mathematics . . . English . Ancient language . . . Modern language . . . Pedagogy . Natural science Physical science. English . . Ancient language . . . Modern language . . Pedagogy. Natural science . Mental science . . Physical science. English . Ancient language . . . Subject. /Composition... /Rhetoric . Latin . [French . . or German . Psychology .... Physiology .... Trigonometry1 Literature Latin . French . . or German . Psychology. Physiology . [Natural philos¬ ophy. 1 Foods . (Composition. Rhetoric . Literature . . . Latin . French . . or German . Methods. Practice Physical geog¬ raphy. Psychology Second term— Third year. Writers from Chaucer to Dryden. Poetic selections. Quotations. Composition. Cicero; first oration against Cati¬ line. Oration for Archias. {Grammar continued. Dictation. Translation. Reading. Conver¬ sation. Literature continued. / Grammar. Reading. Translation . / Conversation. Literature. (Elements of, applied to teaching. 1 Object teaching. Manual train- l ing. Elementary course, including hy¬ giene, continued. Lectures. Light and heat. Lectures . rRhetoric.. (Literature Latin. . Topics. SOPHOMORE. First term — Third year. Virgil, Books V and VI . (Grammar. Letter-writing. Trans- < lation. Dictation. Literature; I seventeenth century. {Grammar reviewed. Reading. Translation. Conversation on history of Germany. (Elements of, applied to primary { teaching. Object lessons. Man- / uai training. Elementary course, including hy¬ giene. Lectures. Plane. Lectures . . Composition and preparation of. Lectures. SENIOR. First term — Fourth year. (English writers, from Pope to Thackeray. American writers, from Franklin to Bryant. Roman [ literature. Lectures. Cicero’s select letters . Grammar continued. Dictation. Translation. Selections of peda¬ gogy. Conversation. Reading. Literature of eighteenth century. German literature. Translation. Selections on pedagogy. Con¬ versation. Letter-writing. Special in (1) language. (2) Arith¬ metic. (3) Geography (includ¬ ing modeling in sand, etc.), and (4) history of United States. In the training department. Model lessons by critic teachers. Les¬ sons by pupil teachers. Criti¬ cisms and discussions of lessons. Modeling and carving. With especial view of teaching geography, geology,and zoology. Lectures. /The intellect. Elements applied \ to teaching. Lectures. Electricity. Lectures . -Fourth year. Second term. Continued . (English and American writers con- \ tinued. Essay. Lectures. Horace; selections from Odes, Epistles, and Satires. 1 Mathematics the first term and physical science the second term. 2 Every third week. Text-book. Bain, Vol. I . Frieze . I Noel et Chapsal . . j Aubert . [Schlegel . } Call dns . . | Fitch . . Martin’s Human Body. Wentworth . . Brooke . . . Ward . Harkness . (Noel et Chapsal .. [Aubert . Schlegel . I Calkins . j Fitch . Martin’s Human Body. Gillet & Rolfe .... Notes . Bain, Vol. II (Brooke . Ward . /Jeans . /Harkness . ^Schlegel Noel et Chapsal Aubert . Calkins. Fitch ... Maury . (Janes . (Sully . Notes . Time. Bain, Vol. II /Brooke . 1 Ward . Wickham . . . (2) 2456 EDUCATION REPORT, 1898-99. Detailed schedule of the course of study — Continued. NORMAL COURSE— Continued. Department. Modern language Pedagogy . Natural science . Mental science . . Physical science. Subject. French . . or German . Topics. j'History . 1 Training . [Practice . Physical geog¬ raphy. Psychology senior — continued. Second term — Fourth year — Cont’d. {Grammar completed. Dictation. Translation. Selections on peda¬ gogy. Conversation. Reading. Literature of nineteenth century. (German literature. Translation. Composition. Letter-writing. Selections on pedagogy. Con¬ versation. {The educational reformers, Come- nius, Pestalozzi, Froebel. Lec¬ tures. Moral and physical, of children ... Same as first term. fFirst term’s course continued. (Geology and zoology. Lectures... {Emotions and will. Applications to morals and school govern¬ ment. Lectures. Electricity. Lectures . . Text-book. Time. Deceiving. — Instruction in drawing is given one hour a week in every class through¬ out the course. The lessons are of such a nature as to enable teachers to illustrate on the blackboard with ease and facility, and to cultivate the eye and hand with the view of preparing pupils for industrial pursuits. There is also instruction in modeling during the second and third years. Music. — During the freshman, sophomore, and pedagogic years instruction is given in the science and art of music, including musical notation, relation of musical sounds, musical scales, musical intervals, elements of harmony, exercises in reading and writing music, and methods of teaching music. Chorus singing in all the classes one and one-half hours a week. All students are obliged to study Latin during the entire course. A choice is per¬ mitted of French, German, or Greek, so that, in addition to English, only two lan¬ guages can be pursued. The total enrollment of the college in 1891 was 1,748 students, of whom 1,333 elected French, 574 German, and 41 Greek. COOK COUNTY NORMAL SCHOOL, ILLINOIS. “ The Cook County Normal School lias weathered many storms and has survived the test of nearly a quarter of a century,” says the president of the board of educa¬ tion in a late report. Under the superintendence of Col. Francis W. Parker it has become, as was to be expected, a school sui generis. It will be difficult, therefore, to give a satisfactory account of it on conventional lines. Colonel Parker, as prin¬ cipal, occupies the chair of psychology and pedagogics. The vice-principal teaches mathematics, history of education, civics, and political economy. The other studies and exercises are provided for as follows: (a) History and literature; (6) the natural sciences; (c) elocution and the Delsarte system of expression; (d) drawing and methods in art; (e) physical culture; (/) painting, modeling, wood carving, illus¬ trative drawing; (g) Sloyd and pasteboard work; (h) principles and methods of the kindergarten; (i) vocal music; (j) kindergarten; (k) geography; (l) curator of museum and assistant teacher of sciences; ( m ) assistant teacher of history and literature; (n) assistant teacher of mathematics; (o) assistant teacher of vocal music, penmanship, and primary methods; (p) librarian, secretary-treasurer, and assistant teacher of literature; (cj) assistant teacher of language; (r) assistant teacher of science; (s) superintendent of home handwork; (t) assistant teacher of reading; (u) teacher NORMAL SCHOOLS IN THE UNITED STATES. 2457 of taxidermy and collector for museum; (v) assistant teacher of elocution; ( w ) assistant teacher of elocution and reading; (x) manager of students’ hall. The vice¬ principal is also principal of the practice school. The central motive of the normal school is to prepare candidates for vacant posi¬ tions as teachers in Cook County. The conditions of graduation are: “(1) Attendance for one year (forty weeks) on the professional training class; (2) satisfactory evi¬ dence of a high appreciation of the duties, responsibilities, and possibilities of the teacher’s profession; (3) sufficient knowledge and skill to warrant the beginning of the work of teaching; (4) ability to control, govern, and teach a school fairly well; (5) a knowledge of the principles of education sufficient to guide the candidate to the discovery of right methods; (6) a love for children and a devotion to the work of teaching; (7) tact to adapt one’s self to the circumstances and at the same time courage enough to cling to a growing ideal of the teacher’s functions; (8) a close, earnest, indefatigable study of the science of education and of the subjects taught. A habit of preparing very carefully every lesson and all other work; (9) good health and an excellent character.” Graduates of a university, a college, or an accredited high school are admitted to the professional training class; also teachers of three years’ successful experience holding first-grade certificates. Ideally [says Colonel Parker] a pupil should enter the training class equipped with knowledge and skill sufficient to begin the work of learning how to teach. They should also have the mental power to study economically the laws of the mind and the principles of mental growth. Long experience has fully demonstrated that very few graduates, if any, of a four years’ high-school course have this requisite knowledge, skill, or power. Four years’ course in a good college should supplement the high-school course before a student enters upon professional training. It is far preferable to have a college course without professional training than to have only a high-school course wdth professional training. The true requirements should be a college course and professional training. But the standard of admission to a normal school is governed by circumstances which do not admit of an ideal standard. When a majority of candidates for positions as teachers attain their purpose by two years in a high school and an examination it is obvious that an ideal standard of admission to professional training would close the doors of every normal school. The legitimate studies and work of a normal school, according to Colonel Parker, are the history of education, psychology, pedagogics or the science of education, ped¬ agogy or the art of teaching, and practice teaching. “Theoretically it is much to be preferred that a good knowledge of the science of education should be gained before a candidate enters upon the functions of his office, but, when there is such short time for preparation and there is also a failure of mental power to grasp the prin¬ ciples of education, apparently the only feasible plan to pursue is to use the most efficient means to arouse a strong desire to know these principles. This is done by practice teaching.” Unprepared, desultory, fragmentary teaching in practice schools is considered to be worse than worthless to the pupils taught and profitless to the pupil teachers; consequently the school endeavors to make the practice work of great profit to the pupils taught, as well as the best possible means on the part of the pupil teachers of learning to teach. The practice school is a regular public school, belonging to and supported by the city of Chicago. It embraces the usual eight grades of a public school and is divided, for the practice teaching, into groups of pupils, from six to eight in each group. Two groups are made into a section, and two sections form a division. Each group, each section, and each division has a leader, chosen from the training class by the critic teachers. There is a regular line of promotion, measured entirely by skill in teaching, from the lowest assistant of a group to the highest assistant; from assistant to group leader, then to section leader, division leader, and lastly to special assistant in a room. The time of practice teaching is one hour each day. The pri¬ mary grades have three lessons in the hour of twenty minutes each ; thegrammar grades have two lessons of thirty minutes each; thus vdien there are 40 groups, 100 different 2458 EDUCATION REPORT, 1898-99. pupil teachers can give lessons during the practice hour. The reasons given for this arrangement of groups are that the teaching of small classes is better adapted to the abilities of novices, that pupil teachers have more practice in teaching than by any other plan, and that pupils receive more individual attention. Every third week the group leaders are moved up one group, and by this plan the successful members of the training class teach in all grades during the year. Each of the rooms of the practice school is under the direct charge of a critic, teacher. The critic teachers are chosen for their knowledge and skill as teachers of their respective grades, and for their ability to teach and train pupil teachers. Each reg¬ ular member of the faculty has the general supervision of the work done in the practice school in the subject which that member teaches. The professional training class works in three divisions. The first division con¬ sists of pupils who require least help from their teachers. The third division requires the most help. Whenever a pupil of the second or third division is capable of doing the work of his division he is promoted. If a pupil of the first or second division fails hopelessly, he is demoted. When one gives evidence of incapability for the work of a teacher he is advised to withdraw. The three divisions of this class are divided into eleven working committees each, with a chairman and vice-chairman, and to each committee is assigned by its chair¬ man some special work, such as the preparation of maps or the construction of illus¬ trative apparatus.1 NEW YORK COLLEGE FOR THE TRAINING OF TEACHERS. The normal school in its latest and highest development may be most profitably studied in connection with the New York College for the Training of Teachers, which was chartered by the board of regents of the University of the State of New York in January, 1889. Unlike many so-called normal schools, normal colleges, and nor¬ mal universities, its name strictly defines its purposes and fixes its rank. It does not propose a scheme of universal education, but simply to train for the profession of teaching those who have obtained elsewhere the elements of a liberal education. It is not a school. It is not a university. It is strictly a college; and a plan is now per¬ fected by which it will become to all intents and purposes a department of Columbia College, under the control of Columbia College, under the control of the faculty of philosophy of that university. At the very outset the founders expressed their inten¬ tion to establish a purely professional school (not a normal school “in the usual sense of that term” ), in which the elements of a secondary education were not to be taught, hut to he required of candidates for admission. A similar requirement is the condi¬ tion of admission, at least on paper, to most of the State normal schools, but is seldom strictly enforced. Indeed, to have insisted on this password would in bygone days have closed the doors against almost every applicant, and even at present such a pre¬ liminary would prevent a large majority of those who are most in need of normal training from crossing the threshold. But while excluding secondary education as such, the New York College offers a very wide range of professional instruction — the kindergarten, the primary school, the high school, manual training, physical training, music, domestic economy, form and construction, physical and natural science, lan¬ guage and literature, English and Latin, as well as psychology, philosophy, and his¬ tory of education, and organization of schools. It seems to have taken its motto from Terence — the reader will excuse the hackneyed quotation — “humani nihil a me alie- num puto.” The history of the development of this college is extremely interesting. An asso¬ ciation of philanthropic ladies and gentlemen of New' York City had been formed in 1 Reports of the Cook County Board of Education and the Principal of Cook County Normal School for 1890. NORMAL SCHOOLS IN THE UNITED STATES. 2459 1885 to promote industrial education. The work of this body grew rapidly, and in 1887 it found itself unable, through, lack of means and trained teachers, to answer all the demands made upon it. At this juncture the association, known as the Industrial Education Association, invited Dr. Nicholas Murray Butler, then as now professor of philosophy and pedagogy in Columbia College, to become its president. He accepted the position and began at once to organize the work so as to carry out two plans that he had long cherished — one to put the steadily growing manual¬ training movement upon a strictly educational basis, the other to found an institution of high grade for the professional training of teachers. The New York College for the Training of Teachers was then founded by him, and his plans were accepted by the Industrial Education Association, which thereupon dissolved, some of its mem¬ bers becoming trustees of the new institution. At first its means were small and its quarters cramped, and it devoted itself largely to preparing competent teachers cf the several manual-training subjects. The college rapidly won the confidence of the com¬ munity and of the country, and large sums of money were raised for its support and development. In two years (January 12, 1889) it was able to meet the conditions imposed by the regents of the University of the State of New York, and obtained from them a formal charter. In 1890 Dr. Butler, having accomplished the task that he had set before himself, resigned the presidency of the college in order to devote himself exclusively to the work of his Columbia professorship. The students cover a wide geographical range. The register for 1892 contains the names of students from eighteen States, from Canada and from South America. The habitat of the college at present is No. 9 University place, New York, formerly the location of the Union Theological Seminary; but it has already outgrown its environment, and a new site has been obtained, the gift of Mr. George W. Vanderbilt, twenty-one city lots on block bounded by One hundred and twentieth street, One hundred and twenty-first street, Amsterdam avenue and the Boulevard, opposite the location chosen for the new buildings of Columbia College. One hundred and fifty thousand dollars are in hand for the promotion of this enterprise, $60,000 pledged, and New York is asked for $450,000 more, Avhich will doubtless be forth¬ coming in good time. The public-spirited men and women who have founded and sustained this college are planning to make it yet stronger and better. * * * In the art of large giving which men and women of wealth are coming more and more to exemplify, there has been no lack of diversified experiment, from which experiment two principles, among others, have clearly emerged: First, that no form of beneficence can outrank gifts for education, for education does much to abolish the opportunity for charity, while it increases the quantity and refines the quality of life; second, that it is well to give to some educational agency with initiative in it, something which by virtue of new excellence will be widely imitated, either in generous emulation or through simple competitive sagacity. The college for training teachers has already had an influence for good on the public education of this city, State, and country. Its influ¬ ence will grow in direct proportion as its faculty is increased and strengthened.1 Candidates for admission must be at least 18 years of age, must present a certifi¬ cate of good moral character, and pass an examination in the following subjects unless exempted from examination under rules given below. ENTRANCE EXAMINATIONS. English language and literature. — Grammar, analysis and the writing of a composi¬ tion correct in spelling, punctuation, expression, and division by paragraphs. In 1892 the subjects for composition were taken from Shakespeare’s As You Like It, Longfellow’s Courtship of Miles Standish, Irving’s Alhambra, Addison’s Sir Roger de Coverley Papers. 1From the New York Evening Post, April, 1892. 2460 EDUCATION REPORT, 1898-99. Mathematics. — Arithmetic, including the metric system of weights and measures, plane geometry, live books of Davies’ Legendre or Wentworth’s Geometry, algebra as far as quadratic equations. Geography. — Physical and political geography, especially that of the continents of North America and Europe. History. — General history, so much as is contained in Swinton’s Outlines; United States history, so much as is contained in Johnston’s History of the United States. Physiology and hygiene. — An elementary knowledge, such as is given by any of the school text-books ordinarily used. Drawing is not insisted on, but it is considered desirable that candidates should be able to draw intelligently a group of models and possess a general knowledge of the principles of construction and design. Graduates of colleges and scientific schools in good standing are admitted without examination; also graduates of high schools and academies in the curriculum of which all the subjects of the entrance examination are included; and candidates who hold a college entrance certificate given by the regents of the University of the State of New York. Students of both sexes are received on equal footing. Departments. — The following departments are now in operation (1892): I. Department of the history and institutes of education. II. Department of the science and art of teaching. III. Department of natural science. IV. Department of mechanic arts. Y. Department of vocal music. YI. Department of form study and drawing. VII. Department of physical culture. VIII. Department of domestic economy. IX. School of observation and practice. I. The department of the history and institutes of education offers six courses, of which the first and third are required of all students. Course 1. — Elements of psychology, two periods each week. James’s Briefer Course is used as a text-book; but the class is led to base conclusions upon the Baconian system of observation and experiment rather than upon the use of books. Course 2.— Devoted to advanced psychology and pedagogy, two periods each week. The aim of this course is to enable students to deal with children as individuals, by the application of psychologic principles, and by simple experiments in attention, association, imagination, and discrimination. Course 3. — Two periods each wTeek for half a year. Studies the principles of educa¬ tion in the light of their development. The text-book is Quick’s Educational Reformers, but references are made to works on the history of education, systematic pedagogy, general history, and periodical literature. Course 4- — One period each wreek. Takes up the principles of education on the basis of Rosenkranz’s Philosophy of Education and Rosmini’s Method in Education, with discussions of special topics in pedagogy and psychology. Course 5. — Two periods each week. Is occupied with the history of educational institutions, theories, methods, and individual educational leaders, with critical read¬ ing of educational classics. Course 6. — Gives a briefer course of elements of psychology. This is a Saturday class, and gives an opportunity to teachers who are engaged in the active duties of their profession during the week to renew and extend their theoretical studies in educational psychology. In this connection opportunity is afforded to advanced stu¬ dents to meet for one hour each week the professors of the department, members of the faculty, instructors and resident alumni for reviews of current literature and dis¬ cussion of educational topics. The subjects discussed during the year 1891-92 related to the moral development and training of children. NORMAL SCHOOLS IN THE UNITED STATES. 2461 II. In the department of the science and art of teaching there are eight courses, which, however, are not mutually exclusive. The first and third are required of all students; the second and fourth of all who are candidates for a diploma. The work of this department is closely related to that of the preceding, inasmuch as it makes a practical application of the philosophical principles therein formulated, and shows the connection between theory and practice. Observation and practice at every step in the work of the college accompany theoretical instruction. School organization, gradation and classification, courses of school study, and the preparation of pro¬ grammes belong to this department. Course 1. — Two periods each week. Methods of teaching language, number, and geography; elementary course. Course 2. — Two periods each week. Methods of teaching literature, geometry, and history; advanced course. Course 3. — One period each week. Principles of teaching with special reference to the application of the psychology of the feelings and the will to school organization and discipline. Course 4- — Five periods each week. Practice teaching. Course 5. — A Saturday class. Methods of teaching; briefer course. Course 6. — A Saturday class, for half the school year. Methods of teaching litera¬ ture in secondary schools; study of typical authors, with discussions of methods, devices, and values. Course 7. — A Saturday class, for half a year. Methods of teaching history in sec¬ ondary schools; discussion of civil government, practical economics, and the concrete study of social problems in their relation to the work of the schools. Course 8. — A Saturday class. Methods of teaching Latin; critical reading of typical passages from Latin authors; the essentials of etymology and syntax; prose compo¬ sition and Latin rhetoric; methods in elementary work. III. In the department of natural science the major course aims to prepare students to become — (1) Teachers of science in State and city normal schools. (2) Teachers of science in high schools and academies. (3) Supervisors of elementary science instruction in all grades of public schools. Candidates for admission must show an ability to comprehend, without instruction from the college, the elements of chemistry, physics, physiology, zoology, botany, and geology, so far as they can properly be taught in the common schools. Mere text-book knowledge is not sufficient. Some reputable laboratory work showing an ability to acquire knowledge at first hand is necessary to admission. Some of the practical problems on which students labor in this department are these: How shall science be taught in public schools where the appropriation for equipment is insufficient; how to manage where there is no laboratory and every¬ thing has to be done in the ordinary class room; how pupils in large city schools may be brought into contact with nature; how to manage the details of a laboratory; how to make experiments educative and not simply a diversion; how to reconcile an inflexible prescribed course of study with gratuitous information and illustrative experiments. The head of the deparment and his assistants give the entire instruction in science in the school of observation and practice in the presence of the college students. Major students in this department observe this teaching at least nine periods a week during the year, making a selection, after consultation with the head of the depart¬ ment, from the following programme: Chemistry, twice a week, each lesson eighty minutes. Physics, twice a week, each lesson eighty-five minutes. Zoology and physiology, twice a week, each lesson eighty-five minutes. Botany and geology, twice a week, each lesson eighty-five minutes. Nature lessons, in lower grades, once a week, each lesson thirty-five minutes. 2462 EDUCATION REPOET, 1898-99. A lecture on methods of teaching science is given once a week. Special instruction in the art of experimenting and in the construction of home-made apparatus is given once a week, and two periods a week in individual laboratory practice are required from every student in this course. A major course in science thus includes fourteen periods a week for one year, and a few weeks of practice teaching in the second year. A minor course in science is arranged for students who desire a side light for courses in other departments of the college, or who seek preparation to teach some one science or to give object lessons in connection with the work of elementary schools. It consists of selections from the work offered in the major course. On Saturdays, from October to Easter, a lecture on methods of teaching natural science is given to teachers of New York City and the vicinity. IV. The department of mechanic arts offers seven courses: Course 1. — Four periods a week of eighty-five minutes each. A course in mechan¬ ical drawing designed for students who desire a practical knowledge of drawing and for those who intend to teach drawing in grammar and high schools. Course 2. — Two periods a week. Mechanical drawing; in advanced courses. Course 3. — Four to ten periods a week. In woodworking; (a) a course in mechan¬ ical drawing and woodworking for elementary schools which can be performed in the ordinary schoolroom at any school desk; and (b) a course of joinery and ele¬ mentary wood carving suitable for grammar and high schools. Course 4- — Four to eight period-S a week. An advanced course involving joinery, carving, turning, and pattern making. Coursed. — A Saturday class for teachers who can not attend the regular classes; an abridgment of course 3. Course 6. — Two periods a week. Given to the construction of simple apparatus for scientific experiments. Course 7. — Four periods a week. Wood carving; a study in wood of some typical ancient and modern relief designs. A conference of instructors and students in this department is held once a week to discuss important questions relating to drawing and manual training. Ah In the department of vocal music the tonic sol-fa system is employed as a means of training and developing the musical powers of the student, and also as the best medium for leading to an intelligent understanding of the staff notation. Two periods a week for one year are devoted to this study. AM. The department of form study and drawing comprises a systematic course of study in the models and type forms given to children in the three years of the pri¬ mary school, modeling in clay, elementary decoration in the arrangement of simple geometric figures, cutting these figures from colored paper and pasting them, studies belonging to the kindergarten and primary schools especially, but useful as a founda¬ tion for more advanced teaching. Students who desire to become special teachers of form should be able on entering the college to pass an examination in free-hand drawing and light and shade. The advanced course in this department embraces constructive drawing, patterns of typical solids, decorative drawing, conventional plant forms, drawing in charcoal, examples of ornaments in water colors, study of the schools of historic ornament, and principles of design. Throughout the course it is steadily kept in view that the purpose is not to make artists, but to train students to become teachers of drawing. The time devoted to this work is four periods a week for one year. VIII. The department of domestic economy is maintained as apart of the manual¬ training system of the college. The major course covers two years, the first year being devoted to psychology and methods of teaching (six periods a week), and chemistry and physiology with laboratory work (twelve periods a week). The sec¬ ond year gives four periods a week to physics and household hygiene, and fifteen periods a week to cooking, sewing, and practice teaching. NORMAL SCHOOLS IN THE UNITED STATES. 2463 It will be noticed that the same professional training is given in this department as in other departments of the college. After attending lectures on psychology and methods of teaching, the student in the second year teaches classes in the model school, under the supervision of the professor of science and art of teaching, before teaching classes in cooking and sewing. By the study of physics and chemistry in connection with domestic economy the student acquires habits of close observation . and careful experimenting and learns how to apply scientific methods to kitchen work. The course of six periods a week for one year includes practice in all branches of cookery; but more attention is given to economical and wholesome cooking than to the preparation of elaborate dishes. Students learn to operate with coal, gasoline, and kerosene, as well as with gas. In all the processes the aim is to study the con¬ ditions and learn to control them until uniform results are obtained. Two periods a week are given to sewing — instructions in plain hand sewing, mak¬ ing patterns, study of textile fabrics and their manufacture, observation of sewing- lessons given by an expert teacher, and practice teaching. An elementary course in cooking or sewing may be elected by regular students who desire to equip themselves as broadly as possible for general school work. IX. The Horace Mann School is related to the New York College for the Training of Teachers as its school of observation and practice. In this department every stage in the school life of a child, from the kindergarten through the high school, is represented, and the complete curriculum may be studied as one organic whole. The proper adaptation and adjustment of the school of theory to the school of practice has long been felt to be the crucial task in the arrangement of the normal-school curriculum. So difficult has been this problem that some schools have never attempted the solution; some have made the attempt and have abandoned it; some have accomplished the feat — on paper; some have established a school of practice without observation, and some a school of observation without practice; while some are still conscientiously strugggling with the experiment, and realizing that the “school of observation and practice” is like a loose tooth, more noticed for the pain it creates them for the service it renders. The New York College seems to have succeeded in solving the difficult problem. It has reversed the usual conditions, and in place of instruction with incidental training, it gives training with incidental instruction. In many normal schools, though the number is growing smaller, the students consider every hour not given to class recitations as so much time lost; but in schools like the New York College the time given to observation and practical teaching is felt to be all gain. Students receive their practical training in the several grades of the Horace Mann School — the kindergarten, the intermediate school, the grammar school, and the high school. None are admitted to the kindergarten except such as present a high-school certificate, or its equivalent, or pass the entrance examination to the college. The course covers two years, and includes the theory of Froebel’s system, psychology, kindergarten gifts and occupations, songs and games, vocal music by the tonic sol-fa method, form study and drawing, clay modeling and color, physical culture, and practice teaching. Degrees. — It was formerly intended that the full course of the college should lead up to the degree of bachelor of pedagogy, but this degree has never been given by the college, and, under the conditions on which Columbia takes charge of if, probably never will be. The college diploma is conferred upon such students as have com¬ pleted a course of study covering two years, as follows: Required: Periods. Department of history and institutes of education . 8 Department of science and art of teaching . 11 Department of kindergarten, Course I . 2 Department of form study and drawing, Course 1 . 1 Department of physical training . 4 2464 EDUCATION REPORT, 1898-99. Elective: A major course or minor courses. The college certificate is conferred upon such qualified candidates as have com pleted a course of study covering one year, as follows : Required: Periods. Department of history and institutes of education . 4 Department of science and art of teaching . 2 * Department of physical culture . 2 Elective: In any department a major course together with such minor courses as will suffice to make up the required amount of work . 14 Total . 22 In the session of 1891-92 there were in attendance 119 regular students and 96 special, with 264 pupils in the school of observation and practice. For their instruc¬ tion and government there were 11 professors, 2 lecturers, and 21 instructors and other officers.1 The New York College for the Training of Teachers (says the New York Evening Post, in April, 1892) is not to be considered as an individual institution whose chief influence is confined to its own students and to the schools that these students enter as teachers, although it has already drawn its students from 18 States, and numbers among them both experienced teachers and graduates of colleges. This college is to be regarded as a type, an object lesson, and an experiment station. There are not lacking evidences that by its aggressive work it has helped to elevate standards in many quarters and to stimulate and guide the progress of educational reform. Applying the principle of extension, the college has organized classes for the study of the kindergarten system in New York and in neighboring cities and towns and has sent specialists in manual training to numerous schools in the vicinity, so that more than 2,000 pupils are now under this instruction in 17 places within 50 miles of this city. By this means and through correspondence and independent investi¬ gation, the principles and methods of the college are being diffused over the country. The interest and approbation with which its development is watched by eminent educators are signified by the strongest testimony from the highest sources.2 IX. PRIVATE NORMAL SCHOOLS. The Report of the Commissioner of Education for the year 1888-89, page 961, con¬ tains the statistics of 46 private normal schools, distributed as follows: Arkansas, California, Kansas, Louisiana, Michigan, Missouri, Pennsylvania, Tennessee, Texas, 'Washington, West Virginia, each 1 . 11 Alabama, Georgia, Kentucky, Nebraska, North Carolina, Wisconsin, each 2 . 12 Mississippi, South Carolina, each 3 . 6 Illinois, Indiana, Ohio, each 4 . 12 Iowa . 5 Total . 46 Several of these have already been noticed in these pages under the caption of “Colored Normal Schools.” The number of normal students, “pupils in the science and art of teaching,” is given in the report as 4,487, and it is to be noted that about half of these are found in two schools, one in Indiana and the other in Iowa. Of the 46 schools, 20 report no graduates for the year 1888-89; the remaining 26 report 315 graduates. The number of graduates for that year is, therefore, 7 per 1 New York College for tlie Training of Teachers, Circular of Information, 1892-93. Personal obser¬ vation. 2 New York Tribune, April 17, 1892. NORMAL SCHOOLS IN THE UNITED STATES. 2465 cent of the whole number of students in attendance, or, rather, the whole number enrolled. One of these schools was opened in 1833; 5 between 1865 and 1869 (both inclu¬ sive); 16 between 1870 and 1879, and 24 between 1880 and 1888. The most prominent must be regarded simply as business enterprises, and not as normal schools properly so called. They propose to till a known want; they are con¬ ducted on business principles, and should be judged by business standards. They receive all who apply for admission, and base their claims to public patronage on the ground that they give good value for the money received. A fair idea of their business methods may be obtained from a perusal of their catalogues and circulars. A few specimens are given, the names being withheld for obvious reasons: A. “Our courses of study are the best arranged and best carried out of any private normal in this country.” “They are especially adapted to the preparation of men and women for entering the study of law, medicine, the ministry, and editorial life.”' “No more desirable location fora school can be found anywhere.” “There are- many cultivated people who are prejudiced against private normals. This is very- natural when we consider the number and character of many schools of this kind.”' “In making your decision examine courses of study and decide at once against any school that promises to do thirty weeks’ work in ten weeks.” “The men who have: been in the institution since the present management took hold of it are teachers thoroughly prepared for their work in point of scholarship. In no sense were they place hunters. All were successful teachers.” “The school is unexcelled in its mathematical, language, philosophical, chemical, and pedagogical departments, as compared with similar institutions. Our students who have attended elsewhere are- foremost in their praise of this institution.” “If you complete our course you will be well titted for any position in life.” “We have better buildings, better laboratory,, and better location than our competitors. Our courses are more thoroughly carried out. We advertise nothing extravagantly. We claim that no normal school in the- United States has a stronger course than ours, and that no school can offer as good advantages at so low a price. Students are allowed to enter any of the courses at any place, with the understanding that they are liable to be put back if the faculty decides they are not qualified to go on. We say come, and if, after you have given us a trial, you don’t like the school, you shall have your money.” This school has 13 teachers in addition to the president, and advertises a prepara¬ tory course, a teachers’ course, one year; a scientific course, two years; a classical course, three years; with a musical department, a commercial department, a fine-art department, and a phonographic department. The number of students is between 400 and 500. B. “The location is one of the best in the United States.” “No place could be- found anywhere better suited for being the seat of a flourishing school than ‘B.’” “ It is noted for its remarkably healthy climate. During all the history of the school there have been but two deaths among the students. Many who come here weak and sickly go away strong and well.” “ The building is not surpassed by any nor¬ mal school in the West.” “An education can be secured here in three years which will better fit a student for success in life than is generally received from colleges in six years.” “The teachers’ course as presented in this school is one of the most complete courses of study offered by any school.” “ Not only does this course prepare- teachers for their great work, but it gives all who take it such thorough and practi¬ cal training in the various branches, such honesty, genuineness, and individuality in his [sic] work, such strength and force of character, and such mental discipline as' will enable him to take up any line and pursue it successfully.” “Those complet¬ ing this course in a satisfactory manner will be awarded a handsome diploma.” “The faculty are all specially qualified for their distinctive lines of work. They are- known to , be ladies and gentlemen of the highest moral character.” “Pupils are ed 99 — vol ii - 155 2466 EDUCATION REPORT, 1898-99. admitted to the school without examination and take any classes that they feel able to take.” “its name and influence is always a great aid to its students for securing good paying positions.” This school offers a preparatory course, a teachers’ course, a scientific course, a classical course, a business course, and a shorthand and typewriting course. There are 9 teachers, with an enrollment of about 250 students. The school has changed pro¬ prietors five times in ten years. C is a stupendous institution and counts its annual enrollment by the thousand. “It is practical and meets the demands of the times.” “It is the best established, most widely known independent normal school in the West.” “Its reputation is .sufficient to secure ready employment for its graduates, and more students of ‘C’ are filling responsible positions than from any other.” “The expenses at this school are less than at most schools.” “We do as good work in every way as schools that charge twice and thrice as much, and incomparably more than most schools whose expenses are about the same.” “Our graduates have made from $4,000 to $12,000 in the length of time that would have elapsed after they had completed the work here and before they had completed the same work in other colleges that do their work more slowly, but not more thoroughly than ours.” “No examinations are required for admission to any course or department in the college.” “You can come at any time and find just such classes as you desire.” “We have the following well-equipped departments with an excellent faculty for each department: Classical, scientific, normal, common school, teachers’ professional, review, elocutionary, civil engineering, business, pen art, phonographic, telegraphic, musical (piano, voice, organ, including pipe organ, guitar, violin, band, and orchestra), art, physical training. The members of the faculty are specialists in their respective departments. ’ ’ “You can make no mistake by attending ‘C.’ If not as represented in this announcement, money will be refunded.” “Don’t pay extravagant school bills, but come to the cheapest, best school in the country.” “ Our students almost inva¬ riably leave school in better health than when they enter.” D. “‘D’ is the best place to obtain an education. Every year it grows better. Its methods are the best; its instructors are experienced, cultured, and successful; its expenses are as low as is consistent with proper living and instruction.” “Now is the accepted time. The ‘ D ’ school offers a rare chance to obtain an excellent edu¬ cation. The time and money will be welL spent, and we guarantee that you can not find elsewhere better inducements. ” “ Only teachers of ability and successful experi¬ ence are employed. We confidently assert that no similar institution can furnish instruction superior to that afforded by ‘D.’ We know that our methods are the best, the most conformable to the fundamental laws of education, and hence the most successful that can be employed.” “ We advertise nothing that ice do not have.” [The italics are in the original.] “‘D’ invites all classes of pupils. Teachers, pupils from the common schools, young men and women preparing for business pursuits, or wishing to acquire a musical education, high-school graduates — all classes attend the normal at ‘D,’ and find work suited to their needs. No young man or woman, however backward in his studies, need feel any hesitation in enrolling among its pupils, as it adapts its work in the common branches largely to that class of students.” “No examinations are required to enter ‘D.’ Students upon entering will be assigned rank in the course they wish to pursue, according to previous preparation. Our work is so arranged that those entering in the middle of a term can find just such classes as they desire.” ‘D’ has five teachers besides the principal. In the “ literary department” it presents three courses — preparatory, teachers’ advanced, and scientific. The follow¬ ing is the curriculum of the teachers’ advanced course : NORMAL SCHOOLS IN THE UNITED STATES. 2467 First term. — Natural philosophy, algebra, didactics, zoology, rhetoric, elocution. Second term. — Natural philosophy, algebra, history of education, general history, elocution, rhetoric, and composition. Third term. — General history, algebra, mental philosophy, plane geometry, vocal music. Fourth term. — Botany, algebra, English and American literature, didactics, oration. Ten weeks constitute a term. E. “ Our facilities are the very best, and our rates defy competition.” “In any case where pupils hesitate about coming to us on the ground' that they are not suffi¬ ciently well advanced, we would like to say that such persons will be more highly benefited than others. The majority of our young people are of moderate scholar¬ ship. All pupils of whatever grade can be accommodated.” “ The school employs only the best men and women as teachers in every department.” “ The classes are so arranged that students who may not be able to complete a full course in any department may enter at any time, study what is most desirable, and get full credit for what they accomplish.” “Pupils can enter at any time with the assurance of finding classes suited to their needs. ’ ’ “The managers of teachers'* agencies tell us repeatedly that they can locate our graduates and undergraduates with much less difficulty than pupils from other sec¬ tions.” “Our graduates and undergraduates have passed the severest tests and always with the highest credit. They have met in closest competition the represent¬ atives of the best schools for positions in all walks of life, and have invariably sus¬ tained themselves. So true is this that the fact has become widely known, and the demand upon us for trained teachers is much greater than we can meet. Our best pupils are everywhere commanding higher salaries than others for the same grade of work.” “The young people trained in ‘E’ secure their positions more readily and give much better satisfaction than those trained in other sections.” “ Teachers ’ course. — Ten weeks, arithmetic, geography, English grammar, theory and practice, spelling; ten weeks, physiology, mental science, history, theory and practice, penmanship. ’ ’ The number of students registered in this course (catalogue of 1837) is 152. The other courses and departments advertised are preparatory, engineering, com¬ mercial, music, scientific, elocution, and classic. The number of teachers is 12. F is a “County normal school;” that is, an educational enterprise on business prin¬ ciples, having close relations with the school administration of the county. It wa3 opened in 1870, and in 1892 had 318 pupils, of whom 248 were “normal,” 56 in the high school, and 14 preparatory. The normal course extends through two years. The high school covers four. The normal studies of the first year are arithmetic, grammar, geography, history, reading, spelling, and physiology; art of school man¬ agement, algebra, civil government, bookkeeping, Latin (elective), Shakespeare. The additional studies in the second year are geometry, literature, rhetoric, natural philosophy, botany, and mental philosophy. “Before the establishment of this school many parents who wished to educate their children and who were not able to send them to college or State normal schools were compelled to keep them at home and confine their education to the narrow limits the district school then afforded. But this institution now offers them the same advantages as the State normal schools, with only half the expense. The teachers who have gone forth from this school have rendered universal satisfaction, and they have won for themselves and for the school at which they received their training a flattering reputation. Our teachers are in demand and are commanding the best positions and highest salaries paid in the county. The school boards in a number of townships have paid the school the high compliment of refusing to hire any teachers but those it has prepared. During the past year [1892] every township 2468 EDUCATION REPORT, 1898-99. was represented in the school, and more than three-fourths of the whole number of teachers in the county were in attendance. This class [class in theory and practice of teaching] is under the supervision of the county superintendent, who is careful to make his instruction so effectual that the number of failures in our common schools may be brought down to the lowest number possible. Connected with the normal school is a model school of 50 pupils. Students are required to teach and criticise in this department until they are perfectly familiar with the best methods of teach¬ ing primary schools.” F is one of the youngest of the “ independent normals.” It is a “normal univer¬ sity.” It presents a full assortment of courses, schools, and colleges, some in prse- senti, some in futuro — a preparatory school, a school of elocution, a school of tine arts, a school of music, a school of phonography and typewriting, a school of teleg¬ raphy, a college of teachers, a college of science, a college of literature or modern languages, a college of philosophy, a college of liberal arts, a college of business, a college of engineering and surveying, and colleges of law and medicine. The object of the college of teachers is to prepare young men and women thoroughly and speedily to teach a country school and all classes of a graded school up to the high school, and to pass the requisite county examinations for a certificate. The time required for this preparation is “ two or three terms of eight weeks each.” We learn from the catalogue (1890) that “F” “is authorized by law to issue diplomas and confer degrees usually conferred by educational institutions ’ that it does not ‘ £ depend on examinations, quarterly or annual, as giving any desirable or healthy stimulus to vigorous effort; that “here there is nothing to attract the attention from his work, and [he] has no less than twelve hours a day to devote to study,” and that “all the teachers employed are of recognized ability.” The following gives the courses of study in probably the largest independent normal school in the United States. It will be noticed that the normal course proper occupies but one year of forty-eight weeks: Courses of study. NORMAL SCHOOLS IN THE UNITED STATES. 2469 c ri a c CL> A 2 bo© « §.S'-S‘-s a G © © 5 ? ri a G Ci-CGT © Si -G .rH c^coa & ri S- be O o G ri be _c 'O ri © A ri a; rH . 1/2 P o ^ c "P fH . P -P gs” = Isl- P o-^-r* CD C £ .£J A>DO a a P C3 CUD o # . A 60 bo be GSaoo . gpAAg tun TO OQ GO 72 .rH c £>>>■>■ > ©^aa, O Ph a. ; © •G 'G ^ jjO <3 <3 <3 <3 © dd CO G g © O g ©o i— i rH o - 23 ’7"? SH g^ a a o O A 4h 72 ,iA • ^ Q O u fe © >-G ^ ^ H" Cl/ rH O rH ^ gg“g®. ©SfflP _ I _ CA 'G rG -G gG tjn O S- g — ©’G G«_ Hgr® r-1 oqEt-i A A fid G '«J oo G . • C G A P ~ .5 8 ri'^ C 9 d G O Eh AI>Q « Q a ri be o G a >-* G E- O © G • a © / tj G co G G g g -g* O C -3 ri rrH 5_< Sh g ©a © . ■a Jo bCrG ±? cog 00<3 a: , f' QO >, G -H> o W CD O P P Sh S-. 0) 0) b£ bO P SH rO © > © A . Gd v5 CO ©a dd © G © fe © © ^ > i> O G l'Ho ° r H ..Hg - © G' G G t® a « s G Sh ^ © 3^'C*' o.GG HG X C.^ g.2 2g: 3 cc E-< (H o -G © © Pd © © > Fh G O a© 2 s W P , • K W c S g>.2.8 cj w tg 4^> ^ 2 « I ^ S C3 go3SS a>«ao £_. H— ' p, ct d QJ >S ^H DH t/3 O Q) ,_. • r-( H-> G cj o3 a a ---G o © G G O o OOPhPPnj © a . o >. © £0 .•2 A cgs "© G -G S oA o .g? a ^ g © G G 05 rj Cj Eh -*3 <3 cc w .Pd a? K Oui rt4 <3/ 0^ o ^ (D > O ' tH G - bo 2^ O-G §a (D J X), m CD »H ri m © o b § gio.s i CK^Q ■ o 2 b O O H r ©P'S? « O g ± « d a rP ^ a pH O *rH K H O 'OjTg ^ >s ^ „• CO o P -5 c os 2 g.'bc A S 3 E Oh O • »— i PhOK^H be o Pd CO A © © g^ o^o g a'L a °° '§m SlSsiS °«OS;^ O.G gp3 o!G oofpc ThHAIh C3 CD .PD PD ss . g g bX) c3 o3— ^ a aA G © © aao pp a c3 Sh bD O 2 o E S-g E|s A'S a G ci c 0) »^Pi Ph a 4H CD c . o PD’-P ’rP^ CC r^H rp a ^ Ol 5rH rP 3-^ bJD C PD P CD P fepnpp; c3 p p !p o‘o O ^ Sh fl CD A G ddA? © > GG3 '■ 'B ’■? -2 o a © g g ri -G G a© 2 g G tO'GP-W O Eh o G h-> © G Sh G © OcdPhP,_j o • • Sh Sh £-i P P P -to ^ P P O Sh Sh H CD D ^ cPP o T3 S.2.S-C o ri LeA 2 © coo<5 P O be © © A a oy- g o © >■£ © a a o O H Ph PQ bo cc be g © p b//G ^ #o © G be 2 2 ° Gd= G 'g.'O be^ © G G 5 G > ri © o Eh' ?3 —I Oj be G © S.g g.S'5 a^o G,a © g o G h rG > 2 o ci£ cj o M OsPSpP*P 7T Sh bJD J2 . O 72 P • • _ — „ Sh 2*43 P a c >,rp s> §.^A'g G H O Pi • ^ 72 CD CD O) > CD O <* > > O ^ rH o O -rH ©C-ga- ^ P ^ Sh ^ tH ""cc ri co O g G Eh © G Cr” G- .SfHCClH G o o be •2 . a g Eh G Sh g g a © u © Eh +S* G G ©rC +-’ G 'O O Sh ii Eh ©‘G ©•G C)G — a x H G . sa +H G - © ri; O 2470 EDUCATION REPOET, 1898-99. CATHOLIC NORMAL SCHOOL OF THE HOLY FAMILY AND PIO NONO COLLEGE. This school is located at St, Francis, 2 miles south of the city limits of Milwaukee, near Lake Michigan. It was founded in 1870 by Dr. Joseph Satzmann. The aim of the instruction given in the normal school, as stated in the catalogue of 1890, is (1) to ground the student in the knowledge and practice of Catholic faith; (2) to provide means of acquiring useful general knowledge; (3) to give such specific training as will best fit for work in the schoolroom. Students who complete the normal course of four years and otherwise show fitness to be intrusted with the instruction of children receive a diploma. The following is the course of study: First year. — Christian doctrine; Bible history; English; German; arithmetic; geog¬ raphy; penmanship; drawing; music. Second year. — Christian doctrine; Bible history; English; German; arithmetic; United States history and civil government; physiology; drawing; music. Third year. — Christian doctrine; Bible history; English; German; general history; natural science; algebra; elocution; pedagogy; music. Fourth year. — Liturgy; general and ecclesiastical history; literature; English; Ger¬ man; natural science; geometry; pedagogy; music. The aim of the work in pedagogy is to familiarize the student with the best educa¬ tional methods of the present day. A course in psychology and science of educa¬ tion forms the basis of the work. The organization, classification, and management of numbers, the requirements in a course of study adapted to the capacity and wants of children in the parish schools, the relation of the teacher to the pastor and to the congregation, and his duties and responsibilities as a citizen are discussed in lectures, supplemented by a text-book. This is one of the few normal schools in the United States open to young men exclusively. The register for 1889-90 contains the names of thirty-two normal students. 1 1 Catalogue of the Catholic Normal School of the Holy Family and Pio Nono College, St. Francis, Milwaukee County, Wis:, 1889-90. CHAPTER XLIX. NECROLOGY FOR 1898. AMERICAN. Abbot, Levi, in Hollis, N. H., Mar. 11; b. in Wilton, N. H., Alay 28, 1818; gradu¬ ated at Yale University in 1840; taught in Alexandria, Va., 1843— 49 ; studied law at Harvard Law School, and was admitted to New Hampshire bar. Pre¬ ferring teaching, in 1854 he went to Newark, N. J., first as teacher of classics in the Wesleyan Institute, later in an English and classical school of his own. In 1862 he removed to Hollis, where he was superintendent of schools until his death. Andrews, Israel W., in Danvers, Mass., Nov. 24; b. there July 1, 1820; left penni¬ less by his father’s death, he gained his education by hard work, studying at the Danvers public school, Air. Alanson Valentine’s private school, North Hampton (N. H.) Academy, Topsheld (Alass.) Academy, and later took a course at the classical school in Danvers. He was always prominent in the affairs of his town, and for nearly forty years was on its school board. Andrews, Rev. AIark S., D. D., in Aiobile, Ala., Alay 18; b. in Oglethorpe, Ga., Eeb. 23, 1826; graduated at Emory College; taught several years, read law, but entered the ministry. In 1855, as agent, he raised the money to build the Tus¬ caloosa Female College, and filled a chair in that institution the following year. The remainder of his life was spent in the ministry. Apple, Rev. Dr. Thomas, at Lancaster, Pa., in Sept-., aged 68 years; professor of church history and New Testament exegesis in the Reformed Theological Semi¬ nary, at Lancaster, Pa. Archer, James, in Jefferson County, Miss., Dec. 30; b. in Harford County, Aid., Dec. 23, 1811; graduated at Yale University in 1830; was a planter up to the civil war and afterwards a teacher. Austin, Edward, of Boston, Alass. Lie bequeathed $500,000 to Harvard University, $400,000 to Alassachusetts Institute of Technology, $30,000 to Radcliffe College, $30,000 to Roanoke College — in each instance the interest to be used to aid needy and meritorious students and teachers — $10,000 to the Harvard Bacteriological Laboratory. Ayer, Josephine AIellin Southwick, in Paris, France, Jan. 3; b. in Aledwav, Mass., Dec. 15, 1855; came in possession of great wealth at the death of her hus¬ band, John C. Ayer, the chemist; aided a great number of struggling American artists and singers. She gave $50,000 for a clinical laboratory in Pennsylvania Hospital in Philadelphia, and $100,000 to the founding of a women’s and chil¬ dren’s home in Lowell, Alass. Bailey, Chancellor, in Alilldale, Va. , Alay 11, aged 65 years; a native of Culpeper County, Va. ; in business in Philadelphia; served in the Confederate army; a member of the Virginia legislature; for twelve years superintendent of Spottsyl- vania County, Va., schools. 2471 2472 EDUCATION REPORT, 1898-99. Barclay, Thomas Dougall, in Kent, Conn., July 30; b. in York, N. Y., June 5, 1846; graduated at Monmouth College in 1867; was principal of academy, Walton, N. Y., taught in Kent, Conn., and was principal of academy, Gilbertsville, N. Y. The rest of his life was occupied in the ministry. Bartlett, Rev. Samuel Colcord, D. D., LL. D., in Hanover, N. H., Nov. 16; b. in Salisbury, N. H., Nov. 25, 1817; fitted for college at Pinkerton Academy; graduated at Dartmouth College in 1836, and at the Andover Theological Sem¬ inary in 1842; principal Caledonia Grammar School, Peacham, Vt., 1836-38; tutor at Dartmouth College, 1838-39; pastor at Monson, Mass., 1843-46; profes¬ sor intellectual philosophy and rhetoric at Western Reserve College, 1846-52; pastor Manchester, N. IK, 1852-57, and at New England Church, Chicago, 1857-59; professor of Biblical literature, Chicago Theological Seminary, 1858-77; president Dartmouth College, 1877-92; and lecturer on the relation of the Bible to science and history and instructor in natural theology and evidences of Christianity, 1892-98. Dr. Bartlett was a large contributor to literature, both in periodicals and books. His work for Dartmouth College and Chicago Theological Seminary can not be overestimated. He was a Biblical scholar of eminence. Beidler, Jacob, inChieago, Ill., Mar. 15; b. in Bedminster, Pa., Dec. 20, 1815; acquired a district-school education; learned the carpentry and cabinetmaking trades; attained great financial success. Among the most important of his numerous public benefactions, always very quietly bestowed, were large endowments to Lake Forest University. Bennett, Edmund Hatch, LL. D., in Boston, Mass., Jan. 2; b. in Manchester, Vt., Apr. 6, 1824; graduate of the University of Vermont in 1843; was admitted to the bar in 1847. He practiced his profession in Taunton, Mass., for a number of years, being mayor of that city 1865-67; judge of probate and insolvency of Bristol County, 1858-83. From 1865-71 he lectured at the Harvard Law School, and from the latter date was professor and dean of the Boston University Law School. He edited a large number of important law works. Bennett, Joseph M., in Philadelphia, Pa., Sept. 29; b. in Juliustown, N. J., Aug. 16, 1816. He was engaged in the clothing business for a number of years in Phila¬ delphia. Among his large benefactions was one of $500,000 to the college for girls in the University of Pennsylvania and another sum to the deaf and dumb institute. Betts, George Frederic, in New York City, Jan. 18; b. in Newburgh, N. Y., June 14, 1824; graduated at Williams College in 1844; studied law, but failing health compelled him to forego its active practice, and he was clerk of the United States district court for nearly twenty years. He was actively connected with many phil¬ anthropic and charitable enterprises, being trustee for many years of the New York Institution for the Blind and the Five Points House of Industry. Bissel, Wm. Church, in Humboldt, Nebr., Apr. 11; b. in Aurora, Ohio, June 8, 1810; graduated at Yale Divinity School, he turned to teaching as a profession. He taught near Lexington, Ky., 1837—41 ; in a young ladies’ seminary at Ripley, Ohio, 1841-51; in eastern Illinois, 1851-68, and later at Humboldt, Nebr. Blackmar, Edwin, in Newark, N. Y., Feb. 21; b. in Freehold, N. Y., Nov. 14, 1823; graduated at Union College in 1845; taught a number of years and then engaged in business. Booth, Henry, in Minden, Nebr., Apr. 29; b. in Roxbury, Conn., Aug. 19, 1818; gradu¬ ated at Yale University in 1840; taught for a year in Wellsboro, Pa.; graduated at Yale Law School in 1844; practiced that profession in Towanda, Pa., and Poughkeepsie, N. Y., and for two years had charge of the law department of the State and National Law School; assisted in organizing and had principal charge until 1870 of the law department of University of Chicago; was a judge of circuit court of Cook County, 1870-79, but still continued dean of the law school. NECROLOGY FOR 1898. 2473 Bowker, Mrs. Sarah Lamson, in Newton, Mass., July 27; well known as a philan¬ thropist. She gave to education two buildings bearing her name — one in Bom¬ bay, India, to the American Mission School, and the other to the American School for Girls, in Constantinople. Brice, Calvin Stewart, in New York, Dec. 15; b. in Denmark, Ohio, Sept. 17, 1845; graduated at Miami University; served in the Army during the civil war; studied law at Ann Arbor; became prominent in railroad and financial circles, in associa¬ tion with Gen. Samuel Thomas; was United States Senator one term. He began his career teaching school. A scholarship in Marietta College is among his bene¬ factions, the most of which were made to his alma mater. Briggs, William Allen, in Providence, II. I., Jan. 12; b. in Pittsfield, Mass., July 12, 1834; graduated at Williams College in 1860; studied theology at Madison University; was engaged in ministerial work a large share of his life; was at one time superintendent of schools at Cranston, and was three times elected to the school board. Bristow, George F., in New York City, Dec. 13; b. in 1824; for nearly fifty years was teacher of music in New York public schools; author of several musical com¬ positions and member of a number of musical societies. Brooks, Nathan Cavington, M. A., in Philadelphia, Pa., Oct. 3; b. in Cecil County, Md., Aug. 12, 1809; was educated at West Nottingham Academy and at St. John’s College, Annapolis, Md. ; was principal of Franklin Academy in 1831-34; next of the Brookville Academy; was editor of the American Museum; was elected principal, in 1839, of the Baltimore Pligh School; attempted to organize, in 1848, the Baltimore Female College, and published a series of books of the classics and a history of the Mexican war. Brooks, Wm. M., A. B., in Lincoln College, North Carolina, Dec. 15; b. Dec. 23, 1833; graduated at University of North Carolina in 1860; taught in North Carolina, South Carolina, and Mississippi. Brown, Leroy D., in San Luis Obispo, Cal. , Jan. 13; was commissioner of common schools for the State of Ohio for one term, president of University of Nevada, and superintendent of public schools at Los Angeles, Cal. Bruce, Blanch Iv., in Washington, D. C., Mar. 17; b. a slave in Prince Edward County, AW, Alar. 1, 1841; removed to Mississippi with his master shortly before the civil war, and at its outbreak went to Hannibal, Mo., where lie organized and conducted the first school in that region exclusively for negroes; acquiring a little money, he pursued his studies at Oberlin, but was unable to graduate; returned to Mississippi and became a planter, and at the same time entered pol¬ itics. He filled the offices of sergeant-at-arms of the State senate; assessor, col¬ lector, sheriff, and superintendent of education for his county, and commissioner for the second levee district ; was United States Senator 1875-1881, and was reg¬ ister of deeds during the Garfield- Arthur term, and President AIcKinley appointed him, in 1897, Register of the Treasury. Brunot, Felix R., in Allegheny, Pa., Alay 10; b. in Newport, Ivy., Feb. 7, 1820; graduated at Jefferson College at Canonsburg, Pa., and became a civil engineer; was engaged at Rock Island and Camden, Ill. ; came to Pittsburg and engaged in steel manufacturing; performed an inestimable amount of relief work during the civil war; was president of the Indian Commission and of the National Reform Association, and at his death gave to philanthropy $237,000, of which Western Pennsylvania University received $30,000, Divinity School of the Protestant Epis¬ copal Church $30,000, and the Evangelical Education Society of the Protestant Episcopal Church $10,000. Buckingham, Rev. Samuel Giles, D. D., in Springfield, Mass., July; b. in Lebanon, Conn., Nov. 18, 1812; fitted for college at Plainfield Academy; graduated at Yale University in 1833, and at Yale Theological Seminary in 1836; pastor Alillbury, Conn., 1836-46; Springfield, Alass., 1847-98; trustee of Williston Seminary forty years; member of Springfield school committee many years. 2474 EDUCATION REPORT, 1898-99. Burnham, Benjamin Franklin, in Boston, Mass., May 21; b. in Groton, Vt., Nov. 30, 1830; graduated at Wesleyan University in 1852 and was admitted to the bar in Illinois in 1857; enlisting in 1864, he was detailed as assistant superintendent of education of freedmen in Louisiana. Subsequently he was detailed to the Freedmen’s Bureau to establish schools among the negroes, and while thus engaged was mobbed in Monroe, La. He came to Boston in 1867, where he was an associate justice of the South Boston court. He prepared several digests and legal works and wrote several theological works; also treatises on chess. Burt, Hannah, gave to the Presbyterian board of aid for colleges and academies and Presbyterian boards of home and foreign missions the reversion of $15,000, in equal parts. Bush, Prof. George Gary, Ph. D., in Malden, Mass., Oct. 15; b. in Turin, N. Y., Mar. 19, 1843; fitted for college at Casenovia Seminary and graduated at Wesleyan University in 1866; was either principal or superintendent of schools for eight years; professor of Greek and Latin in the seminary at Montpelier, Vt. ; studied abroad; filled the Latin chair at Middlebury for a time; was a frequent contri¬ butor to periodicals. Bushnell, George, D. D., in New Haven, Conn., Apr. 5; b. in Washington, Conn., Dec. 13, 1818; graduated at Yale University in 1842, and at the Yale Divinity School in 1846; occupied pastorates in Worcester, Mass., Waterbury, Conn., and Beloit, Wis. He taught immediately upon his graduation from college, and from 1888 was a trustee of Yale. Campbell, James Robinson, in Woodstock, Md., May 16; b. in Seharunpoor, North India, Feb. 18, 1840; graduated at Williams College in 1862; studied theology at Princeton, N. J.; was instructor in the New York City Institution for the Deaf and Dumb; was principal of Freehold Institute in Monmouth County, N. J. The larger part of his life was spent in the ministry. Carpenter, Gov. Cyrus C., in Fort Dodge, Iowa, May 29; b. in Susquehanna County, Pa., in 1829; was left a penniless orphan at 10 years of age; picked up a district school education; apprenticed himself to a tailor; removed to Iowa in 1854; engaged in surveying Government lands; taught the first school in Fort Dodge; was elected to the legislature; served through the civil war, and was governor of Iowa 1872-76. Cartland, Joseph, in Newburyport, Mass., June 1; b. in Lee, N. H., in 1810; for many years was superintendent of Haverford Friends’ College, Pennsylvania, and with his wife was joint principal of the Friends’ school at Providence, R. I. Cattell, William Cassidy, D. D., LL. D., in Philadelphia, Pa., Feb. 11; b. in Salem, N. J., Aug. 30, 1827; graduated at College of New Jersey, Princeton, in 1848 and at Princeton Theological Seminary in 1852; took a post-graduate course there; was assistant principal of Edgehill Academy at Princeton, 1853—55 ; occupied the chair of Latin and Greek in Lafayette College, Easton, Pa., 1855-60; was pastor of Pine Street Church in Harrisburg, Pa., 1860-63; and was president of Lafay¬ ette College, 1863-83. Through his efforts over $1,000,000 was contributed to the institution, and the grounds, buildings, and equipment largely increased. During his incumbency of the corresponding secretaryship of the Presbyterian board of relief for disabled ministers and the widows and orphans of deceased ministers of the Presbyterian Church, his efforts increased its endowment by $1,000,000 and the annual income from $105,000 to $237,000. Chase, Dr. A. F., at Kents Hill, Me., Oct. 22; b. in AVoodstock, Me., Oct. 26, 1842; graduated at AVesleyan University in 1869 with the highest honors; taught in AVilbraham, Mass., Academy, 1869-71; occupied the chair of mathematics and English literature in. the Maine AATesleyan Seminary and Female College at Kents Hill, 1871-83; was principal of the high school, Millbury, Mass., 1883-84; presi¬ dent of the East Maine Conference Seminary, 1884-96; and from the last date until his death occupied the same position in the seminary and college at Kents Hill. NECROLOGY FOR 1898. 2475 Christie, William M., in Ottawa, Canada, Feb. 13; b. in Edinburgh, Scotland, July 23, 1820; graduated at Union College in 1845; studied theology under the Flamboro U. P. Presbytery, Canada; he preached in Chippewa, 1849-64, and in Beachburg until 1874, when he went to Ottawa and did missionary work until his death. He was superintendent of schools at Willoughby and Ottawa for fourteen years. Clare, Willis Gaylord, in Roanoke, Ya., Sept. 10; b. in New York State, Oct. 27, 1827; was educated at Quincy, Ill.; as the editor of the Advertiser he planned a system of common schools which was adopted by Mobile; in 1865 was elected trustee of University of Alabama, and at one time was president pro tempore. Clarke, George Ellery, in Falmouth, Mass., Dec. 12; b. in Needham, Mass., Oct. 30, 1821; fitted for college at Phillips Andover Academy; graduated at Williams College in 1851; was a teacher in Lawrence Academy at Falmouth, Mass., for eleven years, and was a member of the Falmouth school board three terms (nine years), and did much toward shaping the system. He followed other occupa¬ tions the remainder of his life. Clarke, Noah T. ; received a common-school education; taught in the Canandaigua Academy forty-one years and was principal for twenty-nine years. Cole, Herbert Erastus, in Taylor Falls, Minn., Apr. 13; b. in Ohio in 1855; fitted for college at Oberlin, Ohio; graduated at Dartmouth College in 1881; taught in Oberlin, Ohio, Cresco and Limesprings, Iowa; Taylors Falls, Perham, Ashby, and Willow River, Minn. Concilio, Jannarius De, in Jersey City, N. J., Mar. 23; b. in Naples, Italy, Jan. 7, 1835; was educated at Brignoli Sali College, Rome, and ordained a priest; was at one time a professor of theology in Seton Hail College. Conrad, Frederick William, D. D., LL. D., in Philadelphia, Pa., Apr. 10; b. in Pine Grove, Pa., Jan. 3, 1816; studied at Mount Airy College, Germantown, Pa., and at the Gettysburg Theological Seminary; was at various times professor of mod¬ ern languages and of homiletics and church history in Wittenberg College, Spring- field, Ohio. He occupied pastorates at a number of places, and was editor from 1866 of the Lutheran Observer. Cooley, Judge Thomas McIntyre, in Ann Arbor, Mich., Sept. 12; b. near Attica, N. Y., Jan. 6, 1824; studied law and practiced for a time atTecumseh and Adrian, Mich.; was supreme court reporter; justice of the supreme court; professor of law in University of Michigan and dean of that school for a number of years; commissioner of inter-State commerce under President Cleveland; professor of American history and lecturer on Constitutional law, University of Michigan. He was a frequent contributor to periodicals and the author of a large number of works on law. Corby, Rev. William, in South Bend, Ind. ; b. in Detroit, Mich., in Oct, 1833; chap¬ lain of the famous Irish Brigade during the civil war, president of the Notre Dame University for a number of years. Cramer, Rev. Michael John, D. D.,LL.D., S. T. D., in Carlisle, Pa., Jan. 23; b. in Schaffhausen, Switzerland, Feb. 6, 1835; learned the printer’s trade; graduated at Ohio Wesleyan University in 1860; was a chaplain during the civil war; consul at Leipzig, minister at Copenhagen and Bern; was professor of systematic theology at Boston University; professor of church history at Drew Theological Seminary and of philosophy at Dickinson College. He bequeathed his valuable library to the Ohio Wesleyan University. Crofoot, William Richmond, in Le Roy, N. Y., Dec. 3; b. there Dec. 10, 1855; fitted for college at Le Roy Academy and under private tutorship; graduated at Amherst College in 1880; practiced law in his native town; was vice-president and trustee of Le Roy Academy at the time of his death. 2476 EDUCATION REPOET, 1898-99. Ckummell, Alexander, I). D., in Point Pleasant, N. J., Sept. 9; b. in New York City in 1819; his father was a native of Africa and young Crummell encountered great opposition on account of his race in his efforts to secure an education, until he went to England in 1848, and finally graduated at Cambridge in 1853; was a missionary in Liberia twenty years, during which time he acted as principal of Alexandria High School and president of Liberia College; went to Washington, D. C., and founded and was rector of St. Luke’s Church until 1895. He founded American Negro Academy of Sciences in 1897. Lie was the author of several publications. Cummings, John, in Woburn, Mass., Dec. 11; b. there in 1811; was educated in the district school, Warren Academy, and a private school in Reading, Mass. Lie was connected with many large business enterprises; was president of theShaw- mut National Bank of Boston for thirty years; was trustee of Massachusetts Horticultural Society, Perkins Institute for the Blind, and Massachusetts School for the Feeble Minded. Lie was one of the incorporators of the Massachusetts Institute of Technology, and its treasurer for seventeen years. Currier, Moody, EL. D., in Manchester, N. H., Aug. 23; b. in Boscawen, N. H., Apr. 22, 1806; fitted for college at Hopkinton (N. H.) Academy; graduated at Dartmouth College in 1834; was principal of the high school, Lowell, Mass., 1836-1841. He occupied many positions of honor and trust; was governor of New Hampshire. He gave $5,500 to the Manchester Public Library and $300,000 to . the founding of a public art gallery. Curtis, John Hubbard, in Lexington, Mass., Jan. 13; b. June 9, 1865, in Hartford, Conn.; graduated at Yale LTni versify in 1887; remained for two years at the university as a graduate student in English literature and philosophy, teaching for one year in the Hopkins Grammar School. In 1890 he became instructor in English and German in the University School at Cleveland, Ohio. Dabney, Robert Lewis, M. A., in Knoxville, Tenn., Jan. 4; b. in Louisa County, Va., Mar. 6, 1820; went to Hampden Sidney College; graduated at University of Virginia in 1842; entered Union Theological Seminary, Virginia, after teach¬ ing two years. In 1853 he became professor of ecclesiastical history in Union Seminary and in 1869 professor of theology; afterwards occupied the chair of moral philosophy in the University of Texas. He was the author of several publications. Dahlgren, Mrs. Madeline Vinton, in Washington, D. C., May 28; b. in Gallipolis, Ohio, about 1835; married Rear-Admiral Dahlgren in 1865; established schools near her home at South Mountain, Md. ; gave a great many young men college educations and taught music and languages to classes of girls. She wrote exten¬ sively and wras an active opponent of woman suffrage. Dana, Malcolm McGregor, D. D., in Brooklyn, N. Y., July 25, 1897; b. there June 4, 1838; fitted for college at Columbia Grammar School; graduated at Amherst College in 1859 and at Union Theological Seminary in 1862. He occupied pas¬ torates in Winsted and Norwich, Conn., and St. Paul, Minn., and wTas a trustee of Carleton College a number of years, and its historian also. Davenport, Jesse Reed, in Waban, Mass., Sept. 5; b. in Marshfield, Mass., Mar. 9, 1826; fitted for college at Phillips Andover Academy; graduated at Amherst College in 1851; taught in Woodstock, Conn., 1851-53; Amherst Academy, 1853-54; principal of Hopkins Academy, Hadley, Mass., 1854-67; taught in Oxford, Mass. , and W oonsocket, R. I. ,‘1867-72. He then entered commercial life. Demarest, David D., D. D., LL. D., in New Brunswick, N. J., June 21; b. in Oradell, Bergen County, N. J., July 30,1819; graduated at Rutgers College in 1837, New Brunswick Theological Seminary in 1840; held pastorates at Catskill, Flatbush, New Brunswick, and Hudson, N. J.; became professor of pastoral theology and sacred rhetoric in the New Brunswick Seminary. He was trustee of Rutgers College, secretary of the seminary faculty for thirty-one years, and an active mem¬ ber of the New Jersey Historical Society; was the author of several publications. NECROLOGY FOR 1898. 2477 Dimock, Samuel Robinson, in Denver, Apr. 19; b. in Mansfield, Conn., May 28, 1822; graduated at Yale College in 1847; afterwards taught school, principally in Manchester, Conn., and studied theology at the East Windsor Theological Insti¬ tute. Later, he taught in the West, and the remainder of his life was spent in pastoral duties. Douglas, Kietland, S. T. D., in St. Francesville, La., Dec. 19; b. May 29, 1829, in New Haven, Conn. ; began the study of law, but finally devoted his life to the ministry of the Episcopal Church; accepted in 1860 the presidency of Jefferson College, near Natchez, Miss., and later became superintendent of schools there. In 1871, at Dry Grove, in Hinds County, he organized a school for candidates for the ministry. Downs, Mouse S., in Brooklyn, N. Y., June 12; b. in Haverhill, Mass., in 1830; was director of the Mozart Conservatory of Music at Memphis, Tenn., and gave the first musical festival ever held in the South. Duncan, Samuel White, D. D., in Boston, Mass., Oct. 30; b. in Haverhill, Mass., Dec. 19, 1838; graduated at Brown University in 1860; served through the war; graduated Rochester Theological Seminary in 1866, and held pastorates at Roches¬ ter, Cleveland, and Cincinnati; was secretary of the American Baptist Missionary Union; and was a trustee of Rochester Theological Seminary and a fellow of Brown University. Duryea, Joseph Tuthill, in Brooklyn, N. Y., May 17; b. in Jamaica, Long Island, N. Y., Dec. 9, 1832; graduated at Princeton in 1856 and at its theological seminary inl859; occupied pastorates in New York, Brooklyn, Boston, and Omaha; taught the senior class at Wellesley in philosophy during his ten years’ pastorate in Boston. Earle, Charles Selden, Oct. 4; b. in Kents Hill, Me., Mar. 26, 1866; fitted at Wes¬ leyan Seminary, Kents Hill, Me., and entered Williams College; graduated at Dartmouth in 1890. He was principal of Haverhill Academy, N. H., 1891-92, and the high school at Tuscola, III., 1892-97; superintendent of schools Tuscola, 1897-98. Eliot, Samuel, in Beverly, Mass., Sept, 14; b. in Boston, Mass., Dec. 22, - ; gradu¬ ated at Harvard College in 1839; was professor of history and political science at Trinity College 1856-64, and president of that institution 1860-64; head master of the Girls’ High School, Boston, Mass., 1872—76; superintendent of schools, Boston, 1878-80, and was later on the school committee. He wrote extensively. Elmore, Alfred Frank, in New York City, June 14; b. in Canterbury, England, May 23, 1839; was educated under Randegger and Balfe; achieved a reputation as a barytone singer; was professor of singing in the University of South Caro¬ lina and professor in the New York Conservatory of Music. Eno, Amos Richards, in New York City, Feb. 21; b. in Simsbury, Conn., Nov. 1, 1810; received a common-school education; was engaged in drygoods business and later in real estate; built the Fifth Avenue Hotel in New York City; gave $50,000 to Amherst College. Evans, Joseph, in New York City, Apr. 23; b. there Oct, 29, 1857; was educated in art in the schools of the National Academy of Design and the Art Students’ League in New York and at the Ecole des Beaux Arts in Paris; devoted himself to landscape; was president of the Art Students’ League three years and secre¬ tary of the Society of American Artists for the same length of time. He took deep interest in public education and had served over a term as a school inspector. Foster, George H., in Evanston, Ill., July 31; b. in England in 1827; was a trustee of Northwestern University 1881 till his death. Fay, E. H., in Baton Rouge, La., Dec. 27; was a graduate of Yale University and a well-known educator, having been at one time superintendent of public edu¬ cation for Louisiana. 2478 EDUCATION REPORT, 1898-89. Fernald, Ebenezer Nichols, at Milton Mills, N. H., Jan. 15; b. in Lebanon, Me.', Mar. 10, 1833; fitted for college at North Hampton Literary and Biblical Insti¬ tute, New Hampshire; graduated at Amherst College in 1862; taught Latin and Greek in the State Seminary at Lewiston, Me.; instructor in the English depart¬ ment AY il listen Seminary; principal of Rockford High School, Illinois; had charge of the educational work among the freedmen at Chattanooga, Tenn.; graduated at Andover Theological Seminary in 1869; w'as secretary and treasurer of the Free- A\Till Baptist Education Society; trustee of Storer College, Harpers Ferry, AY. Ya., treasurer and publisher of the Free Baptist printing establishment in Boston, Mass. Freeman, George Rudolph, in Meadville, Pa., Apr. 10; b. in Gettysburg, Pa.; grad¬ uated at Pennsylvania College in 1876 and at the Yale Divinity School in 1885; was awarded the Hooker Fellowship and studied in New York and Berlin; was a fellow at Harvard. He was assistant professor of Hebrew, of the literature of the Old Testament and the history of religion in the Unitarian Theological Semi¬ nary at Meadville, and later full professor in these branches. Frink, Henry Allyn, in Amherst, Mass., Mar. 25; b. there May 23, 1844; graduated at Hamilton College in 1870; taught two years at Brooklyn Polytechnic Insti¬ tute and was professor of English literature and oratory in Hamilton College, 1872-85; from that time until his death he occupied the chair of logic, rhetoric, and public speaking at Amherst College. Geerish, Mrs. Harriet Blanchard, in Oberlin, Ohio, Nov. 11; b. in Temple, N. H., Nov. 3, 1820; graduated from the literary course in 1847; taught from 1847 to 1861. Gile, Joseph, in Franklin, N. H., Aug. 4; b. in Pottsville, Pa., Oct. 14, 1836; fitted for college at New Hampshire Conference Seminary; graduated at Dart¬ mouth in 1857; taught in Clarence and Warsaw, N. Y.; Huntington, L. I., and Brooklyn; became connected with public schools in New Haven, and for fifteen years had charge of a preparatory school for young men. He served for ten years on board of education. Gilman, Mrs. Emeline Augusta Parker, in Chelsea, Mass., May 30; b. in Brighton, Mass., Oct, 19, 1824; taught in Salem and Chelsea, Mass., and was on the school committee in the latter place twenty-five years. Goff, Charles Bradford, in Providence, R, I., Dec, 1; b. in Rehoboth, R. I., Mar. 4, 1834; fitted for college at Middleboro Academy and graduated at Brown Uni¬ versity in 1856; was principal of the preparatory department of Union College, 1856-57; took a post-graduate course at Brown; was principal of the high school at Fall River, Mass., 1858-64; was connected with the English and classical school which bears his name from the last date. Gray, Mercy Marcia, in Oakland, Cal., May 20; b. in Mansfield, Mass., Dec. 26, 1818; from her first husband, J. A. Fay, she received a large fortune, of which she gave to the Pacific Baptist Theological Seminary $30,000 and California Col¬ lege $25,000. Gregory, John Milton, LL. D., in Washington, D. C., Oct. 19; b. in Sand Lake, N. Y., July 6, 1822; graduated at Union College in 1846; studied law two years, but finally became a minister of the Baptist Church; taught at Akron, Ohio; was principal of a classical school in Detroit, Mich. ; was founder of the Michigan Journal of Education; filled the office of State superintendent of public instruc¬ tion, 1858-63; became president of Kalamazoo College in 1863; a member of the State University’s board of regents and first president of the University of Illinois. He organized the university squarely on the agricultural grant, giving full effect to the provision for technical and industrial education for men and women. Domestic science was made a distinct subject of instruction with a laboratory and full professorship, Miss Louisa Allen, afterwards Mrs. NECROLOGY FOR 1898. 2479 Gregory, becoming first professor. He was president of the N. E. A. at Nash¬ ville and member or officer of numerous educational, scientific, historical, and philanthropic societies. He was an earnest advocate of rural mail delivery. His “Political economy” and “Seven laws of teaching” are widely used. He was well known as a writer for newspapers and magazines; a United States commissioner to the Vienna Exposition in 1873; a judge in the educational department of the Centennial Exposition at Philadelphia in 1876; Illinois com¬ missioner to Paris Exposition in 1878; superintendent of American Baptist Home Mission Schools; United States Civil Service Commissioner 1882-85; president of the Civic Center of Washington, D. C., 1895-98. His remains were laid to rest in the grounds of his beloved university. Gurney, John Hopkins, in Dover, S. Dak., Dec. 7; b. Dover,' Me., Sept. 21, 1821; graduated at Oberlin Coliege 1845; taught in New York for two years, in Ando¬ ver Theological Seminary two years, and preached the remainder of his life. During thirteen years of his ministry at New Braintree, Mass., he was chairman of the school committee. Hall, James, A. M., LL. D., in Echo Hill, N. H., Aug. 7; b. in Hingham, Mass., Sept. 12, 1811; graduated at the Rensselaer Polytechnic School in Troy, N. Y., in 1832; remained there as assistant professor of chemistry and natural science until 1854, when he was made professor of geology. He held this chair until 1876, when he was made emeritus professor. In 1837 he became State geolo¬ gist of New' York and held this position until his death. He was appointed director of the New' York State Museum in 1866, and when there wrote many valuable papers on geology and paleontology. He was very prominent in all scientific movements in the State and nation. Halsey, Harlan Page, in New York City, Dec. 16; b. there in 1837; was an author of detective stories; as a member of the New York City school board, 1885-95, he was particularly interested in night schools and drawing classes. Hamilton, John B.,M. D., in Elgin, Ill., Dec. 24; b. in Jersey County, Ill., in 1847; graduated from the Rush Medical College in 1869; was at one time Supervising Surgeon-General of the United States Marine-Hospital Service. He wras profes¬ sor of surgery in two colleges of Chicago and editor of the Journal of the Amer¬ ican Medical Association. Handy, Truman Parmelee, in Cleveland, Ohio, Mar. 25; b. in Paris, N. Y., Jan. 17, 1807; Avas in banking and other financial enterprises most of his life; a trustee of Western Reserve College and of Lane Theological Seminary; and for ten years as a member of the board of education did much toward shaping the school sys¬ tem of CleA'eland. Harris, Rev. Robert S., in Camden, N. J., Mar. 22; b. in Philadelphia, Pa., in 1816; Avas in the ministry of the Methodist Episcopal Church all of his active life. He Avas the founder of Children’s Day, at Avhich time contributions Avere made for the education of Sunday-school children, and thereby thousands of young people have reeeh'ed their education. Hastings, Mary, in Pachuca, Mexico, Aug. 15; Avas educated at Wilbraham Acad¬ emy, Mass.; taught at Tilton, N. H.; Appleton, Wis., and in the South. She taught in the mission schools at City of Mexico and Pachuca twenty-five 3rears. Haviland, Laura S., in Grand Rapids, Mich., Apr. 20; b. in Ontario, Canada, in 1811. She AAras an ardent abolitionist; established an academy in Adrian, Mich., which admitted negroes; led the movement which resulted in the establishment of the State public school at ColdAvater for orphans and dependent children; was a famous nurse during the Avar. 2480 EDUCATION REPORT, 1898-99. Hazard, Rowland, in Watkins, N. Y., Aug. 16; b. in Rhode Island in 1829; was interested in large manufacturing enterprises; was a trustee of Brown University, 1885-89, and a fellow in that university from 1889 until his death. He gave Brown University $100,000, and was specially influential in reforming the educational system of the State. LIarmann, Charles Wilhelm August, in New York City, June 20; b. in Silesia, Germany, July 3, 1801; took a full course at the University of Breslau; was professor of mineralogy in that institution several years. He was well known as a collector of mineral specimens. Hoagland, Cornelius Nevius, M. D., in Brooklyn, N. Y., Apr. 24; b. in Neshanic, Somerset County, N. J., Nov. 23, 1828; graduated from medical department of Western Reserve University in 1852; was a surgeon during the war of the rebel¬ lion; engaged in business pursuits. He gave $150,000 for the founding of Hoag¬ land Laboratory, and $24,000 later, and to the Brooklyn Free Kindergarten Society $20,000. One of the 16 kindergartens established by that society was named for him and wholly maintained by him. Hull, Amos G., in Brooklyn, May 7; b. in Paris, N. Y., Mar. 7, 1815; graduated at Union College in 1840; taught school in Fulton, N. Y., and became superin¬ tendent of the public schools there. He was vice-president of Rutgers Female College. By profession he was a lawyer. He contributed often to the press and was the author of a few publications. Hunt, Albert Sanford, in Brooklyn, N. Y., Sept. 11; b. in Amenia, N. Y., July 3, 1827; studied at Amenia Seminary and graduated at Wesleyan University in 1851; served there as tutor and adjunct professor of moral science till 1855. The remainder of his life was spent in the service of the Methodist Episcopal Church. He gave Wesleyan University $30,000. Hunter, H. G., in Birclsboro, Pa., Jan. 19. At one time he was principal of the Birdsboro High School, and throughout his life he showed the greatest interest in educational matters. Hurlbutt, Lewis Raymond, in Stamford, Conn., Feb. 14; b. in Wilton, Conn., Aug. 13, 1820; graduated at Yale in 1843; was principal of Bacon Academy in Colchester, Conn., for two years, and had charge of Hopkins Grammar School in Hartford; went back to Arale as tutor, and while there in 1850 received his degree of M. D. He was a leading physician of Stamford. Hurt, Ashley D., in New Orleans, La., Mar. 10; b. in Petersburg, Va,, in 1834; graduated at the University of Virginia and at the University of Gottingen, Germany; was principal of the high school at Louisville, Kv.; taught at the Florida Agricultural College, at Lake City, and at Tulane High School, at New Orleans, and was professor of Greek in Tulane University. Ide, Jacob, in Mansfield, Mass., Mar. 23; b. in West Medway, Mass., Aug. 7, 1823; fitted for college at Leicester Academy and graduated at Amherst College in 1848; taught in Lexington, Leicester, and Boston; studied theology at Andover Theological Seminary ; was trustee of the Wheaton Seminary fora number of years. Jackson, George, in Boston, Mass., Sept. 28, 1897; b. in Cazenovia, N. Y., Sept. 6, 1821; graduated at Union College in 1845; taught at Cazenovia, in the Confer¬ ence Seminary, till 1863; was principal of Bingham (N. Y. ) Academy, 1863-72; superintendent of Broome County schools, 1872-74; principal of the county high school at Havre de Grace, Md., 1874-81. Jackson, Gen. Henry Rootes, in Savannah, Ga., May 23; b. in Athens, Ga., June 24, 1820; graduated at Yale University in 1839; studied law at the law school at Athens, Ga. ; was United States district attorney at Savannah; served as colonel in the Mexican War; was judge of the superior court of Georgia; minister to Austria and Mexico; was elected chancellor of the University of Georgia, but did not accept; a major-general in the Confederate Army; a trustee of the Peabody fund, 1875-88. NECROLOGY EOR 1898. 2481 Jamison, Blain, in New Orleans, La., Nov. 2; b. there in 1859; studied at Marshair School in New Orleans and graduated at Yale University in 1880; was in business until 1890 and since that time was secretary of the board of education of his home city. Johnson, Charles Green, in Monroe, Mich., Oct. 7; b. there June 15, 1822; gradu¬ ated at Yale University in 1841; was engaged in the banking business at Monroe- and acquired a large fortune in the milling business. He was very generous with his means; was for a number of years a trustee of the Michigan School for the Deaf and Dumb at Flint. Johnson, John Cuthbert, in Weymouth, Mass., Mar. 31; b. in Boston, Mass., Aug.. 24, 1874; fitted for college at the Quincy and English high schools and with a, private teacher; graduated at Amherst College in 1897; was assistant teacher in. the North High School in Weymouth. Johnson, John Mackie, in Norwich, Conn., Oct. 24; b. there Dec. 6, 1859; fitted for college at Norwich Free Academy and graduated at Amherst in 1883; at his. father’s death he assumed large business responsibilities; became in 1888 a trustee and fellow of Norwich Free Academy and later secretary and treasurer of the board of tiustees. Johnson, John Wesley, in Eugene, Oreg., Sept. 14; b. near Kansas City, Mo.,, Mar. 22, 1836; attended Pacific University at Forest Grove and finally gradu¬ ated from Yale in 1862. He taught in the Agricultural College in Corvallis, Oreg.; in 1864 he took charge of the McMinnville Baptist College and in 1868- resigned this position and became principal of the grammar schools in Portland, Oreg.; a high school was organized there and for over seven years he was in. charge of it. In 1876 he became president of the University of Oregon and held that position until 1893, when he took the chair of Latin. This position he held till 1898. Johnston, Richard Malcolm, in Baltimore, Md., Sept. 23; b. in Powelton, Ga., March 8, 1822; he graduated at Mercer University, Georgia, in 1841, and in two- years was admitted to the bar, and twelve years later was offered the judgeship- of the northern circuit of Georgia, but refused this offer; was professor of litera¬ ture in the University of Georgia four years; resigned and opened a boys’ board¬ ing school, which was afterwards removed to Baltimore. In 1867 he began his- literary work and contributed to several magazines. He was author of many publications, including Dukesborough Tales, Old Mark Langston, Georgia Sketches, etc.; was for a number of years employed in the United States Bureau of Education. Jones, Mrs. Susan George, in Rochester, N. Y., in Sept.; attended the Woman’s; College #in Baltimore; preceptress of Lasalle Seminary, Auburndale, Mass. Joy, John D. W., in Boston, Mass., in 1828; educated in common schools, and was; a business man. He was president of the board of trustees of Tufts College, and donated $20,000 to the library. King, Nathan Sherwood, in Yonkers, N. Y., Dec. 11; b. in Fishkiil, N. Y., Dec. 19, 1824; fitted for college at Lima Seminary, and graduated at Williams College in 1849; studied medicine at the Albany Medical College; was president of the board of education at Mott Haven nine years. Kinne, William, in Plainfield, Conn., Mar. 11; b. there Mar. 26, 1819; graduated at Yale University in 1848; was principal of Bacon Academy in Colchester, Conn. , 1848-50; accepted a tutorship at Yrale, which he held two years, and then resumed the charge of Bacon Academy; in 1856 took a position in the Boston Latin School; became principal of the Eaton School in New Haven in 1S57; taught in public high school 1859-68. From New Haven he went to West Brat- tleboro, Vt., and became principal of Grenwood Ladies’ Seminary; went to Ithaca, N. Y., and kept a preparatory school for Cornell University twelve years; was clerk for the trustees of the Academy of Plainfield 1893-98. ED 99 — YOL II - 156 2482 EDUCATION REPOET, 1893-89. Knopp, Arthur Mason, in Boston, Mass., Dec. 28; 1). in St. Johnsbury, Vt., Aug. 3, 1839; graduated at Harvard in 1863; taught in Phillips Andover Academy, Bos¬ ton Latin School, and Brooklyn High School; entered the service of the public library, Boston, in 1875, and was custodian of Bates Hall from 1878 until his death. Kohler, John, in New Holland, Pa., Apr. 11; b. in Juniata County, Pa.., May 27, 1820; graduated at Pennsylvania College, Gettysburg, in 1842; studied theology there and was ordained in 1844; was pastor at Williamsport, New Holland, Stroudsburg; was principal of the academic department of Muhlenberg College, Allentown, 1882-84; held pastorates at Mechanicsburg 1884-85, Seacock 1885-93; was director of the Theological Seminary at Philadelphia, and trustee of Muhlen¬ berg College, Allentown. Labberton, Robert Van Hinderloper, in New York City, Oct. 12; b. in Marseilles, France, April 6, 1813; graduated at the University of Groningen, Holland; became a tutor in Philadelphia and prepared many youths for college; gave occa¬ sional lectures on historical and literary subjects throughout New England during that time; about 1850 became professor of Greek in the University of Pennsyl¬ vania, and for twenty years devoted his time to the university; was at one time offered the office of United States consul-general to Japan, but became a pro¬ fessor in the Columbia University instead. Among his publications is Labber- ton’s Historical Atlas, which is a standard work of reference. Larabee, John Albert, M. D., in Louisville, Ky., June 12; b. in Gorham, Me., May 17, 1810; studied at Gorham and at Gould’s Academy, Bethel, Me., and graduated at the Medical School of Maine; served through the war of the rebellion as sur¬ geon; became a member of the faculty of the medical department of the Central University of Kentucky; held in succession the chairs of materia medica and therapeutics, of diseases of women and children, and was for six years president of the joint faculties of medicine and dentistry in the same institution. He was prominent in many public movements. Lee, Henry, in Brookline, Mass., Nov. 25; b. in Boston, Mass., Sept. 2, 1817; studied in the Boston schools and graduated at Harvard University in 1836; was a mem¬ ber of a prominent banking house. He was an overseer of Harvard College 1867-79 and from 1880. Lewis, Fred., in Lake Massabesic, Sept. 9; was for many years pianoforte instructor at the New England Conservatory of Music; was principal of Woburn (Mass.) Conservatory of Music. Libby, Abial, M. D., in Richmond, Me., Jan. 3; b. in Gardiner, Me., Oct. 1, 1822; attended the public schools and Lyceum of Gardiner and Monmouth Academy and graduated at the Medical School of Maine. He took an active interest in the educational affairs of his town and was a member of the school board. Lincoln, Frederick Walker, A. M., in Boston, Mass., Sept, 13; b. there Feb. 17, 1817; was educated in the public schools; served in the legislature of Massa¬ chusetts several terms; was a banker and a trustee of the Massachusetts Insti¬ tute of Technology. Lincoln, Nathan Smith, M. D., LL. D., in Washington, D. C., Oct. 14; b. in Gardner, Mass., Apr. 3, 1828; graduated at Dartmouth College in 1850 and the Univer¬ sity of Maryland in 1852; practiced the profession of medicine nearly all his life in Washington. Pie was at different times professor of chemistry, theory and practice of medicine, anatomy, physiology, and surgery in the Colum¬ bian University; very eminent in his profession; physician to Deaf-Mute College. Locke, Harmon John, Nov. 16; b. in Corinth, Vt., June 12, 1855; fitted for college at Bradford and Barre, Vt. ; graduated at Dartmouth College in 1881; taught in Chelsea, Vt., Illinois, Wisconsin, Kansas City, Jaffrey, N. H., and V eils River. NECROLOGY FOR 1898. 2483 Loofbourroav, Mary Wright, in Grand Rapids, Mich., Nov. 12, 1897; b. in West Bergen, N. Y., Feb. 4, 1836; graduated at Oberlin College in 1865; taught in Liberty College, Indiana, 1865-88; Union City, Ind., 1868-69; Louisville, Kans., 1871-72; Westmoreland, 1872-75, and in California two years. Lord, Prof. William Gr, in Biddeford, Me., Aug. 29; b. in Hiram, Me., in 1828; attended Limerick and Norway academies and graduated at Colby University in 1851; was principal of Limerick Academy 1851-94. McCraken, Clark L., in Henderson, N. C., June 29; b. at Kortright, N. Y., Jan. 28, 1848; studied theology at the U. P. Seminary in Newburgh, N. Y., and at Princeton; taught classics at Stamford, N. Y., in 1872; became pastor at Thomp- sonville, Conn., and examiner of public schools in 1873; in 1884 was pastor at Rock Valley, Iowa; occupied the presidency of the Normal Institute at Hender¬ son, N. C., from 1893 till his death. McDonald, William N., A. M., in Berryville, Ya., Jan. 4; b. in 1834 in Romney, Va. ; graduated at the University of Virginia; in 1857 he became professor of belles-lettres, Louisville, Kv. ; in 1858 was made president of the university there; in 1S65 he established the Coal Spring School in Clarke County, Va.; was principal of the Louisville Rugby School from 1872 to 1887; his contributions to literature were numerous and valuable. At the time of his death he was principal of the Shenandoah University School at Berryville. McKean, Thomas, in Philadelphia, Mar. 16; b. there Nov. 28, 1S42; graduated at the University of Pennsylvania in 1862; was trustee of that university and gave to education about $3,000,000. Mansfield, Edward, in Wakefield, Mass., Nov. 16; b. in Lynnfield, Mass., in 1813; was educated in Wakefield and at Rockingham Academy, Hampton Falls, N. Id. ; taught in Lexington, Malden, South Lynnfield, and Barnstable, Mass.; later engaged in business; was a member of the Wakefield school board. Manson, Frank George, M. D., Billerica, Mass., Oct. 19; b. in Limington, Me., Aug. 13, 1862; fitted for college at Limington High School, and graduated at Dartmouth College in 1887; was principal of the high school, Huntington, Pa., and Limerick, Me. ; Anson Academy, North Anson, Me. ; and of the high school in Greenville, Me.; graduated at Dartmouth Medical School, 1892, and later practiced his profession. Marcou, Prof. Jules, in Cambridge, Mass., April 19; b. in Salins, France, April 20, 1824; studied at the College of Besan^on and in Paris; was a traveling geologist for the Jardin des Plates, and was sent to this country; Avorked on the geological map of the United States published in 1853; became professor of geology in polytechnic school of Zurich. He returned to the United States in 1S61 and was connected with Professor Agassiz in the foundation of the Agassiz Museum at Harvard. Mast, P. P., in Springfield, Ohio. He gaA'e $375,000 to Ohio Wesleyan University and $105,000 to other institutions. Meitarry, Rev. Samuel, in Lafayette, Ind., Mar. 30; b. in Adams County, Ohio, Dec. 7, 1810; Avith his brothers he founded the Meharry Medical Institute at Nashville, Tenn., for negroes, which institution Avas also the recipient of an endowment. Miller, Siaieon, D. D., in Springfield, Mass., Mar. 29; b. in LikIIoav, Mass., Mar. 20, 1815; fitted for the college at Hopkins Academy, Hadley, Mass.; graduated at Amherst College in 1840 and at AndoA'er Theological Seminary in 1844. He was pastor in Holyoke, IMass., 1846-70, and at South Deerfield, Ludlow Mills, Mass., Andover, Conn., and Agawam, Mass., for shorter periods. Lie Avas a member of the school committee of Holyoke during his entire pastorate there, and for much of the time its chairman. 2484 EDUCATION REPORT, 1898-99. Mitchell, Joseph Sidney, M. D., in Chicago, Ill., Nov. 4; b. in Nantucket, Mass., Dec. 9, 1839; was fitted for college in Boston Latin School, and graduated at Wil¬ liams College in 1863; studied medicine at Bellevue Medical College; was lec¬ turer on surgical and pathological anatomy in Hahnemann Medical College and in 1870 accepted the chair of the theory and practice of medicine in the same institution. In 1876 he was a prime mover in the reorganization of the Chicago Homoeopathic Medical College and was elected president and also filled the chair of theory and practice of medicine until his death. Mitchell, Mrs. Zerviah Gould, an Indian, in North Abington, Mass., Mar. 6; b. in Boston, Mass., in 1807; was educated in Abington and Boston. She taught a private school in Boston for many years. Monroe, James, A. M.,LL. D., in Oberlin, Ohio, July 6; b. July 18, 1821; graduated at Oberlin College in 1846, and from the Theological Seminary in 1849; taught in Windham County, Conn., in 1839; was professor of belles-lettres at Oberlin; was in both houses of the Ohio legislature, four years in the house and three years in the senate — two years its president; was special promoter of the charities of that State; United States consul-general at Rio de Janeiro 1863-69, a part of the time charge d’affaires; member of the National House of Representatives four Con¬ gresses, serving on the Committees on Library and on Banking, and was also chairman of that on Education and Labor, and was special friend of the Bureau of Education. He afterwards occupied the chair of political science and modern history in Oberlin, which was established and endowed by his special friends in 1883-96. Morrill, Justin Smith, A. M., LL. D., in Washington, D. C., Dec. 28; b. in Strafford, Yt., April 14, 1810; was educated in the public schools; was a merchant; was in Congress from 1855; was the author of the bill establishing agricultural colleges and the tariff of 1861, and was special promoter of improvements of the capital. Morse, Elijah Adams, in Kenton, Mass., June 5; b. in Southbent May 25, 1841; was educated in the public schools of Massachusetts and at Onondaga Academy, New Y"ork; was engaged in manufacturing; served in the Army during the war for the Union; was a member of both houses of the Massachusetts legislature. He was an earnest advocate of free schools and left bequests to several educa¬ tional institutions. Munger, Albert A., Mackinac, Mich., Aug. 27; b. in Chicago, Ill., in 1845; was a large manufacturer. He gave his art collections, valued at $3,000,000, to the Chicago Art Institute. Nash, Stephen Payn, in Bernardsville, N. J., June 4; b. in Albany, N. Y., Aug. 26, 1821; was educated at the Albany Academy and the French College at Chambly, Canada; studied law at Saratoga, N. Y.; practiced his profession from 1845 in New York City; was a trustee of Columbia University and of the General Theo¬ logical Seminary of the Protestant Episcopal Church; a former president of the New York Law Institute and of the association of the bar of New York City. Norcross, Amasa, A. M., in Paris, Apr. 1; b. in Rindge, N. IT. , Jan. 26, 1824; studied law and practiced in Fitchburg, Mass., the rest of his life; served in both houses of the Massachusetts legislature and in the National Congress, besides holding permanent positions in a number of commercial enterprises; was a trustee of Lawrence Academy thirty-four years, and of Cushing Academy a number of years. Noyes, Frank B., in Indianapolis, Ind., Jan. 19, aged 31 years; was a native of Boston, Mass.; was instructor in art at Cornell University several years, and the professor of art in the Indianapolis Training School at the time of his death. Northrop, Birdsey Grant, LL. D., in Clinton, Conn., Apr. 27; b. in Kent, Conn., July 18, 1817; graduated at Yale University in 1840, and at the Yale Divinity School in 1844; was pastor at Framingham, Mass., 1846-57; agent of Massachu- NECROLOGY EOR 1898. 2485 setts board of education, 1857-66; was secretary for the board of education of Con¬ necticut, 1866-82; was the promoter of “Arbor Day and of Village Improve¬ ments;” was president of the N. E. A., and was a frequent lecturer on educa¬ tional subjects. He gave special attention to the Chinese and Japanese youth sent to the country to be educated, and visited Japan during the last years of his life. O’Brien, Veronica (Mother Heironymo), in Rochester, N. Y., Jan. 30; b. in Wash¬ ington, D. C., April 19, 1819; was a sister of charity; a devoted philanthropist; nurse during the civil war; established an industrial school for girls in Rochester. Olmstead, Edward, in Wilton, Conn., Dec. 2; b. there Nov. 22, 1824; graduated at Yale University in 1845; was assistant and rector (succeeding his father) of Hop¬ kins Grammar School in New Haven in 1849; reopened in 1855 Wilton Academy, which was established by his father in 1817, and conducted it the rest of his life. Osborne, Geo. L., in Kansas City, Mo., Nov. 17, aged 68 years; was president of the State Normal School at Warrensburg, Mo., for twenty-four years, and was first vice-president of the N. E. A. Osgood, Rev. Jos., D. D., in Cohasset, Mass., Aug. 2; b. in Kensington, N. EL, Sept. 23, 1815; was educated at Phillips Exeter, N. H., and Elarvard Divinity School; was settled at Cohasset, 1842-95; taught school early in life at Peabody, Mass.; was chairman of the school committee of his town many years, and superintend¬ ent of schools there for twelve years. Packard, Silas Sadler, in New York, Oct. 27; b. in Cummington, Mass., April 28, 1826; had common-school advantages and went two terms to Granville Academy; in 1845 he taught in Kentucky; in 1849 he taught penmanship in Cincinnati, and in 1851 writing, bookkeeping, and drawing in Lockport, N. Y. ; in 1856 he became associated with Bryant & Stratton in the management of their Buffalo college; in 1858 established his business college in New York City; in 1859-60 wrote text-books on bookkeeping. Parvin, Theophilus, in Philadelphia, Pa., Jan. 29; b. in Buenos Ayres, Argentine Republic, Jan. 9, 1829; graduated at the University of Indiana in 1847, and medical department of the University of Pennsylvania in 1852; held a professor¬ ship in Ohio Medical College, 1864-69; in medical department of the University of Louisville, 1869-72; in Indiana Medical College, 1872-83; from 1883 till his death in Jefferson Medical College, in Philadelphia, Pa.; was president of the Indiana State Medical Society in 1861, and of the American Medical Association in 1879; wrote several medical works. Payson, A. Moody, in Malden, Mass., Apr. 6; b. in Brentwood, N. IE., June 27, 1809; fitted at Phillips Academy, Andover, Mass.; graduated at Dartmouth in 1840; was master of Berwick Academy, Maine, 1844-53; was principal of Boys’ High School, Portsmouth, 1853-63, afterwards of the Girls’ School; also was superintendent of the public schools at Wakefield, Mass. He compiled a volume of poetry. Peck, James Ingraham, Ph. D., in Williamstown, Mass.; b. in Seneca Castle, N. Y., Aug. 10, 1863; fitted for college in the academies of New York; graduated from Williams College in 1887, continued his favorite study of biology at Johns Hopkins; in 1892 became assistant in biology at Williams College, and in 1894 vras made an assistant professor, and in 1895 was appointed assistant director of the marine biological laboratory at Woods Holl, Mass.; he also served on the United States Fish Commission, and published several biological reports. Peet, Isaac Lewis, LL. D., in New York City, Dec. 27; b. in Hartford, Conn., Dec. 4, 1824; graduated at Yale University in 1845; entered at once upon his life work as an instructor of the deaf and dumb in the Institute of New York, of which his father vTas principal twenty-six years; graduated at Union Theological Seminary in 1849; was made vice-principal in 1854, and upon the retirement of his father became principal of the institute in 1867, and was made emeritus principal in 1892. He was a prolific writer upon his specialty. 2486 EDUCATION REPOET, 1898-99. • Pepper, Wm., M. D., LL. D., in Pleasanton, Cal., July 28; b. in Philadelphia, Pa., Aug. 21, 1843; graduated at the University of Pennsylvania in 1882, and from the medical department in 1864; was lecturer there on morbid anatomy, 1869-70, and on clinical medicine, 1870-76; was professor of the latter subject, 1876-87, when he became professor of the theory and practice of medicine; was provost of the university, 1881-94. During his administration the acquisitions in land and money were valued at $2,500,000, the attendance and corps of instruction were more than doubled, and several departments added. He himself gave $50,000 to the university. He filled many public commissions of trust and honor, and was the author of a large number of publications. Pie was especially active in organizing the Philadelphia Commercial Museum and was a member of the executive committee, and an earnest friend of the establishment of the Univer¬ sity of the United States. Perry, Rev. William Stevens, D. D., in Dubuque, Iowa, May 13; b. in Providence, R. I., Jan. 22, 1832; graduated at Harvard University in 1854; went into the ministry of the Protestant Episcopal Church; was professor and president of Hobart College for a time; was ordained bishop of Iowa in 1876. He was a pro¬ lific writer on religious subjects. Phelps, Timothy G., in San Francisco, Cal., June 10; was chairman of the board of regents of the University of California; had been collector of customs of San Francisco. Pickett, Calvin, in New York City, Apr. 29; b. in 1825; was trustee of Central Ten¬ nessee College; secured large funds for Braden Chapel and Meharry College, Nashville, Tenn. Pike, Amos W., in Salmon Falls, N. H., Dec. 30; b. 1819; was one of the oldest teachers in New Hampshire. Pierce, John Greely, M. I)., in Yarmouth, Mar. 9; b. in Foxcroft, Me., Oct. 28, 1843; educated at public schools and at Yarmouth Academy; attended lecture course at Harvard Medical School of Maine, where he graduated; practiced his profession; was supervisor of schools for ten years. Pillsbury, Geo. Alfred, in Minneapolis, Minn., July 17; b. in Sutton, N. H„, Dec. 22, 1824; was in business in Warner and Concord, N. II., for many years and later in the flouring and milling business in Minneapolis. He was actively con¬ nected with the various educational, religious, and philanthropic institutions, and his benefactions in his native State and Minnesota amount to several hun¬ dred thousand dollars. Pillsbury Academy at Owatonna, Minn., was the prin¬ cipal beneficiary. He left large bequests; was trustee in several institutions, was president of the Baptist Missionary Union; was twice mayor of Concord and later mayor of Minneapolis. He built the soldiers’ monument in Sutton; he built the beautiful library in Warner and filled it with books. He built the Margaret Pillsbury Hospital in Concord. Poor, Walter Willis, at Camp Chickamauga, Ga., Aug. 5; b. at Sebago, Me., Mar. 20, 1867; graduated from Bridgeton Academy in 1887; took charge of Pembroke High School while an undergraduate at Bowdoin; graduated at Bowdoin in 1891; was principal of Hampden Academy, 1891-94, and studied Latin and Greek there; was principal of the Anson Academy for four years. Quintard, Charles Todd, in Meridian, Ga., Feb. 15; b. in Stamford, Conn., Dec. 22, 1824; graduated from University of City of New York in 1847; was for several years professor in a medical college in Memphis, Tenn. ; became a deacon in the Episcopal Church and a bishop in 1856; in 1866 began the restoration of the University of the South, at Sewanee, Tenn. NECROLOGY FOR 1898. 2487 Rains, Gen. George Washington, in Newburgh, N. Y., Mar. 21; b. in Craven County, N. C., in 1817; graduated at the United States Military Academy in 1842; in 1844-46 was on duty at Military Academy as assistant professor of chemistry, mineralogy, and geology; served in the Mexican war and civil war; was professor of chemistry and pharmacy in the medical department of the University of Georgia, and was dean of the faculty. Rasmussen, PederA., in Lanesboro, Minn., Aug. 15; b. in Stavanger, Norway, Jan. 9, 1829; in 1850 emigrated to America; studied theology in the seminary at Fort Wayne, Ind. ; ordained as a minister of the Lutheran Church in 1854; was pastor at Lisbon, Ill., for forty-four years, and was one of the founders of the Norwegian Theological Seminary, at Northfield, Minn. Richards, Dexter, in Newport, N. H., Aug. 7; b. there Sept. 5, 1818; received a common-school education; acquired a large fortune in manufacturing flannel; held nearly all the offices in the gift of his town and in the State legislature. He gave a public library and high-school building to Newport. Richards, Matthias Henry, D. D.,in Allentown, Pa., Dec. 12; b. in Germantown, Pa., June 17, 1841; graduated at Pennsylvania College at Gettysburg in 1860, and became a teacher and student of theology; was professor of English and Latin at Muhlenberg College at Allentown, with the exception of three years, from 1868 until his death; was also connected with the schools of Allentown from 1879 as director, member of the board of control, and secretary of the board. He did much other educational work. Rickoff, Rebecca Davis, in New YMrk, Jan. 4; b. in Kentucky, 1837; was a well- known author of school books; shared in the work of preparing the Appleton series of readers and charts; was active in contributing to educational journals and also at the State and national associations of teachers. Died, Lewis Fuller, M. A., Ph. D., in Hartford, Conn., Nov. 9; b. in Fayetteville, N. Y., Nov. 16, 1853; graduated at Yale in 1875; taught the classics in a school in Cornwall-on-the-Hudson, N. Y. ; taught for two years in Poughkeepsie, N. Y. ; he with his father established a preparatory school in Salisbury, Conn. ; in 1888 opened the Collins Street Classical School in Hartford, Conn. ; assisted in the English department of Trinity College. Robinson, Benj. Franklin, in Melrose, Mass., June 16; b. in Gilford, N. H., Jan. 14, 1852; fitted for college at Man Chester, and graduated at Dartmouth College in 1877 ; principal of the Littleton (N. IT. ) Lligh School; superintendent of schools at Holden and Leicester, Mass., 1892-93; and of Melrose until his death; was an editor in Littleton, and in the printing business in Worcester, Mass.; a member of the board of education of Littleton, 1878-83, and of that same board in Worcester, 1892-93. Rogers, Prof.- William Augustus, A. M., Ph. D., LL. D., in Waterford, Conn., Nov. 13, 1832; graduated at Brown University in 1857; became immediately assistant professor of mathematics in Alfred University and full professor in 1859; did post-graduate work at Yale Scientific School; was professor of industrial mechanics at Alfred University, 1867-71; assistant in the observatory at Llar- vard, 1871-75; assistant professor of astronomy in that university, 1875-86; professor of physics and astronomy at Colby University until his death; he con¬ tributed much to science by his untiring research. Rood, Wilber Yernon, in Akron, Ohio, June 21; b. in Elyria, Ohio, July 28, 1848; graduated at Oberlin College in 1873; principal of schools, Granville, Ill., 1876- 80; of the high school, Akron, Ohio, 1880. He was a member of the board of examiners of Akron, 1892, and also of the Summit County board. Ross, Gen. Lawrence Sullivan, in College Station, Tex., Jan. 4; b. in Bentonsport, Iowa, Sept. 27, 1838; graduated at the University of Northern Alabama in 1858; served in the Army; engaged in farming; was twice governor of Texas; was president of the Texas Agricultural and Mechanical College. 2488 EDUCATION REPORT, 1898-99. Salpointe, Jeane Baptiste, in Tucson, Ariz., July 10; b. in St. Maurice, Puv de Dome, France, Feb. 21, 1825; studied in the College of Clermont, and at the Seminary of Clermont-Ferrand; was a teacher eight years; Avas a priest in the Catholic Church; came to this country; became a bishop; established schools in Arizona and New Mexico. Sanders, Ouren Strong, in Boston, No\r. 20; b. in Epsom, N. H., Sept. 24, 1819; was educated at Pembroke, Gilmanton, and Effingham (N. H.) academies; gradu¬ ated from Castleton Medical School, Vermont, in 1843; for two years was mem¬ ber of the Boston school board; A\'as one of the founders of the Little Wanderers’ Home and donated to it $5,000; made Dartmouth College his residuary legatee. Schaeffer, Charles A., in Iowa City, IoA\ra, Sept, 25; b. in Pennsylvania in 1843; Avas professor of chemistry and mineralogy at Cornell University, 1869-87; dean of Cornell faculty, 1866-67 ; Avas made president of the University of Iowa in 1887. Schribner, Edwin Albert, in Boonton, N. J., May 22; b. in Topsham, Me., April 18, 1856; prepared for college at Brunswick High School; graduated at Bowdoin College in 1877; Avas professor of natural science and chemistry at Itipon College, 1880-87. Schele de Verb, Maximilian, Ph. D., in Washington, D. C., May 12; b. in SAve- den; held the chair of modern languages in the University of Virginia, 1843-95; he Avas author of a number of historical romances, of which The Great Empress is the best known. ITis published studies on philology, and his translations from the French and German are most valuable. Seguin, Edavard Constant, M. D., in NeAV York City, Feb. 19; b. in Paris, France, in 1843; graduated at the College of Physicians and Surgeons, New York, in 1864; made a specialty of nervous diseases; became a member of the faculty of the College of Physicians and Surgeons in 1871 and Avas a lecturer there on the diseases of the spinal cord and insanity, 1871-85. He left all his valuable collec¬ tions and instruments to various medical institutions. Seiller, Prof. M., for many years instructor in the Indiana State Normal School. Sherrill, Henry J., in Belvidere, Ill., on Aug. 17; Avas principal of schools at Eaton, Kingston, Forestville, and Hamilton, N. Y.; St. Louis, Mo.; Belvidere, Ill.; superintendent of Boone County, Ill. Sikes, Lucretia C. Smith, at Leonardville, Kans., Feb. 17; b. in Pottsdam, N. Y., Sept, 28, 1818; graduated from Oberlin College in 1846; in 1871 she became engaged in work under the Congregational Home Missionary Society, and during the twenty-eight years in this Avork she taught a portion of the time. Smith, E. C., in Dixon, Ill., Aug. 17; Avas a New Yorker; in 1855 took charge of the institute at Dixon, Ill.; in 1861, of the South Side High School, and filled that position for twenty-five 37ears; had charge of the North Dixon High School for tw'elve years, teaching in one vicinity for more than forty years. Smith, Isaac William, LL. D., in Manchester, Nov. 28; b. in ILamstead, N. H., May 18, 1825; fitted at Phillips Academy, AndoATer, Mass.; graduated at Dartmouth in 1846; practiced law in Manchester, N. IF, and held many positions of public trust, among others Avas mayor of Manchester, member of the legislature, mem¬ ber of the school board, justice of the supreme court of the State, and trustee of Dartmouth College, 1885, until his death. Snow, A. P., in Winthrop, Me., Oct. 25; b. in Brunswick, Me., March 14, 1826; graduated from Dartmouth Medical School in 1854; in 1871 Avas a member of the legislature; Avas demonstrator of anatomy in Maine Medical School and also at Dartmouth. Spencer, Rev. Jesse Ames, in Passaic, N. J., Sept. 2; b. in Flyde Park, N. Y., June 17, 1813; graduated from Columbia College in 1837, and at the General Theo¬ logical Seminary in 1840; did not fill any pastorate; Avas professor of Greek in the College of the City of NeAV York, 1869-79, and Avas emeritus professor; Avas the author of a large number of historical and religious publications. NECROLOGY FOR 1898, 2489' Stanton, Rev. Robert Palmer, in Norwich, Conn., Sept. 11; b. in Belcherton, Mass.,. Jan. 20, 1818; fitted for the college at Munson (Mass.) Academy, and graduated at Yale in 18-13, and at Yale Divinity School in 1847; preached the largest part of his life; was a principal of Southington (Conn.) Academy; was visitor for thirty-three years of the Norwich schools. Start, Rev. Wm. A., at College Hill, Mass., in March; b. in Cambridge, Mass., March 1, 1837; graduated at Tufts College in 1862; was prominent in the Unitarian ministry; was bursar of the Tufts, 1895, until his death. Stimpson, Thos. Morrill, in Peabody, Mass., Sept. 30; b. there Jan. 21, 1827 ; fitted for college at Andover (Mass. ) Academy, and graduated at Amherst College in 1850;. practiced law all his life; was chairman of the school board of Peabody several years; a trustee of Peabody Institute, a member of its library and lyceum com¬ mittee twenty-nine years, and chairman of the Committee seventeen years; a member of Essex Institute, Salem, 1854, until his death. Stranaean, James Samuel Thomas, in Saratoga, N. Y., Sept. 3; b. in Petcrboro, N. Y., April 25, 1808; was a promoter and politician; was a member of the board of . directors of the Polytechnic Institute, Academy of Music, and Brooklyn Institute. Sutro, Adolph Heiwrich Joseph, in San Francisco, Cal., Aug. 8; b. in Aix la Chapelle, Prussia, April 29, 1830; accumulated a large fortune in the mines of Nevada and owned large real esta,te in San Francisco; did much to beautify San Francisco, giving parks, statues, and fountains; was mayor in 1894. He gave $10,000 to Yassar and left a large part of his estate to be finally given to educational and scientific institutions. Taylor, Allen, in Yonkers, N. Y., Oct. 13; b. in Bangor, N. Y., July 22, 1833; he attended Union College; in 1870 practiced law in Yonkers, N. Y. , and was vice- principal of a public school. Taylor, Professor, in Brooklyn, N. Y., Dec. 27; was superintendent of Polytechnic Institute. Taylor, Horace Willard, in Kenosha, Wis., Aug. 29; b. in Granby, Mass., Feb. 1, 1823; fitted for college at Amherst Academy; graduated at Amherst in 1848; taught in Killingly, Conn., in Williston Seminary, and in Baltimore; practiced law the rest of his life. Todd, Alwin Ethalstan, in Kentucky, Jan. 30; b. in Blanford, Mass., Aug. 14, 1846; graduated at Yale in 1871; in 1875 graduated from Yale Divinity School; held pastorate in various places; in 1891 was made professor of natural sciences in Berea College, Kentucky. Tome, Jacob, in Port Deposit, Md., Mar. 16; b. in York County, Pa., Aug. 13, 1810; accumulated an immense fortune in dealing in grain and lumber and in banking and railway enterprises; many public offices were declined by him; in 1884 gave a handsome building for scientific uses to Dickinson College; gave to Jacob Tome Institute at Port Deposit, Md., $3,500,000. Tucker, William Packard, D. D., in Pawtucket, R. I., May 4; b. in Biddeford, Me., July 24, 1834; received his early education in the public schools of Salem, Mass. ; graduated at Bowdoin College in 1854; in 1857 became tutor in Latin and mathematics at Bowdoin College; was instructor in mathematics and natural philosophy 1859-62; was librarian there 1857-83; settled in several parishes; in 1893 was elected archdeacon of the diocese of Rhode Island. Tuttle, Eugene Albert, in Philadelphia, Pa., July 30; b. in Elyria, Ohio, Nov. 21, 1851; graduated at Oberlin College in 1878; taught in North Amherst, Ohio, 1878-82; studied law; was engaged in teaching and farming at North Amherst 1883-90; was engaged in editorial work later. Van Ingen, Prof. Henry, in Poughkeepsie, N. Y., Nov. 17; b. in Holland Nov. 12, 1833; was educated at the Academy of Design at The Hague, and came to the United States in 1861; taught in Rochester until the opening of Yassar in 1865, and was at the head of the art department there from that date until his death. 2490 EDUCATION REPORT, 1898-99. Veazey, Judge Wheelock Graves, LL. D., in Washington, Mar. 22; b. in Brentwood, N. H., Dee. 5, 1835; graduated at Dartmouth College in 1859, and at the Albany (N. Y. ) Law School in I860; served in the Army during the war and rose to the rank of colonel, and was general by brevet; was reporter of Vermont supreme court, 1864-72; judge of the supreme court, 1879-89; also of Interstate Commerce Commission, 1889-96; he was a trustee of Dartmouth College a number of years, and was an active friend of education; was national commander of the Grand Army of the Republic. Verbeck, Guido F., in Tokyo, Japan, Mar. 9; b. in Zeist, Holland, in 1830; studied at the Moravian Seminary in Zeist, and came to the United Stakes and graduated at Auburn Theological Seminary in 1859; was a missionary at Nagasaki, Japan, 1859-68; was engaged in educational work for the Japanese Government for eleven years, and received the decoration of the Rising Sun from that Govern¬ ment; taught in the theological department of the Meija Gakuin. Walcutt, Charles Carroll, in Omaha, Nebr. ; graduated at the Kentucky Military Institute in 1858; served with distinction during the civil war; was mayor of Columbus; member of the Columbus school board a number of years, and its president for seven years. Watson, Harriet Almira, Feb. 16; b. at Hannibal, Mo., Sept. 2, 1867; graduated from the philosophical course in Oberlin College in 1892; taught in Man no la Seminary, Maui, Hawaiian Islands, until her death. Wa yland, Hemon Lincoln, D. D., in Wernersville, Pa., Nov. 7; b. in Providence, R. I., April 23, 1830; graduated at Brown University, Providence, R. I.; studied at Newton Theological Institution; taught in academy at Townshend, Vt. ; was tutor in University of Rochester; was chaplain of the Seventh Regiment, Con¬ necticut; in 1865 was professor of rhetoric and logic in Kalamazoo College, Michigan; became president of Franklin College, Indiana, in 1870; was author and editor a long time of the National Baptist; was one of the founders of Way- land Seminary, District of Columbia: Weeks, Robert Dodd, in East Orange, N. J., Feb. 23; b. in Clinton, N. Y., April 4, 1819; acquired a liberal education; taught school in Newark, N. J., 1846-51; was professor of English literature and farm economy in the Michigan State Agricultural College. Wells, Davis Ames, LL. D., D. C. L., M. D., Norwich, Conn., Nov. 5; b. in Spring- field, Mass., June 17, 1827; graduated at Williams College in 1847 and at the scientific school at Harvard in 1851; was an assistant there, and lectured at Gro¬ ton Academy on physics and chemistry; began the publication of the Annual of Scientific Discovery in 1849, which was continued for many years; was first chief of the Bureau of Statistics of the United States Treasury; was a prolific writer. Weston, Byron, A. M., in Dalton, Mass., Nov. 8; b. there April 9, 1831; acquired large wealth in manufacturing paper. He was a generous benefactor of Williams College, and was lieutenant-governor of Massachusetts. Weston, William Gove, in Tarrytown, N. Y., Aug. 14; b. in Pittsfield, Mass., Nov. 21, 1811; graduated at Williams College in 1832; was tutor in a private family in Mississippi; returned to Pittsfield and continued teaching; conducted the Pauld¬ ing Institute in Tarrytown for twenty years; was school commissioner for three years, and was for several years a member of the Tarrytown school board. He was occupied prominently in commercial enterprises later. Weyler, Rev. Samuel, A. M., B. I)., at Saratoga, Cal., Feb. 4; b. in Riga, Russia, in 1863; graduated at Knox College in 1887 and at Yale in 1891; founded and became principal of Benicia Academy in 1896. NECROLOGY FOR 1898. 2491 White, Andrew Judson, A. M., M. D., London, England, Sept. 28; b. in Canterbury, Conn., May 19, 1824; graduated at Yale Medical School in 1846; practiced a short time; went into business and accumulated a large property; gave White Dormi¬ tory to Yale. Whiting, Caroline F., in Brooklyn, N. Y., in Dec., in her eighty-first year. She was the oldest woman teacher in Manhattan, having only retired in 1893. Willard, Frances Elizabeth, LL. D., in New York City, Feb. 18; b. in Church- vine, N. Y., Sept. 28, 1839; graduated at the Northwestern College (female), Evanston, Ill., in 1859; taught in a district school near Janesville, Wis. ; in public schools in Evanston and Harlem; Kankakee (Ill.) Academy; was professor in her alma mater; taught in the Pittsburg (Pa.) Female Seminary; Grove School, Evanston; principal at Genesee Wesleyan Seminary, Lima, N. Y. ; professor of aesthetics in Northwestern University, and dean of the Woman’s College. She led in a number of reforms, as president of the Woman’s Christian Temperance Union, White Cross. Williams, Henrietta Blodget, May 30; b. in Kalgan, China, Sept. 25, 1867; grad¬ uated from the Oberlin College in 1889; taught at the Santee Agency; in 1893 taught in the Girls’ Boarding School at Kalgan, China. Wingfield, John Henry Due achet, D. D., LL. D., in Benicia, Cal., July 27; 1). in Portsmouth, Va., Sept. 24, 1833; graduated at St. Timothy’s College in 1850 and taught there two years; graduated at William and Mary in 1853 and taught there; took a course in the Protestant Episcopal Theological Seminary of Virginia; became head of the institution; founded St. Paul’s School for Girls in 1871; in 1874 was made president of Missionary College of St. Augustine at Benicia, Cal. ; established and became head of St. Mary’s Seminary of the Pacific Coast at Benicia, Cal.; author of several notable works. Witherspoon, Thomas Dwight, M. A., D. D., LL. D., in Louisville, Ivy., Nov. 5; b. at Greensboro, Ala., Jan. 17, 1836; graduated from University of Mississippi in 1856; took a course at Columbia Theological Seminary; served as chaplain in the civil war; held various pastorates; held a professorship in Central University, Richmond, Ivy.; taught homiletics in the Louisville Presbyterian Theological Seminary. Woodworth, Rev. Charles Louis, D. D., in East Amherst, Mass., May 23, 1820; fitted for college at Monson Academy; graduated at Amherst College in 1845 and at Hartford Theological Seminary in 1848; was pastor at East Amherst, 1849-61; chaplain during the civil war; was connected with the American Mis¬ sionary Association of Massachusetts as field agent, 1865-88; trustee of Atlanta University, Georgia, from 1886 until his death, and its financial agent, 1888-89. Wright, Charles Barstow, in Philadelphia, Pa., Mar. 24; b. in Wysox, Pa., Jan. 8, 1822; was a banker and railway promoter. He endowed Annie Wright Seminary for Girls and the Washington College for Girls. Wyman, Jonathan, in Concord, N. H., June 22; b. in Cornish, N. H., Feb. 25, 1817; fitted for college at Kimball Union Academy and graduated at Dartmouth Col¬ lege in 1842; taught in Virginia, Georgia, and Alabama five years and five years in New York City until 1855, when he engaged in business. Y andell, David Weldell, M. D., in Louisville, Ivy., May 2; b. near Murfreesboro, Tenn., Sept. 12, 1826; graduated at University of Louisville in 1846 and studied two years in Europe; professor in his alma mater, 1859; medical director Con¬ federate Army, 1861-66; established the American Practitioner in 1870; presi¬ dent of American Medical Association, 1871; and was appointed professor of surgery in Indiana University in 1S74 2492 EDUCATION REPORT, 1898-99. Zachos, John C., in New York City, Mar. 20; b. of Greek parents in Constantinople, Turkey, in 1820; studied at Amherst College and graduated at Kenyon College in 1840; studied medicine, but did not practice it; was professor of English in Antioch College, Ohio, 1853-62; surgeon in the Army, 1862-64; preached two years; professor of rhetoric Meadville (Pa.) Theological Seminary, 1866-71; curator Cooper Union, New York City, 1871, until his death. Ziegler, Rev. Henry, in Selinsgrove, Pa., Nov. 25; b. in Center County, Pa., Aug. 19, 1816; graduated at Pennsylvania College, Gettysburg, in 1841; studied theol¬ ogy there; occupied a number of pastorates; was professor of theology at Sus¬ quehanna University, 1858-81, and wrote several text-books ENGLISH. Av being, Edward Bibbins, in London, England, Aug. 4; b. in Stoke-Newington, Nov. 29, 1851; was educated at University College, London; studied medicine and went to Cambridge as assistant in philosophy; later was professor of chemistry and physiology at New College and of comparative anatomy at London Hospital; was a member of the London school board in 1882; advocate of socialism; editor, writer, and lecturer. Cairo, Rev. John, in Greenocks, Scotland, July 30; b. there in Dec., 1820; studied at Glasgow University and was ordained a minister of the Scottish Kirk; was well known as a preacher; professor of divinity in Glasgow University, 1862, and principal and vice-chancellor of the university in 1873; Gifford lecturer on natu¬ ral theology at Glasgow in 1892 and again in 1895. He was the author of a num¬ ber of publications. Cochrane, Rev. Wm., D. D., in Brantford, Ontario, Canada, Oct. 17; b. in Paisley, Scotland, in 1831; studied at University of Glasgow, but graduated at Hanover College, Indiana, in 1857; was ordained to the ministry in 1859; was pastor at Brantford from 1862 and for many years president of the Young Ladies’ College there. Davidson, Rev. Samuel, Apr. 1; b. in Ballymena, Ireland, in 1807; was educated ad Glasgow University and at the Presbyterian Theological Seminary at Belfast, Ireland; was professor of biblical criticism in the latter institution, 1835-42; pro¬ fessor of biblical literature in the Lancashire Independent College, Manchester, 1845 to 1857; was a prolific writer. Dodgson, Charles Lutwidge, in Guilford, Surrey, Jan. 14; b. in Daresbury, Cheshire, January 27, 1832; was educated at Richmond, Rugby, and Oxford; was a mathe¬ matical lecturer at Christ Church, 1854-81, and a fellow at the same institution, 1861, till his death; the author of Alice in Wonderland, and other juvenile books, under the pen name “Lewis Carroll,” also of mathematical treatises. Jenner, Sir William, M. D., in Bishops Waltham, Dec. 11; b. in Chatham in 1815; studied at University College, London; graduated from medical department of University of London in 1844; became a member of the Royal College of Physi¬ cians in 1848; professor of pathological anatomy in University College and assistant physician to the College Hospital; fellow of the Royal College of Phy¬ sicians and Gulstonian professor in 1852; professor of clinical medicine, 1857; physician to the Queen, and professor of the practice of medicine in University College in 1861; president of the Royal College of Physicians, 1881-89. Kanthack, Alfredo Antunes, in Cambridge, England, Dec. 22; b. in Brazil, March 4, 1863; was educated in Germany and Cambridge, becoming professor of pathol¬ ogy at Cambridge in 1897. Lewis, Thomas Hayter, in London, Dec. 10; b. there July 9, 1818; studied archi¬ tecture under Parkinson and Tite; was professor of architecture at University College, London, in 1865 and dean of the faculty of arts in 1871; emeritus pro¬ fessor in 1881. NECROLOGY FOR 1898. 249a Liddell, Rev. Dr. Henry George, in Ascot, Jan. 18; b. in Durham in 1811; was- educated at Charterhouse School and Christ Church, Oxford; was ordained a priest in 1838; was tutor, and, later, professor of moral philosophy in the univer¬ sity thirteen years; head master of Westminster Training School, London, 1846-55; dean of Christ Church; later, vice-chancellor of the university. He was a member of a commission which made large reforms in university education in England. Moulton, William Fiddian, D. D., Feb. 5; was head master of Seys School, Cam¬ bridge, since 1S74. Muller, George, in London, Mar. 10; b. near Halbersta/lt, Prussia, Sept. 27, 1805,- was founder of the orphan homes, Ashleydown, Bristol, England, where many children were housed and educated. Monk, William, M. D., in London, Dec. 20; b. in 1815; educated at University College, London, and at the University of Leyden, in 1837; became a member of the Royal College of Physicians in 1844 and a fellow in 1854; held several professor¬ ships during his life. Playfair, Prof. Lyon, LL. D.,in London, May 29; b. in Meerut, British India, May 21, 1819; educated at St. Andrews, New Brunswick; took a course in chemistry at the Andersonian University, Glasgow; studied organic chemistry in Germany under Liebig;, was professor of chemistry in the Royal Institute at Manchester, England, in 1843; occupied many high and important positions in England, among them inspector-general of the Government museums and schools of science in 1856; in 1857 was elected president of the Chemical Society of Lon¬ don; in 1858 became professor of chemistry at the Edinburgh University; was a member of Parliament. He was the author of numerous scientific memoirs. Price, Bartholomew, Dec. 30; b. in Coin St. Dennis, Gloucestershire, May 14, 1818; was educated at Pembroke College, Oxford, and graduated in 1840; a fellow of Pembroke in 1844; professor of natural philosophy at Oxford, 1853; secretary for many years of the Clarendon Press; master of Pembroke College, 1892 till his death; author of several mathematical treatises. Quain, Sir Richard, in London, Mar. 13; b. in Mallow, near Corls, Oct, 30, 1816; graduated from medical department of University of London in 1842; attained a large practice; became a fellow of the Royal College of Physicians in 1851; a member of the senate of London University and chairman of the Brown Insti¬ tution. OTHER FORE I GUST. Abramson, August, at Nails, Aug. 6; founder of the manual training school at Nails, Sweden. Ahmad Klian,' Sir Salyid, in Allahabad, Mar. — ; b. in Delhi in 1817; was an Indian statesman; founded an Anglo-Oriental college at Aligahe in 1873. Becker, A.., at Cologne, Germany, Sept. 6; was school councilor; principal of blind asylum. Benser, Dr. Albert, Apr. 14; was principal of commercial high school in Dresden, Saxony, Germany. Bohme, Franz M., in Dresden, Saxony, Germany, Oct. 18; was professor of music. Brauer, Karl F., at Naumburg, Germany, July 29; noted composer of church and school music. Buttner, Franz August, at Dresden, Saxony, Germany, Sept, 14; was court coun¬ cilor, principal of blind asylum. Ceneri, Giuseppe, Italian politician, at Bologna, in June; b. there in 1827; in 1859 became secretary of public instruction in provisional government; his course on Roman law in the L1 niversity of Bologna was the most esteemed in Italy. 2494 EDUCATION REPORT, 1898-99. Delianoff, Count Ivan Davidoricii, a Russian statesman, in St. Petersburg, Jan. 10; b. in Moscow in 1818; studied at Moscow University; in 1882 was appointed minister of public instruction. Dronke, D. A. F. W., in Koblenz, Germany, June 10; principal of the modern high and technical school; writer of a number of German text- books. Eberhard, H., in Eisenach, Germany, Oct. 3; school councilor, author of Poetry in School. Ebers, Georg, in Tutzing, Bavaria, Germany, Aug. 7; b. in Berlin, March 1, 1837; received education at gymnasiums of Kottbus and Quedlinburg and University of Gottingen and Berlin; was lecturer at University of Jena and professor of Egyptian Archaeology at University of Leipzig; was a novelist and an author of many publications. Erlselenz, Dr. Hermann, in Cologne, Germany, Apr. 9; principal of the girls’ high school there. Ernst, Georg, Jan. 9; one of the founders of the Austrian teachers’ association in Vienna, Austria. Eybesfeld, Conrad von, Austrian statesman, in Griitz, Austria, in July; b. in 1831; was minister of public instruction in 1888. Fischer, Oskar, Jan. 3, principal of girls’ high school in Hildesheim, Germany. Forster, Dr. Theodore, at Halle, Germany, Aug. 27; royal school inspector. Funk, Valentin, in Wiesbaden, Germany, Aug. 18; promoter of* teachers’ associa¬ tions. Goetze, Dr. Julius Woldemar, at Leipzig, Germany, Nov. 14; director of manual- training normal school. Gude, Karl, at Wasserode, Germany, Nov. 30; teacher and author of popular school readers. Gunther, Eduard, at Cologne, Germany, Aug. 11; principal deaf-mute institute at Neuwied. Harder, Rev. Karl, in Elbing, Germany, Mar. 4; editor of religious and educational journal. D’Harques, Mar. 27; school councilor in Berlin, Germany. Henckel, Julius, at Hanover, Germany, Sept. 29; rector of the city school; author of text-books on language. Henning, in Otweiler, Westphalia, Germany, Aug. 8, privy school councilor in Munster. Herzog, II. , Jan. 7; teacher in Aarau, Switzerland; well-known author of juvenile books. ILielscher, Dr. G., in Heidelberg, Baden, Germany, Nov. 23; royal school councilor. Hocilstetter, I., Apr. 19; was school councilor in Fiirth, Bavaria, Germany. Hoffmann, Th., at Gera, Germany, Feb. 21; was a popular publisher of text-books and other educational works. Hummel, August, Jan. 19; was a normal school teacher in Halle, Germany; author of geographical text-books and numerous historical works for children. Kannegiesser, K. Erwin, in Cassel, Germany, Mar. 8; was privy councilor of state schools; was author of articles on supplementary education. Kramer, in Germany, Bingen on the Rhine, Mar. 25; was district school inspector. Lange, Rudolf, Feb. 4; was a normal-school teacher in Weissenfels, Germany, and a composer of church and school music. Lange, Dr. Theodor, Feb. 21; was school principal in Clendon, near Berlin, Germany. Latendorf, Dr. J. Fil Th., May 1; was head master in gymnasium at Schwerin, Germany; specialist in history of literature. Lattmann, Dr. Julius, at Gottingen, Germany, Aug. 19; was school councilor; author of Latin and Greek text-books. NECROLOGY FOR 1898. Liezen-Mayer, Alexander yon, a German painter; in Munich, Feb. 19; b. in Raab, Hungary, Jan., 1839; in 1880 was director in the School of Art; a professor in the Munich Academy in 1883; a member of Vienna Academy in 1887. Madrazo, Federigo, a Spanish painter; in Madrid, Aug.; b. in Rome in 1815; was appointed court painter at Madrid; was director of Madrid Academy of Fine Arts. Marco, Ferdinand, at Branchstein, Germany, Aug. 31; was inspector of gymnastics. Maschek, Dr. FI. A., at Horde, Westphalia, Germany, Aug. 24; mayor of city of Hamm; author of pedagogical books and compiler of laws. Neuenschwender, Samuel, at Thun, Switzerland, July 2; music teacher and popular composer. Reuter, Dr. W., Jan. 9; was normal-school teacher in Boppard, Germany; author of a history of literature. Ribback, Dr. Otto, at Erfurt, Germany, July 18; was professor of philosophy in Berne, Basel, Kiel, Heidelberg, and Leipzig. Rivier, Alphonse Pierre Octave, a Belgian legal writer, in Brussels, Belgium, July 21; b. in Lausanne, Switzerland, Nov. 9; studied law at University of Lausanne and in Berlin; was professor in University of Berne 1863-67; was professor at University of Brussels; was the author of several publications. Ruhsam, Julius, in Annaberg, Saxony, Germany, Nov. 17; was teacher in secondary schools; noted as reformer in methods of teaching natural history. Schiebert, Dr. Karl, in Breslau, Feb. 18; was privy councilor and school superin¬ tendent in Pomerania, Germany; author of educational works. Schilling, Dr. Max, at Ziillichan, July 29; was head teacher in normal school at Ziillichan, Germany. Schmelzer, Dr. Karl, in Berlin, Germany, Oct. 6; was principal of classical high school in Berlin; author of popular educational works. Schmidt, P., April 26; taught in normal school at Pyritz, Germany. Schumacher, Karl, at Berlin, Germany, May 11; was rector of city school. Schwalbe, Dr. J., in Posen, Germany, Dec. 3; was school inspector. Sommer, Dr. Otto, Apr. 18; was principal of girls’ high school in Brunswick, Ger¬ many. Steeg, Jules, in Paris, May 4; Protestant teacher in Paris; since 1896 director of nor¬ mal school. Steudener, Dr. Heinrich, in Quedlinburg, Germany, May 13; was professor in the famous cloister school at Rossleben; author of historical works. Stockhardt, E. Th., Mar. 27; was professor in Chemnitz, Saxony, Germany. Taschereau, Elziar Alexandre, D. C. L., in Quebec, Canada, Apr. 12; b. in Sainte- Marie-de-la-Beauce Feb. 17, 1820; educated in Quebec and Rome; professor of moral philosophy in the Seminary of Quebec, 1842-54; director of the minor sem¬ inary in 1856 and of the great seminary in 1859; superior in 1860 and rector of Laval University; papal delegate, archbishop, and cardinal. Teuber, Karl, at Patschkau, Germany, Sept. 5; was teacher and author of juvenile literature. Topelius, Zachris, in Helsingfors, Finland, Mar. 12; b. in Kuddnas, Finland, Jan. 14, 1818; was educated at Helsingfors University; editor, 1840-61; professor extraordinary of Finnish history at his alma mater, 1853; professor of the his¬ tory of Finland and northern regions, 1863; professor of general history, 1876-78; author of several books of poems and novels. Uellner, Dr. Julius, at Diisseldorf, Germany, Oct, 24; was director of secondary schools for girls. Voebrodt, Dr. F., at Erfurt, Germany, Sept. 27; was city school councilor. Vries, J. F. de, at Emden, Germany, Oct. 11; was rector of city school; became famous through his advocacy of home geography. 2496 EDUCATION REPORT, 1898-99. Wolf-Delitz, B., at Magdeburg, Germany, Oct. 2S; was head teacher and president of provincial teachers’ association. Walter, F., at Berlin, Germany, June 13; was rector of city schools and contributor to educational press. Wolf, K., at Steglitz, Germany, Jan. 1; was school councilor. Zabel, R., at Zerbst, Germany, Feb. 22; was founder of deaf-mute school. Zieprecht, Heinrich, in Kossel, Germany, Jan. 1; was a teacher and a member of executive committee of the national teachers’ association. Zimmermann, Dr. Robert, in Vienna, Sept. 1; was professor of philosophy in Univer¬ sity of Vienna. CHAPTER L. PORTABLE SCHOOL BUILDINGS. [From the Annual Report of the Superintendent of Instruction of St. Louis, Mo. (Hon. F. Louis Soldan), for 1898-99, p. 51.] It seems advisable to provide a remedy for the trouble which the board have experienced in regard to this matter [of double daily sessions] in the past. It can not be the policy of the board to provide school room in advance before the neces¬ sity of it is felt in any part of the city. After a school, however, has become over¬ crowded and a new building has been decided upon, a year must necessarily pass before it can be completed and occupied. During this year temporary provision must be made for the surplus of children. In the city of Milwaukee the plan of portable school buildings for temporary purposes has been tried with satisfaction for many years. The idea of portable school buildings seems to have originated in Paris, when, after the Francc-Prussian War, a compulsory education law was passed, and the sud¬ den influx of children into the public schools of that metropolis was so large that existing schoolhouses could not take care of the number. Under these circum¬ stances the plan of temporary school buildings was tried, and was found to meet the emergency. Several other large European cities, such as Munich, have tried this plan with good success. At a cost hardly greater than the rental of an adequate room for two years, such buildings, large enough to accommodate 50 children, well ventilated and heated and protected from cold by double walls, can be erected, and I believe they would present better sanitary conditions for the temporary accommodation of children than the ordinary rented rooms and would be much better economy than double-time sessions. They could be put into the yards of the school buildings that need relief and make use of the outhouses and of the janitor service provided for the main building. [From the Annual Report of the Commissioner cf School Buildings of St. Louis, Mo. (Mr. William B. Ittner), for 1898-99.] PORTABLE SCHOOLROOMS. I am pleased to report a successful trial of the portable schoolroom. Beginning with the present board (in June, 1897), a large number of rented rooms were main¬ tained in various parts of the city. The addition of new school buildings has enabled the board to reduce the number of rented rooms at this time to 19. These rented rooms, though the best that can be procured in the neighborhood of the school needing relief, are at best ill adapted to the requirements, are expensive to fit up for school purposes and to restore to their original condition when given up. The build¬ ing devised to relieve temporarily the overcrowded condition at any school will enable the board to properly provide for such overflow and, with the proper number of portable rooms on hand, to dispense with rented rooms entirely. The buildings are constructed in such manner as will enable them to be readily taken apart where no longer required at one school and moved to another. They ED 99 — VOL II - 157 2497 2498 EDUCATION REPORT, 1898-99. are 24 by 36 feet, inside measurement, with a clear story height of 12 feet. The floor is constructed in 8 sections, the sides in 6 sections, the ends in 4 sections, and the pitched roof in 16 sections. Each section is built upon frames which are readily bolted together in such manner as to make a perfectly tight and secure room. Ail joints between the sections are covered both inside and out by movable pieces secured with screws. They are heated and ventilated by an indirect furnace witti double casing. The fresh air is taken directly from the outside, which supply can not be cut off by the teacher. The vent is erected at the opposite end of the room from the furnace, and the draft of the vent is induced by carrying the smoke pipe from the furnace through the upper part of the vent flue. This not only makes a perfect method of ventilation, but effectually prevents any possibility of fire from the furnace smoke pipe. A test of the ventilation of the first room, set up at the Walnut Park school, shows that the air of the room is being changed every 9.74 minutes, thus supplying each of the pupils with 16 cubic feet of fresh warm air per minute. The buildings thus far completed have been erected by our own carpenters, the cost being as follows: Lumber . . . . . $372. 00 Mill work . . . . . . 78. 56 Hardware and iron work . . . 69. 50 Labor . . . . . . . . 123. 20 Hoofing . . . 38. 50 Painting and glazing . . . . . . . 85. 00 Heating and ventilating . . . . . 86. 40 Total . . . 853. 16 The rooms can readily be taken apart, moved, and reerected. The}7 are fitted with 60 adjustable desks, and in all respects make a satisfactory and comfortable school room. [From letter of Mr. William B. Ittner, commissioner of school buildings, June 14, 1900.] I will add this description of the heating and ventilating apparatus, which is not explicitly covered in my report: The furnace is known to the trade as a “room heater” and weighs 450 pounds. It has an outer casing (for appearance) of Russia iron; the exposed chimney in the class room being also of Russia iron. The inner casing surrounding the furnace is of heavy stovepipe iron; the same being corrugated and set with about a 11-inch air space between the inner and outer casing. Tiiere is a row of 1-inch holes 3 inches apart through the outer casing just above the floor. This permits of a good circulation of air through the space between the casings and assists materially in keeping the outer casing cool. We place a door about 6 by 12 inches on each side of the casing near the floor, so that when the room is not occupied, these doors can be opened up and the room quickly warmed before the fresh-air inlets are opened. We cover the toj> of the fur¬ nace with a No. 8 wire screen, to prevent mischievous youngsters from throwing papers, etc., over the casings. This has been found convenient also in suburban schools to warm coffee and the children’s lunch. The fresh air is brought in through a wood duct under the floor. The duct extends to both sides of the building, permitting the air to enter from both sides. Doors can be arranged to be opened and closed from the room by means of chain and pulley, giving the teacher easy control of the quantity of fresh air to be admitted. The outer openings should, of course, be covered with heavy wire screens. The space in the floor under the heater is cut out for the admission of fresh air around the casing of the furnace and inside of the inner casing. The floor joists under the PORTABLE SCHOOL BUILDINGS. 2499 heater are protected by wrapping them with several layers of asbestute paper and then covering them with stovepipe iron. 1 The vent outlet is placed at the opposite end of the room alongside of the book closet. While this location may not seem the correct position for the vent opening, yet tests of this apparatus have proved a thorough circulation of air throughout the entire room. By passing the smokepipe over the furnace through the vent flue, the air in that part of the flue is heated, thereby inducing and maintaining a constant flow of air through the room at all times. Tests of the heater have shown that the air of the room can be changed every seven minutes; that the temperature varies only two degrees from maximum to minimum, using six thermometers, one of which was placed on the teacher’s desk, the other five distributed about the room. High Win do tv. Window. 2500 EDUCATION REPOET, 1898-99. PLAN OF PORTABLE SCHOOLROOM. PORTABLE SCHOOL BUILDINGS. 2501 PORTABLE SCHOOLROOM. CHAPTER LI STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. Countries. Date of report. 1 2 I.— EUROPE. 1 Austria-Hungary . . 1897 2 Austria . 1897 3 Hungarv . 1897 4 Belgium . 1SS6 5 Bulgaria . 1S98 6 Denmark . 7 France a . . . . 1896-97 8 Germanv . 1895-96 0 A1 s a c e - L o r- 1891 raine (impe- rial posses- sion). 10 Anhalt (duchy) 1891 ii Baden (grand 1S94 duchy). 12 Bavaria (king- 1895 dom'i. 13 Bremen (free 1897 city). 14 Brunswick 1891 (duchy). 15 Hamburg (free 1898 city). 16 Hessia (grand 1891- duchy). 17 Lippe (prnmi- 1891 pality). 18 Liibeck (free 1896 city). 19 Mecklenburg- 1891 Schwerin (grandduchy) 20 Mecklenburg- 1891 S t r e 1 i t z (grandduchy) 21 Olden burg 1891 (grandduchy) 22 Prussia ( king- 1896 dom). 23 Reuss, ir. line 1891 (principality) Enrollment in elementary schools. Average at¬ tendance. Number of teach¬ ers. Boys. Girls. Total. Ratio to total population. Total. Ratio to en¬ rollment. Men. Y\To- pien. Total. 3 4 5 iy 7 8 9 io 11 3, 166, 715 2,991,088 6,157,803 15.0 87.5 90, 559 27, 500 118,059 1,817,800 1,809,345 3,627,145 15.2 90 66, 704 20, 473 87,177 1,348, 915 1,181,743 • 2, 530, 658 14.5 85 23, 855 7,027 30, 882 392, 838 359, 224 752, 062 11.73 7,695 7, 352 15, 027 239, 500 109, 216 348, 716 10.53 6, 421 1, 544 7, 965 307, 633 14. 08 2, 782, 547 2, 748, 871 5,531,418 14.38 . ... 67, 339 84, 938 152, 277 18. 0 90 229, 028 14.0 90 2,703 2, 303 5,006 22, 673 22, 549 45, 222 16.0 90 897 93 980 160, 222 160, 422 320, 644 19.2 90 . . 5, 503 541,732 546, 010 1,087,792 20.0 90 17, 953 6,299 24, 252 12, 636 12, 991 25,627 13.0 . 90 484 135 619 31,671 34, 329 69, 000 17.0 90 1, 049 1 , 049 44, 761 50, 977 95, 738 14.0 90 1,720 1,368 3,088 94, 572 98, 240 192, 812 19.4 . 90 2,467 324 2, 791 12, 061 11,474 23, 595 18.3 90 473 7, 603 7, 024 14,627 17.5 90 236 136 372 43, 692 41,142 84, 834 14.6 90 1,912 145 2,057 7, 726 7, 583 15, 309 16.0 90 355 355 30, 556 29, 851 60, 407 17.0 90 960 960 3, 160, 737 3, 180, 530 6,341,267 20.0 90 81,762 10, 299 92, 061 9,702 9,801 19, 503 17.0 90 290 18 308 a Algiers is included in these statistics. The heading “Boys” includes 464,142 in private schools, “Girls” includes 876,956 in private schools, and the total includes 1,341,098 in private schools. Under the head of “Teachers” 10,963 men in private schools are included; 35,540 women in private schools are included, and the total in private schools is 46,503. 2502 CHAPTER LI. STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. Current expenditures. Popula¬ tion. Date of cen¬ sus. Chief officer of education. 0 » Salaries. Inci¬ dentals. Total. Per capita of enrollment. Per capita of population. 12 13 14 15 16 17 18 16 $18,871,019 $8, 834, 841 $25, 705, 850 $4.60 $0. 60 41,358, 886 1890 No imperial office . 1 14, 813, 156 5,495, 945 20, 309, 101 6. 83 .85 23,895,413 1890 Dr. W. von Hartel, minister of 2 public instruction. 4, 957, 863 1,338,895 5, 396, 759 2.48 .45 17, 463, 473 1890 Dr. J. von Wlassics, minister of 3 public instruction. 6, 663, 705 8. 85 1.04 6,410,783 1895 M. F. Schollaert minister of the 4 interior and public instruction. 3,310,713 1893 Dr. Tv. Vat.ehow ministerof pnh- 5 lie instruction. 2, 185, 335 1890 Bishop Hi V. fiihvr minister of 6 public instruction and ecclesi- astical affairs. 538 742 (1? 9. 24 1.06 38, 517, 975 1896 M Rpnrp'p T.pvptips minifitpr nf 7 public instruction and fine art3. 52, 246. 589 1895 No imperial office . 8 c 624, 000 2 66 . 39 1,641,220 1895 Herr Piebfer direetor of public 9 instruction. 332, 457 7.13 1.22 293, 123 1835 Herr Rumelin, president depart- 10 ment of public instruction. c 869, 842 2 71 52 1,725,470 1895 Dr W Nolrir minister of worship 11 and public instruction. 5, 869, 883 5. *2o 1. 13 5, 797, 414 1895 Herr yon b.qnflma'nn minister of 12 worship and public instruction. 180,000 70, 000 250, 000 10. 00 1.30 196, 278 1895 Dr. D. Ehmck, senator, commis- 13 sioner of public instruction. 294, 690 4.27 . 73 433, 986 1895 Herr G. Spiess, president of con- 14 sistory. <71,740,100 17. 00 2.55 681,632 1895 Dr. J. 0. Stammann, senator, pres- 15 ident department of schools. 1, 940, 826 10.06 1.95 1,039, 388 1S95 Dr. H. Eisenhut, president depart- 16 ment of schools. c 68, 640 2 91 . 54 134,617 1895 Hr Mipsitsphplr vnn WUphlmn 17 minister of state. 171,593 50, 000 221, 593 15. 15 2.65 83, 324 1895 Dr. Eschenburg, senator, commis- 18 sioner of instruction. 596, 886 1895 Herr Giese, president of eonsis- 19 tory. 101, 513 1895 Dr. Piper, president of consistory. 20 496, 423 8. 20 1.46 373, 739 1895 Herr G. F. H. A. Flor, minister of 21 worship and instruction. 31, 871, 325 12, 577, 049 44,248,374 7.00 1.40 31, 849, 795 1895 Dr. Conrad Studt, minister of 22 worship, instruction, and medical affairs. c 68, 497 2.91 .57 131,469 1895 Herr Graesel, councilor of state . . 23 b Public schools only, which enroll -1,190,320 pupils, or three-fourths the total in elementary schools. c From State only. d Including tuition fees. 2503 2504 EDUCATION REPORT, 3898-99. Statistics of elementary education 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 Countries. Date of report. i. — Europe — cont’cl. Reuss, sen. line (principality) Saxe-Alten- burg (duchy). Saxe-Coburg- Gotha (duchy) Saxe-Me i n i n - gen (duchy). Saxe-W c i ni a r (grandduchy) Saxony (king¬ dom). Schaumburg- Lippe (prin¬ cipality). Schwarz!) u rg- Rudol s tad t (principality) Schwarsb urg- Sondershau- sen (princi¬ pality). Waldeck (prin¬ cipality) . Wiirttemberg ( kingdom). Great Britain and Ireland: England and Wales. Scotland . i Ireland Greece . Italy . Netherlands Norway . 1891 1891 1891 1891 1891 1896 1891 1891 1891 1891 1897 1897 1897 1897 1889 1895-96 1897-98 1895 Enrollment in elementary schools. Boys. 5,417 14,439 16, 581 29, 464 397, 841 3, 389 7,380 6, 479 5, 625 185, 090 Girls. 5, 571 15,186 16, 922 29, 463 331,267 3,369 7,187 6,484 4, 815 208, 538 78,815 18, 986 1,296,461 1,082,888 374, 578 Portugal . ! 1890 Roumania Russia Finland . Servia . Spain . . Sweden Switzerland . 1898 1896-97 1896 1899 1893-94 1895 1897 2, 948, 274 47, 517 65, 846 359, 121 311,837 831,544 Total. 10, 988 29, 625 33, 503 39, 592 53, 927 | c B. B If a 17.5 17.3 10.2 17.7 18.4 729, 108 20. 0 6,758 14, 579 17. 3 17.0 12, 963 17. 1 10,440118.2 393, 628 19. 0 5, 507, 039 17. 73 719, 934 17. 04 b 816, 001 17. 92 97, 801 1 4.02 2, 379, 349 1 7.47 719, 415 14. 18 319, 860 15. 99 237, 791 298, 233 4. 71 5.14 3,779,818 2.99 41 04r, |fdl77, 8861 \ 88,562/ 11,329 287, 995 10. 57 77, 175j 3. 34 1,356,136 7.72 733, 836 14. 49 647, 116|20. 7 Average at¬ tendance. Number of teach¬ ers. i c ° +J Total. o § Men. Wo- Total. C " men. e3 ° M 7 S 9 IO 1 1 90 215 7 220 . 90 500 ♦ 500 90 580 90 589 589 90 863 9 872 90 9, 409 3,060 12, 496 90 126 90 263 90 264 90 247 90 5, 030 4, 488, 543 81.5 130, 773 605, 389 84. 09 16, 096 521,141 63.9 13, 007 1,641 19,968 32, 544 52, 512 12, 986 5, 855 18, 841 4,402 2, 116 6, 518 5,411 91, 105 22, 879 113,984 1,016 1,291 2,297 929 576 1,505 15, 471 8S.2 8,138 6,297 14, 435 a From State only. b Average enrollment. c Total contribution for elementary education from the various ministers in 1899. In 1894 this amount was stated to be $3,105,860. EDUCATION IN FOREIGN COUNTRIES 2505 in foreign countries — Continued. Salaries. Inci¬ dentals. 12 13 84, 604, 053 81, 466, 733 . 60, 864 2, 496 . 4, 267, 361 2,735,131 6, 105, 4SS 1,445,437 232, 939 ependitures. Popula¬ tion. Date of cen¬ sus. Total. O +J is o •as ce ^ o o O P. c3 ei-g a t- C £ ft 11 I 5 16 17 18 827, 000 86. 55 81.55 67, 454 1895 180, 012 1895 208, 724 6.27 1.01 216,624 1895 246, 712 6.23 1.10 234, 005 1895 388, 893 6.60 1.20 338, 8S7 1S95 6, 070, 786 8.30 1.92 3, 783, 014 1895 a 20, 640 4, 37 .78 41,224 1895 a 71, 584 4.91 .83 88, 590 1S95 a 63, 360 4.91 .84 78, 248 1895 a 55, 794 5.34 .98 57, 782 1895 al, 416, 562 3.80 .70 2, 080, 898 1895 51,701,540 9. 38 1.66 31 , 055, 353 1897 7,403,067 10. 28 1. 75 4, 222, 784 1397 6, 374, 716 7. 81 1.44 4, 551, 631 1897 653, 274 6.68 .27 2, 433, 806 1896 12,164,244 5.11 .37 31, 856, 675 *1899 5, 90S, 636 8.21 1.16 5, 074, 632 *1898 2, 210,571 6. 91 1.15 2, 000, 917 1891 5, 049, 729 1890 1,764,121 5.91 .30 5, 800, 000 1893 c 19,345,842 5.12 .15 126,411,736 1897 c 538, 525 2. 02 .21 2, 520, 437 1897 532, 553 6.90 .23 2,312,484 1895 17, 565, 632 1887 4,180,568 5. 69 .82 5, 062, 918 *1898 6, 333, 427 9. SO 2. 03 3, 119, 635 1398 Chief officer of education. If) Herr Schulze, councilor of state. . Dr. von Helldorf, minister of state. Dr. F. Krctschmar, councilor of state. Dr. F. von Heim, minister of state. Herr R.von Pawel-Rammingen, councilor of state. Dr. K. D.P. von Seydewitz, min¬ ister of worship and public in¬ struction. Herr Bomers, president of consis¬ tory. Herr Hauthal, councilor of state. . Herr H. Petersen, minister of state. 24 25 26 27 28 29 30 31 32 Baron von Hadeln, president of I 33 consistory. Dr. von Sarwe y, minister of state . . I 34 Committee of council on educa- 1 35 tion: Vice-president for Eng land, Sir John Gorst: vice- 36 president for Scotland, Lord Balfour, of Burleigh. Commissioners of national edu- 37 cation in Ireland. Ath. Aftaxias, minister of ecclesi- 38 astical affairs and public in¬ struction. Dr. G. Baccelli, minister of public 39 instruction. H.G. Borgesius, minister of the 40 interior. V. A. Wexelsen, minister of pub- 41 lie instruction and ecclesias¬ tical affairs. J. de Azevedo Castillo Branco, 42 director-general of public in¬ struction and fine arts. Take Jonescu, minister of public 43 instruction and ecclesiastical affairs. M. Bogolopoff, minister of public 44 instruction. Dr. L. L. Lindelof, director-gen- 45 oral in charge of schools. And. Georgevitch, minister of 46 public instruction and ecclesi¬ astical affairs. Sr. Garcia Alix, minister of pub- 47 lie instruction. N. L. A. Claeson, minister of cede- 48 siastical affairs. C. W. Kast¬ man, secretary-general of ele¬ mentary instruction. No federal office . 49 din ambulatory schools. c For elementary and normal schools. * December 31. 2506 EDUCATION REPORT, 1898-99. Statistics of elementary education Countries. 50 51 52 53 54 55 56 57 68 59 ; 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 1 II. — ASIA. British India: Assam . Bengal . Berar . Bombay . Burmah (upper and lower) . Central prov¬ inces. Coorg . Madras . Mysore a . Northwest prov- inces and Oudh. Punjab . Ceylon . Japan . III.— AFRICA. Cape of Good Hope. Egypt . Natal . IV. — NORTH AMER¬ ICA. British Columbia .. Manitoba . New Brunswick ... Northwest Terri¬ tories. Nova Scotia . Ontario . Prince Edward Island. Quebec . N ewfoundland _ _ Mexico . Bermuda . V.— WEST INDIES. Jamaica . Trinidad . Cuba / . . Date of report. 1896- 97 1897- 98 1897- 98 1898- 99 1898-99 1896-97 1896-97 1898-99 1896- 97 1897- 98 1897-98 1898 1897 1898 1898 1897 1833-97 1896 1898 1898 1897 1897 1896 1896-97 1894 1897 1S98 ' 1898-99 1894 1899 Enrollment in elementary schools. Boys. 488, 824 115, 764 587, 251 77, 114 258, 614 167, 544 110,290 2, 559, 370 68, 375 Girls. 70, 046 25, 543 10,075 8, 694 12, 145 36, 166 10,564 13,449 13, 850 39,910 Total. 84, 267 1 , 259, 615 50, 085 558, 870 141,307 122, 616 4,039 623, 417 c 272, 063 d 181, 394 150,230 1,415,603 3,974,973 67, 420 135, 805 110, 399 9, 14' 8,060 9, 993 19,222 15, 798 37, 9S7 63, 536 16, 751 100, 847 441, 157 22, 138 Average at¬ tendance. Number of teach¬ ers. 97, 091 20, 621 85, 009 Ratio to total population. Total. Ratio to en¬ rollment. Men. Wo¬ men. Total. 6 7 8 O 10 11 1.57 1. 76 1.72 2.95 440, 991 78.90 . 18.57 1.13 2.33 17.49 1.91 . 57 .so 91,529 9.31 3, 156, 301 79. 44 79, 274 8.89 105, 051 77'. 35 1,674 2, 596 4,270 2. 16 15, 9S3 3.5 16. 09 9,999 63. 29 3S4 24. 96 23, 247 61.11 1,093 19.77 35, 3S6 55. 7 1 , 912 8, 826 232 251 483 22. 39 54, 922 54. 46 2,485 20.86 248, 548 56. 34 2, 690 5, 686 8,376 20. 29 13, 412 60.58 324 245 569 13. 30 139,876 70. 60 5, 628 17.3 4. 63 391 , 657 67. 04 10, 327 12. 64 54, 041 1,545 9.36 5. 41 54, 298 63.87 1,090 1,575 2, 665 a Feudatory state under native administration. 5 Also in private elementary schools, 23,981. c Also in private elementary schools, 40,230. d Also in private elementary schools, 42,493. e Also 99,395 in model schools and academies. EDUCATION IN FOREIGN COUNTRIES 2507 in foreign countries — Continued. Current expenditures. I l O -M 'o • Popula¬ tion. Date Inci¬ dentals. 5 § d 3 of cen- Chief bfficer of education. Salaries. Total. ^ w d ^ o O lies S s sus. £ ^ 12 IS 14 15 lt> 17 IS 19 • 5, 476, 833 71,346, 987 1891 $710, 722 $0. 56 $0. 01 1891 Mr. C. A. Martin, director of pub¬ lic instruction. 2, 897, 491 18, 901, 123 1891 655, 797 1.17 .03 1891 Mr. E. Giles, director of public in¬ struction . 56, 322 .39 .007 7, 605, 560 1891 Mr. Vansomeren Pope, director of public instruction. 10, 7S4, 294 173, 055 35, 530, 440 1891 1891 - 359,411 . 57 .01 1891 Mr. D. Duncan, director of public instruction. 102,368 1.16 .02 4, 581, 029 1S91 Mr. J.Bha,bba, inspector-general 418, 762 1.53 .01 1891 of education. Mr. T.C. Lewis, director of pub¬ lic instruction. 46, 905, 085 612, 363 3.37 .03 20, 866, 847 1891 Mr. W. A. Bell, officiating di¬ rector of public instruction. 91,709 9, 297, 186 .61 03 3, 009, 461 42, 708, 264 1891 *1896 Mr. J. Harward, acting director. . . Count Kabavama Sukeki, minis¬ ter of state for education. 2. 34 .22 1, 085, 792 8. 00 .72 1,527,222 1891 Mr. Thomas Muir, superintend¬ ent-general of education. 9, 734, 405 1897 Hussein Pacha Fakhry, minister of public works and public in- 221,193 11.50 .41 543, 913 1891 struction. Mr. Robert Russell, superintend- 220, 810 13.90 2.24 98, 173 1891 ent, inspector of schools. Hon. James Baker, minister of education. 714, 049 18.79 4.68 152, 506 1891 Kon.J. D. Cameron, minister of education. 577, 219 9. 08 1.07 321,263 1891 Mr. J. R. Inch, chief superintend- ent of education. 133, 643 7.97 Mr. D.J.Goggin, superintendent 8.03 1.79 450, 396 1891 810, 696 of education. Mr. A. H. Mackay, superintend¬ ent of education. 3, 913, 501 8. 87 1.84 2, 114, 321 1891 Hon. G. W. Ross, minister of edu- 153, 316 6. 92 1.40 109, 078 1891 cation. Mr. D. J. MacLeod, superintend- 1,523, 807 7. 70 1.00 1,488,535 1S91 ent of education. Mr. Boucher de la Bruere, super- intendent of education. 147, 544 4. 15 .73 202,040 12, 630, 863 1891 2,083,267 3. 55 .17 1895 J. Baranda, minister of justice 7, 773 3. 89 .49 15, 794 1895 and public instruction. Mr. George Simpson, secretary of 250, 586 2.58 .37 672, 762 1S94 the board of education. Mr. Thomas Capper, superintend- 113,078 5. 48 . 51 220, 285 1S91 ing inspector of schools. Mr. K. Gervase Bush, inspector of 716, 892 8.43 .46 1, 572, 797 1899 schools. Alexis E. Frye, superintendent of schools. 50 51 52 53 54 55 50 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 /The statistics, which include pay and free schools, are taken from “Census ot Cuba,” 1899 pp 585, 618-619. It is stated (on p. 615), however, that there were in June, 1900, about 3,000 public schools* 3,500 teachers, and 130,000 pupils under instruction, and that the estimated expenditures for all schooi purposes were upwards of SI, 000, 000. The above estimates from the Tables are more conservative and form a more complete estimate for the computations made. ’ * December 31. 2508 EDUCATION REPORT, 1898-99. Statistics of elementary education Countries. Date of report. I 2 VI. — CENTRAL AMERICA. 80 Costa Rica . 1897 81 Guatemala . 1899 82 Nicaragua . 1894 S3 Salvador . VII. — SOUTH AMER¬ ICA. 1893 84 Argentina . 1898 85 Bolivia . 1897 86 Brazil . 1889 87 Chile . 1898 88 Colombia . 1897 89 Ecuador . 1894 90 Paraguav . 1897 91 Peru . 1897 92 Uruguay . 1S98 93 Venezuela . 1891 94 Hawaii c . 1899 95 Mauritius . VIII. — AUSTRALASIA. 1899 96 New South Wales . . 1897 97 Queensland . 1899 98 South Australia. . . . 1899 99 Victoria . 1898 100 West Australia . 1899 101 New Zealand . 1898 102 Tasmania . 1899 Enrollment in elementary schools. Average at¬ tendance. Number of teach¬ ers. Boys. Girls. Total. Ratio to total population. Total. Ratio to en¬ rollment. Men. Wo¬ men. Total. 3 4 5 6 7 8 9 10 11 21,913 9. 01 17,153 82.83 357 447 784 47,303 3. 08 1,578 20, 000 5.26 16, 663 12, 764 29, 427 3. 66 453 340 793 129, 974 115, 760 245, 734 6. 22 198, 433 80. 75 2,023 4,529 6,552 ci 36, 690 1.81 300, 000 2.09 48, 192 51, 689 99,881 3. 68 65, 619 65. 69 755 1,553 2,308 143,076 3.69 76, 878 6.01 1 , 666 25, 000 4. 17 700 85, 592 1.21 60, 771 70. 8S 1,618 26, 435 23, 298 49, 733 6.01 238 831 1,069 100,026 4. 31 8, 651 6, 839 cZ 15, 490 14. 20 192 352 (Z544 19,181 5. 16 11,945 467 226, 157 17.24 148,381 65.6 2,332 2,110 4,492 92, 120 21. 78 63, 133 68. 5 870 1,017 1,887 68, 329 19. 15 41 , 655 60.9 411 872 1 , 283 122 018 115, 701 237, 719 20. 18 131,8-15 56. 72 4,618 16, 053 10. 16 12, 465 77.64 433 131, 621 18.71 110, 256 83. 76 1,463 2,201 3,664 23, 272 15. 86 13, 105 56. 31 a Includes pupils in private schools. b Expenditures by the higher council “ for educational purposes.” c Annexed to the' United States by joint resolution of Congress July 6, 1898. EDUCATION IN FOREIGN COUNTRIES 2509 in foreign countries — Continued. Current expenditures. ! O +J 'c _• Popula¬ tion. Date Inci¬ dentals. C |S 3 ■ s-» of cen- Chief officer of education. Salaries. Total. 0* a r— « sus. l' 1 o § 12 Ill 14 15 1<> 17 18 ID 1 $164, 946 $7. 53 $0. 68 243, 205 1892 J. A. Facio, minister of foreign af¬ fairs, ecclesiastical affairs, pub- 80 lie instruction, charities and justice. 317, 970 6. 72 .21 1, 535, 632 1898 Domingo Morales, minister of public instruction. 81 3S0, 000 1895 Dr. Joaquin Sanson, minister of foreign affairs and public in- 82 . 803, 534 1894 struction. Dr. Carlos Bonilla, minister of charities and public instruc- 83 tion. . 10, 195, 992 41.47 2.58 3, 954,911 2,019,549 1895 1893 Dr. O. Magnaseo, minister of jus¬ tice. T. Valdivieto, minister of public instruction, colonies, tele- 84 85 i 1 | 14, 333, 915 1890 graphs, public works, and in¬ dustry. Ep. Pessoa, minister of interior and justice. 86 761,051 7.62 .28 2, 712, 145 1895 Fr. Herboso, minister of justice and public instruction. 87 3, 878, 600 1881 F. Suarez, minister of public in¬ struction. 88 1,271,861 Abelardo Monscayo, minister of finance, public instruction, and 89 - & 381, 964 15. 28 .64 1897 600, 000 immigration. G. Pereira Cazal, minister of jus¬ tice, ecclesiastical affairs, and 90 207, 924 2.43 .05 4,609,999 1876 public instruction. Elidoro Romero, minister of jus¬ tice, ecclesiastical affairs, and 91 ; 1 1 1 694, 463 11.95 .84 827, 485 1897 public instruction. C. M. Pena, minister of agricul¬ ture, industries, public instruc- 92 i 483, 232 4.83 .21 2, 323, 527 1891 tion, and public works. C. Urbaneja, minister of public instruction. 93 ' ! 569, 188 36. 74 5.22 109, 020 1896 E. A. Mott-Smith, minister of for¬ eign affairs and public instruc- 94 1 1 50, 023 2.60 . 13 371,665 1897 tion. Mr. A. Standlev, acting superin¬ tendent of schools. 95 3, 365, 042 14.87 2. 56 1,311,440 1897 Hon. M. J. Garrard, minister of public instruction. 96 i 1,148,995 12.46 2.71 422,941 1897 Mr. D. H. Dalrymple, secretary 97 | c 678, 854 9. 93 1.90 356, 835 1897 for public instruction. Hon. E. L. Batchelor, minister controlling education. 98 i 3, 028, 387 12.73 2.57 1,177,444 1897 Hon. A. J. Peacock, minister of public instruction. 99 301,458 18.80 1.91 157, 819 1897 Hon. G. Randel, minister of edu- 100 2, 222, 416 16.88 3.15 703, 360 1S96 cation. Hon. W. C. Walker, minister of 101 194,638 8.36 1.32 1891 education. Hon. Stafford Bird, minister of 102 146, 667 education. d Includes pupils and teachers of private schools. eAlso for buildings, $793,691; scholarships in secondary schools, $6,342. INDEX. A. Abbott, T.C., 412. Abercrombie, J. W., 1161. Abnormalities in children, xxv. Academies in Canada, 1351; statistics, 1843. Ackermann, J. H., 1161. .Activities involving general coordination, 1220. Activities of limited motor mechanism, 1220. Adams, Herbert JB., university extension in Great Britain, 957. Adams, William J., 611. Administration of school lands, 393. Admission to Naval Academy, regulations, 754; to the University of Illinois, 529. Adults, education in France, 1103. Advantages of St. Louis style of organization, 1058. ^Esthetic element, in education, 701. Affiliation of local societies and towns with uni¬ versities, 1028. Agricultural academies, foreign, 1463; list, 1472. Agricultural and Mechanical College for Negroes, Normal, Ala., domestic economy instruction, 1777. Agricultural and Mechanical College for the Col¬ ored Race, Greensboro, N. C., domestic econ¬ omy instruction, 1784. Agricultural and Mechanical College of Texas, instruction, 1775. Agricultural and mechanical colleges, statistics, 1738; new buildings and changes in curricu¬ lum, 1748. Agricultural colleges in Canada, 1351. Agricultural experiment field in school gardens, 1076. Agricultural schools in Italy, 852, 863. Alabama, State normal schools, 2403; normal schools for colored teachers, 2437. Alaska, report on reindeer, 1403-1432; report on education, 1373-1402. Alger, M. E. R., 485. Allen, Charles H., 427. Alsace-Lorraine, teaehers’ pensions, 173. Andrews, Lorin, 367. Angell, James B., address, 647. Anhalt, teachers’ pensions, 171. Annuities and pensions of teachers, 1478. Antialcohol instruction in schools in France, xxxil, 1098. Antwerp, food for pupils, 110. Apiaries in school gardens, 1077. Appleton, D., & Co., 609. Applied or economic geography, 1189. Apprentice schools for railway service, 898, 907, 915. Arey, Oliver, 609. Arithmetic, bibliography of text-books, xxviii; age when most easily learned, 474; history of American text-books, Part II, 781. Arizona State Normal School, 2415. Arkansas Normal School for Colored Teachers, 2443. Army cadet schools in Russia, 1443. Arrangement of school gardens, 1071. Arr and literature in schools, 687. Art committee, report, 541. Attendance, compulsion in London, 29-30; in Cu¬ ban schools, 656. Attitudes, assumed by weak-backed children, 612; from low desk and seat, 614. Auckland, New Zealand, school for the blind, 82. Australasia, elementary education, xvi; educa¬ tion, 67-87. Austria, crown lands, compulsory attendance, 155; teachers’ pensions, 173, 177; school law of 1869, 1668. Average salaries of teachers, 1476, 1478; in England and Wales, 1483. (See also Salaries.) Avidity of the Cells, 1209. B. Babcock, C. A., 494. Babson, Robert E., 482. Baca, M.C.de, 1161. Bacheler, A. W.,483. Baden, compulsory attendance, 155; teachers’ pen¬ sions, 170, 175. Baker, Thomas 0.,483. Baldwin, Tlieron, 504. Barmen, Germany, food and clothing for pupils, 111. Barnard, Frank J., 335. Barnard, Henry, 389, 416, 420. Barrett, R. C.,1161. Barry, A. Constantine, 419. Barry, H.H., 368. Bavaria, compulsory attendance, 155; school at¬ tendance, 160; teachers’ pensions, 169,175. Baxter, Charles J., 1161. Bayliss, Alfred, 1161. Beauty in art, 692. Beauty in nature, 692. Beecher, Lyman, appeals to the East for educa¬ tional aid to the West, 741. Belgium, education, xvir technical education, xviii; chapter on education, 89-124; no com¬ pulsory law, 158; teachers’ pensions, 174, 178; applied geography, 1204; per cent of illiterate criminals, 1292. Benedict, John D.,1161. Benton, Thomas Hart, 433. Bergman, C. G., education in Sweden, 237. Berlin, food for pupils, 109-110. Berry, J. C., work in Japan, 270. Bible, in common schools in the West, discussed in 1835-1837, 720, 730. Bibliography, German books on manual training of boys, 185-189. Birkbeck Institution, statistics, 969. Birmingham, proposed university, 53-55. Bissell, F. W.,433. Blind, Royal Normal College, in London, xxv; school at Auckland, New Zealand, 82; educa¬ tional statistics in the United States, 451, 452; in Great Britain, 452. ( See also Defective classes-.) Blind and deaf schools in London, 33. Boards of education, township boards, 368. Bodily activities of considerable intensity, 1220. Bonebrake, Lewis D., 1161. Bordeaux, France, food and clothing for pupils, 109. Bosson, William, 504. Boston Normal School for Girls, 2451. Botanical division in school gardens, 1075. Bowden, relation between illiteracy and crime, 18. Boyer, E.H., 485. Boyle, James, 1438. Brace, W. H., 483. Bradford, E. H., 611. Branches studied by women, 1487. Bremen, teachers’ pensions, 172. Bremer, C. C., The University of Wales, 55-59. Briggs, Alton E., 482. Bristol, “Merchant Venturers’ Technical Col¬ lege,” applied science, 1015; university col¬ lege, course of studies for both sexes, 1015; university college, scientific and technical training, 1015. British Columbia, public schools, 1346-1350. Brookline Education Society, 538. Brown, Forrest, 483. Brown, George P., 1193. Browne, Frank J., 1161. Brunswick, teachers’ pensions, 171. Brusic, C. F., 485. Brussels, character of clothing, nourishment, and lodging of commercial pupils, 102-109. Buddhism, influence in Japan, 261. 2511 2512 IXDEX. Bulgaria, education, 524. Business education, report of committee of National Educational Association, 2163. Business schools. ( See Commercial schools. ) C. Cabinetmaking school, 1455. Calhoun, J. V., 1161. California, school law of 1852, 446; State normal • schools, 2409. Cambridge (Eng.), admission of advanced stu¬ dents, 51. Campbell, Dr. F. J., president of the Royal Normal College for the Blind, his life and work, 453. Canada, elementary schools, xxxiv; chapter on education, 1345-1365. Capron, Horace, work in Japan, 267. Care of children in German schools, 1441. Carleton, E. A., 1161. Carrington, W. T., 1161. Cass, Lewis, 392. Castelli, Prof . G. , reform in Italian education, 851. Causes of mortality among teachers, 1488. Central Europe, education in, 125. Centralia, Ill., 354. Chad borne, Paul A., 427. Chamberlain, Wm. H., 1479. C'nanning, Wm. E., 361. Characteristics of children in Cuba, 658. Chicago city normal school, 2456. Chief State school officers, 1161. Child employment, London, 30. Child study, 539. Children, number of school age reduced, London, 29. Christian art, 689. Christian Brothers’ schools in France, 1120. Christian ministry, 398. Cincinnati, the educational center of the Missis¬ sippi Valley in 1838,360; pension law, 1481. City normal schools, 2446. City of Liverpool School of Commerce, 1208. City of London College, statistics, 982. City school systems, xxxvi; salaries, 1476, 1478; ' discussion of new laws for boards, 1491; sum¬ mary of laws, 1495; statistics, 1498. City superintendents, list, 1152. Civic duty to scholars, 681. Civil engineers in early railway management, 875. Clark, William S., work in Japan, 267. Classic repose, 689. Classical education, efforts to limit in Italy, XXIX. Classics, introduction in common schools dis¬ cussed, 717-719. Classification and promotion of pupils, 303; short- interval system in St. Louis, 303; Elizabeth plan of grading, 330; Seattle plan of promo¬ tion, 335; plan of north side schools of Den¬ ver, 341; promotion in grammar schools ol Cambridge, Mass., 346. ( Seealso Grading.) Clemson Agricultural College, instruction, 1774. Clerical representation on the London board, 31. Coburg teachers’ pensions, 171-172. College and university, geography in, 1196. College presidents, list, 1161. Colleges in Canada, 1351. Colonial school in France, 1454. Colonial training in Belgium, 1454. Colorado Agricultural College, domestic econ¬ omy, 1778. Colored children debarred from school in Ohio, 372. Colored race, needs, 506; amelioration of condi¬ tion, 506; instruction in domestic economy, 1777, 1784, 1787; education, statistics, 2201. {See also Negro race.) colored schools, statistics, lxxxviii. Columbus, Ohio, classification and promotion, 316-318. Commercial education, 677; in Antwerp, 1433. Commercial schools, geography in, 1196; course of study, 2163; statistics, 2174. Commercial university for Hamburg, 1457. Committee of fifteen on elementary studies, 1192. Committee of twelve on rural schools, 1194. Committee on child study, 539. Committee on national university, 661. Committee on secondary studies, 1190. | Committee on statistics, 1478. Common schools, in the Western States, 357; should be “American,” 717, 723; support from taxes in the West inadequate in 1835, 723; antiquity, 964; faulty instruction, 1302. Compulsory attendance in central Europe, 147- 164; in Italy, 840. Comstock, Oliver Cromwell, 401. Conduct of professional schools, 494. Confederate States, bibliography of text-books, xxxii, 1139. Confucianism, influence in Japan, 261-263. Conrad, Prof. J., seventy years’ attendance at German universities, 228-235. Connecticut, normal schools and instruction, 2291. Connecticut Agricultural College, domestic econ¬ omy instruction, 1778. Consolidation of schools, xxvn, 526. Constitution of Brookline Education Society, 538. Constitution of Indiana of 1851, 373. Constitution of Michigan, 391. Constitutional convention of Michigan, 390. Constitutional provision for education, in Ohio, 365; Michigan, 405; Wisconsin, 413; Iowa, 430; Minnesota, 439; California, 444. Constitutionality of a national university, 662. Consular reports, 1433. Continuation and trade schools in Germanv, 189- 201. Cook County Normal School, 2456. Cooley, Hon. H. S., 382. Cornell University, instruction in agriculture, 1772 Corporal punishment in city schools, 1061. Correct physiological principles, 1214. Correction of physical faults, 1225. Corrective versus retributive punishment, 1061. Correggio’s Holy Night, 691. Correspondence schools for railway sendee, 903. Course of study, at the Royal Normal College for the Blind, 459; U. S. Naval Academy, 758, 771; Naval War College, Newport, R. I., 778; in Italy, statistics, 850; in railway engineering, 876; Workingmen’s College, London, 1854, 975; St. Louis, Mo. , 1065. Court decision paralyzed the school system, 379. Cousin, Victor, 391. Covert, John C., 1450, 1453. Crary, Isaac E., 408. Crime and education, chapter xxviii,1249; sta¬ tistics, 1293, 1306, 1339. Crisis in popular education, 362. Csaky, Count Albin, 227. Cuba, education, xliv; school system, 655. Current questions, 1475. Curry, J. L. M.,562. Dairying, instruction, 1762. Dante’s Divine Comedy, 690. Davidson, W. J., 1161. Da Vinci’s Last Supper, 691. Davi3, Rebecca Harding, crime and school educa¬ tion, 1333. Dayton, Ohio, 353. Deaf schools in London, 33-34. {See also Defect¬ ive classes. ) Deane, Amos, 435. Defective children in London, 28-29. Defective classes, statistics of schools, 2235. {See also Blind and Deaf.) Defense of Pennsylvania free-school system, 516. Degrees of higher education, 1561, 1563, 1595. Delicate religious question, 394. Denmark, compulsory attendance, 157; teachers pensions, 173-174, 177. Denominational schools, statistics, 1843. Dental colleges, list, xlix; course prescribed by national association,!.; rules of national asso¬ ciation, l; individual courses, liii; statistics, 1716. {See also Medical schools.) Development of the common school in the Western States, 357-442. Diagram of modified Miller chair, 617. Diagrams showing proportion of colored to aggre¬ gate population, 512, 513. Dickinson, John W., 387. Diederich, Henry W., 1457. INDEX 251S Directory, educational, 1161. Disadvantages of the graded system, 304; the remedy — a special school, 305; Elizabeth plan of grading, 330; its beneficial results, 333. Disbursements for teachers’ pensions, 1479. Distinctive feature of Swedish system of gymnas¬ tics, 1213. District association, university extension, 1036. District school libraries in Ohio, 370. Domestic economy in schools of London, 26; in¬ struction in agricultural and mechanical col¬ leges, 1777. Doyne, J. J.,1161. Drake, Daniel, on common-school education in the West in 1835, 715. Draper, Lyman C., 419. Drawing, early instruction in Boston, Philadel¬ phia, and Baltimore, 2286-8. Drill, in gymnastics, 1212. Dumb. (See Defective classes.) E. Eaton, J. Shirley, on “Educational training for railway service,” 972. Eaton, John, 593, 504. Economic geography, in schools. 1195; in foreign countries, 1202. Education, in England, xv; provision in constitu¬ tion of Michigan, 391; in Iowa, 428; in Minne¬ sota, 438 in California, 442; in Bulgaria, 524; relation to religious instruction, 671; the aes¬ thetic element, 701; in Italy, statistics, 841; in France, statistics, 1087; of German consuls, 1438; in Russia, statistics, 1441, 1443; a new historv, 1489; in foreign countries, statistics, 2503. Educational periodicals in the United States, 1157. Educational system in United States, 1200. Educational value of tragic and comic in litera¬ ture and art, 695. Edwards, Richard, 386. Effects of bodily exercise, 1225. Electrical plants in Mexico, 659. Elementary education in foreign countries, sta¬ tistics, 2503. Elementary schools, Japan, 273-282. ( See also Common schools.) Eliot, John F.,482. Embroidery schools in Plauen, Germany, 1441. Emerson, George B., 416. Emigrants, education of children in Cincinnati in 1835, 722. Endowments for higher education, 1586. England, system of education, 4-6; current educa¬ tional record, 10-47; compulsory attendance, 157; teachers’ pensions, 179; per cent of illit¬ erate criminals, 1292. (See also Great Britain. ) England and Wales, education bill, 42-47; teach¬ ing force, 1481. English, teaching of, in London, 26-27. Enrollment, summary, ix-xiv. Entrance requirements, old and new, 534. Environments, 1209. Eotvos, Baron Joseph, 226. Eotvos, Baron Roland, 227. Evening continuation schools, 28. Evening schools, 1066. Examinations in St. Louis schools, 1064. Examining universities in India, 1462. Exeter College, England, university extension, 1022. Expectancy of life, 1480. Export Academy in Vienna, 1434. F. Faculties and universities in France, statistics, 1090. Falconer, Alex., 4S3. Fatigue, effect as a poison, 475. Fatigued muscles, 1216. Faulty attitudes in sitting, 611, 613, 615. Feeble minded. ( See Defective classes.) Financial reports, 489. Fisher, Maturin L. , 433. Fitzpatrick, M. C., 1161. Florida, normal instruction, 2354. Florida Normal School for Colored Teachers, 2431. ed 99 — vol ii - 158 I Florida State Normal and Industrial College, do¬ mestic economy, instruction, 1778. Flower section in school gardens, 1076. Folsom, Channing, 1161. Forbes, Stephen A., 529. Foreign agricultural academies, 1463; list, 1472. Foreign colleges, list, 1462. Foreign forestry schools, 1463; list, 1472. Foreign independent faculties, 1462. Foreign institutions of higher education, 1459. Foreign mining schools, 1463; list, 1472. Foreign students in German universities, 1485. Foreign technological institutes, 1463; list, 1471. Foreign universities, lists, 1459-1470. Foreign veterinary schools, 1463; list, 1472. Forestry schools, in Sweden, 254; foreign, 1463; list, 1472. Fowler, James C., 484. Fra Angelico, 689. France, education, xxxi; antialcoholic movement in schools, xxxii; costof primary instruction, xxxii; enrollment in secondary schools, xxxii; university attendance, xxxii; food for pupils and school banks, 110, 111; compulsory attendance, 158; teachers’ pensions, 174, 178; general discussion of educational conditions, 1085; study of economic geography, 1202; school attendance to 1870, 1291; criminals and illiterates, 1292; study Gf commerce, 1434; mu¬ tual aid societies for school children, 1449; workingmen’s aid societies, 1450; colonial school, 1454. Free high schools in Ohio, 372. French, Miss Permeal, 1161. French language best for architects, 497. Furniture and text-books, 657. G. Gaddis, D.E., 485. Galloway, S., Superintendent, 363. Gang, E. , 1067. Garden implements, 1077. Geeting, D. M., 494. I Geneva, music libraries, 1453. Geography, economic, xxxiii; teaching in Lon¬ don, 27; applied or economic, 1189; observa¬ tional, 1190; representative, 1191; rational, 1191. Georgia, normal instruction, 2353. Georgia Normal School for Colored Teachers. 2429- German language in common schools, 361; best for engineers, 497. German schools in foreign parts, 1442. German universities, seventy years’ attendance- in, 228-235; foreign students, 1485. Germany, food for pupils, 109-110, 111; school attendance, 159; manual training, 179-189, 1448; continuation and trade schools, 189-192; study of economic geography, 1204. Ghent, ration of soup at noon to children remain¬ ing at the school, 109. Glenn, Gust. R., 1161. Goethe, 624, 690. Good patriots and good men, 621. Gorst, John, attendance at school, 19, 20-21. Gotha, teachers’ pensions, 172. Gould, A. W., crime and education, 1326. Goulden, J. A.,481. Gove, Aaron, 605. Grades of schools, 1060. Grading pupils in common schools xxiv, 349„ (See also Classification. ) Graduates, Sitka industrial school, 1386-1388. Gray, Asa, 395. Great Britain and Ireland, summaiy of elemen¬ tary education, xv; of technical, xv; of science and art department, xv; board or education bill, xv; education, 3-88; higher education, 8-10; teachers’ pensions, 174; studv of tropical diseases. 1437. (See also England.'). Greece, teachers’ pensions, 178. Greenwood, James M., and Artemas Martin, his¬ tory of American text-books on arithmetic. Part II, 781. Grenfell, Helen L., 1161. Grimk6, Thomas Smith, on school education int the West in 1835, 717. Gymnastics, 1211. 2514 IJSTDEX IS. Hall, S. R., 387. Hamburg, teachers’ pensions, 172-173. Hammond, Jason E.,11G1. Hampton Normal and Agricultural Institute, in¬ struction, 1776; domestic economy instruction, 1787. Hancock, John, 371. Harlan, James, 432. Harrington, H. F., Superintendent, of New Bed¬ ford, 320. Harris, Ernest L., 1457. Harris, W. T., on piomoting and grading pupils, 303, 306, 308, 312, 315, 329, 609, 610; on art and literature in schools, 687; on compulsory edu¬ cation and crime, 1311, 1329, 1335. Harvey, L. D.,1161. Haven, Erastus 0..411. Heating and ventilating of portable schoolrooms, 2498. Hepburn, J. C., work in Japan, 267, 270. Heredity discussed, 472, 1209. Hesse- Darmstadt, compulsory attendance, 150. Hessia, compulsory attendance, 155; teachers’ pen¬ sions, 170-171, 175. Hewett, Abram S., address, 552. High art reproduction for America, 1446. High schools, statistics, 1843. (See also Academies and Secondary schools. ) Higher economic education, 1197. Higher education in the United States, xxxvn; in Canada, 1350-1354; in Russia, 1443; statistics of students, 1562, 1582, 1587, 1593. Higher schools in Japan, 284-286. Highest form of art, 688. Hill, Frank A., 1191. Hine, C. D.,1161. Historical and political science, importance, 973. History, report of committee, 545. History of education, new, 1489. Hoe, P. R., 419. Holbein’s Madonna, 691. Holbrook, Henry C.,485. Holden, Edward S., history of the U. S. Naval Academy, 747. Holland, food and clothing for pupils, 109. Holland, J. G., 1161. Homer, 690. Hopkins, S. N., 1161. Hough, Theodor, 1209. Household economy. (See Domestic economy.) Household schools in Liege, Belgium, 1448. Hovey, C. E.,384. How to teach civic duty, 681. Howard, Jacob M., 400. Howe, Charles H., 482. Hubbs, Paul R, 446. Hungary, compulsory attendance, 157; teachers’ pensions, 173, 177; history of secondary schools in, 220-227. Hurst, Carl Bailey, 1437. 1. Ill-fitting desk and chair, 616. Illinois normal schools and instruction, 2361. Illiteracy, in New Zealand, xvii, 85-86; in various States, 403; in Italy, 839,847; negro race, 1230. Income of institutions of higher education, 1600. Incompetency of teachers, 362. Independent faculties, 1462. Indiana State Normal School, 2359. Indianapolis, Ind., veto on school board, 1492. Indians, industrial schools, statistics, 2148. Industrial education, in Saxony, 208-209, 1442; in Italy, 863; in Canada, 1355-1361; at the Royal Normal College for the Blind, 458; chapter on, 2139. ( See also Manual training.) Inefficiency of the Ohio system of State superin¬ tendency, 369. Instruction in Cuban schools, 657; in school gar¬ dens, 1079. Intermediate commercial geography, 1197. Internal organization of St. Louis board, 1058. Interpretation of State superintendent’s power, 395. Iowa State College of Agriculture and Mechanic Arts, domestic economy instruction, 1779. Iowa State normal schools, 2384; course of study, 2386. Ireland, education in, 3: system of education for, 7-8; per cent of illiterate criminals, 1292. Italy, elementary education, xxvm; secondary schools, xxix; technical school, xxix; teachers’ pensions, 174,178; public education and reform, 839; per cent of illiterate crimi¬ nals, 1293. J. Jackson, Sheldon, 1161; report on education in Alaska, 1373-1402; report on reindeer in Alaska, 1403-1432. Jackson, W. R., 1161. Japan, State education, 259-302; secondary schools, 282-284. Johnston, William Preston, work for a new South, 1367-1371. Jones, Frank L., 1161. Jones, L. A., 576. Jones, S. C., 485. Jordan, Charles M., 494. Juvenile teachers in England and Wales, 1482. Kansas State Agricultural College, domestic economy instruction, 1780. Kansas State Normal School, 2394. Keene, N. H., 353. Kendall, J.S., 1161. Kentucky Normal School for Colored Teachers, 2431. Kenyon, Mr., M. P., on raising the age for school attendance, 15-16. Kindergarten lectures in London, 28. Kindergartens, public, statistics, 2257. King, Henry R.,364. King, Rufus, 605. Kingsville plan of consolidating schools, 526. Kirk, John R. , 494. Kirk, Thomas J., 1161. Kitchen garden in school gardens, 1074. Knox, Samuel, biography, 577. Krohn, Dr. William O., on minor mental abnor¬ malities in children, 471. L. Laboratory work in the sciences, 497. Ladd, A. P.,417. Lane, F. R.,484. Languages in secondary schools, statistics, 1843. Larrabee, Wm. C., 377. Lavery, A. A., 483. Law schools, 1675, 1685, 1700. Lecture committee, report, 540. Leipzig University, 205. Lewis, J. H., 1161. Lewis, Robert E., state education in Japan, 259. Lewis, Samuel, 358, 359. Liberty and Union, 426. Libraries in Italy, 861; in France, 1097; of institu¬ tions of higher education, 1599. LiOge, Belgium, household schools, 1448. Lille, France, school bank, 111. Lincoln, J. O., 482. Lippe, teachers’ pensions, 172. List of foreign institutions of higher education, 1459. Literature and art in schools, 687. Literature on school gardens, 1084. Little, J. J.., 481. London, statistics of graduates of the University of London, 1014. London School Board, report 1897-1898, 25-33. London School Nurses’ Society, 33. Long, Robert L., 1161. Lookout Mountain educational institution, 503. Lord, A. D., 364. Louisiana, normal schools for colored teachers, 2442. Louisiana State Normal School, 2408. Love of truth and justice, 619. Lubeck, teachers’ pensions, 172. Lucas, Robert, 429. Lucky, S. J. W., 504. Lyman, B. S., work in Japan, 267. Lyons, food for pupils, 110. INDEX 2515 1YI. McKinley, Wm., President of the United States, 514. McMahan, John J., 1161. Macnamara, Dr., on attendance at school, 18, 21-23. McNeely, Cyrus, 370. Magdeburg, Germany, cabinetmaking school, 1455. Main points of physiological interest, 1214. Maine, normal schools and instruction, 2299. Malte Brun, on French school statistics, 1291. Management of school gardens, 1078. Manitoba, public schools, 1347-1350. Mann, Geo. C., 482. Mann, Horace, 361,386,389,400, 401, 416, 420; com¬ mon schools can lessen crime, 1249. Mansfield, E. D., on common schools in the West, 719; on crime and education, 1290. Manual training, statistics, 2139; in Germany, dis¬ cussion, xviii; in London, 26; in New Zealand, 83; in Germany, 179-189, 1448; in Italy, 853. {See also Industrial education.) Manufacturers, prohibitions in employing in¬ fants in Massachusetts, 1285. Maoris, 82. Marking system at Naval Academy, 768. Martin, Artemas, joint author. ( See Greenwood, James M.) Marvin, John G.,445. Maryland, normal schools and instruction, 2339; normal schools for colored teachers, 2419. Mason, Frank H.,1440. Mason, Luther W., work in Japan, 267. Mason College, Birmingham, course of study, 1015. Material progress in Mexico, 659. Mathematics in secondary schools, statistics, 1843. Mayhew, Ira, 402. Mayo, Rev. A. D., 357; on The Future of the Col¬ ored Race, 1227; on William Preston Johnston, 1367-1371. Mebane, C. H.,1161. Mechanics’ institutes, origin, 969. Mecklenburg-Schwerin, compulsory attendance, 156; teachers’ pensions, 170. Mecklenburg-Strelitz, compulsory attendance, 156; teachers’ pensions, 171, 176. Medical inspection in London schools, 33; in Cuban schools, 657. Medical schools, 1675, 1680; fraudulent degrees, 1681; statistics, 1686, 1706. {See also Dental colleges.) Memorial service at the Oswego Normal School, 570. Mendenhall, work in Japan, 268. Mental abnormalities in school children, 471. Mental development of children, 473. Merrill, Moses, 482. Michigan Agricultural College, domestic econo¬ my instruction 1781. Michigan (State) Normal School, 2366. Michigan State Teachers’ Association, 403. M iddleboro, Mass, 352. Military drill, in the schools of the United States, 479; in high schools, 480. Military schools, Saxony, 206-207; Sweden, 249; Italy, 864; Russia, 1443. Mills, Caleb, 375. Milwaukee, mode of appointing school board, 1492. Mining matters in Mexico, 659. Mining schools, foreign, 1463; list, 1472. Minnesota State normal schools, 2379. Miscellaneous educational topics, 479. Mission stations, Alaska, 1382-1386, 1388-1402. Mississippi, normal schools for colored teachers, 2439. Missouri, State normal schools, 2387. Missouri Normal School for Colored Teachers, 2445. Mohammedan schools in Russia, 1445. Moliere, 690. Monaghan, J. C.,1442. Montana College of Agriculture and Mechanic > Arts, domestic economy instruction, 1783. Montgomery, W. S., 484. Moore, Thomas, 485. Morley, John, on literature and science, 1028. Morse, Charles S., 483. Morse, Edwin S,, work in Japan, 267. Mortality, of teachers, causes, 1488; of clergymen, 1489. Morton, Oliver P., 380. Moulder, Andrew J., 447. Movements in Swedish gymnastics, 1221-1223. Murray, David, work in Japan, 267. Music, 705; instruction at the Royal Normal Col¬ lege for the Blind, 459; report of committee, 542. Musical institutes in Italy, 864. Mutual-aid societies for school children, 1449. N. National education, proposed by Samuel Knox, 603. National Educational Association, 489; report of committee on business education, 2163. National Normal School, Lebanon, Ohio, 371. National university project, 661; constitutionality of, 662. Nationality of women students, I486. Naval Academy, organization and methods, 747. Naval institutes in Italy, 861. Naval war college and torpedo school at New¬ port, R. I., 777. Nebraska State Normal School, 2397. Necessity of discipline, 1061. Necrology for 1898, American, 2472; English, 2492; foreign (except English), 2493. Needs of the colored race, 506. Neef, Francis Joseph Nicholas, 375. Neesima, J. D.,268. Negro race, future opportunity and obligation, 1227. {See also Colored race.) Neighborhood Guild in New York, 1051. Neill, Edward D., 440. Nelson, Frank, 1161. Netherlands, no compulsory law, 158; teachers’ pensions, 174, 178; study of geography, 1205; per cent of illiterate criminals, 1293. Nevada State University, instruction, 1772. Nevins, T. J.,446. New Brunswick, public schools, 1346-1350. New Hampshire, normal schools and instruction, 2295. New Hampshire College of Agriculture and Me¬ chanic Arts Instruction, 1772. New Jersey, normal schools and instruction, 2336. New South Wales, 72-74. New York, common schools established, 1300; normal schools and instruction, 2302. New York, N. Y., Public School Society, 1300; school board, 1492; common schools estab¬ lished, 1901; normal schools for girls, 2453; normal schools, 2458. New York College for the Training of Teachers, 2458. New York Evening Post, 655. New Zealand, elementary education, xvn; per cent of illiteracy, xvn ; university, xvn; edu¬ cation in, 77-86. Newcastle on Tyne, Literary and Philosophical Society, 1026. Newton, Hubert Anson, 588. Normal Art School of Massachusetts, 2286. Normal College of New York City, 2453. Normal instruction, early beginnings, 2263; due to Prussian models, 2265. Normal school teachers in Germany, university graduates, xvm, in Prussia, preparation, 201-203. Normal schools, in the United States, xxxviii; Raxony, 207-208; statistics, 1789; of New Eng¬ land, history, 2263; for colored teachers, 2416; private, 2464. Norris, J. 0.,482. North, Edward, 504. North Carolina, normal school and instruction, 2340; normal schools for colored teachers, 2425. North Cai’olina Agricultural College for the Col¬ ored Race, instruction, 1773. North Carolina College of Agriculture and Me¬ chanic Arts, instruction, 1772. North Dakota Agricultural College, instruction, 1773; domestic economy, 1784. Northwest Territory, public schools, 1345-1350. Norway, compulsory attendance, 157; teachers’ pensions, 174, 177. 2516 INDEX. Nova Scotia, public schools, 1346-1350. Number of teachers in England and Wales, 1482; receiving specified amounts, 1484. Nurse schools, statistics, 1725. {See also Medical schools. ) Nursery of the higher life, the university, 634. O. Observational geography, 1190. Ohio, common schools, 357; normal schools and instruction, 2355. Ohio State University, agriculture courses, 1773; domestic economy instruction, 1774. Oldenburg, compulsory attendance, 156; teachers’ pensions, 171. Olson, Mary Darrow, 1478, 1479. Ontario, education, xxxv; public schools, 1346- 1350, 1354; system of education, 1361-1365. Opinions of United States educators on applied geography, 1189. Ordinance accompanying the constitution of Illi¬ nois, 381. Ordinance of 1835, 390. Oregon Agricultural College, instruction, 1774; domestic economy instruction, 1785. Oregon State Normal School, 2414. Organization of a secondary school system, 393; of professional schools, 494; of school boards, 1057. Oriental languages, schools for, 1462. Ornamentation of school gardens, 1077. Oshkosh, Wis., normal school kindergarten, 2378. Owens College, women students, 51-52; statistics, 1016. Owne, L. H.,482. Oxford University, degrees, 50-51; low state of teaching in 1850, 988; reform, 988; university extension, short courses, 1007. P. Painting, 704. Paris, food for pupils, 110; school banks, 110. Park, John R., 1161. Parker, Edward, 483. Parker, Francis W., 609. Pauler, Theodor, 226-227. Pearse, Carroll G.,494. Pennsylvania, normal schools and instruction, 2325. Pennsylvania State College, agricultural courses, 1774. Pension disbursements, 1479. Pension law in Cincinnati, Ohio, 1487. Pension receipts, 1480. Pensions and annuities of teachers, 1478. People’s lectures in London, popularity, 1002. Periodicals, American educational, 1157; arranged by States, 1157; arranged by subjects, 1159. Pharmacy schools, statistics, 1720. Phelps, W. M.,441. Philadelphia Normal Schools for Girls, 2447. Philandrian, The, 429. Philanthropists (Basedow, Campe & Salzmann), 1067. Philippine Islands, education, xli, lx. Philosophical (scientific) faculties in Germany, growth, xxii. Physical Education Review, 1212. Physical training, at the Royal Normal College for the Blind, 456; report of committee, 543. Physics, teaching of, London, 26. Physiology and pathology laboratories, Liverpool, 51. Pickard,!. L.,419. Pierce, John D.,391. Pine Bluff, Ark., domestic economy instruction, 1778. Poetry, divisions, 688, 705. Portable schoolrooms, xl, 2497. Porto Rico, education, xlv. Portugal, teachers’ pensions, 178. Position of economic geography, 1194. Poucher, L. B., address, 571. Powell, W. H.,384. Prang, L., 691. Present position of economic geography, 1200. Presidents, of universities and colleges, list, 1171; of colleges of liberal arts, list, 1172; of colleges for women, list, 1177; of schools of technol¬ ogy, list, 1179. Prettyman, E. B., 494. Primary schools in France, statistics of enroll¬ ment, 1095. Prince, John T. , 349. Prince Edward Island, public schools, 1347-1350. Principals of public normal schools, list, 1180; private normal schools, list, 1183. Private normal schools in Ohio, 370. Private schools in the United States, statistics, LXXXI. Professional education, xxxviii. Professional schools, conduct and organization, 494. Professors in institutions of higher education, 1592. Project of a national university, 661. Promotion, St. Louis system, 303-; statistics, 339; on the basis of ten months’ time for each class, 340. Property of universities and colleges, 1599. Proportion of adult to juvenile teachers, 1482. Prussia, elementary education, xvm; progress of elementary schools in ten years, 126-147; regu¬ lations regarding age and attendance, 153-155; school attendance, 159, 160; parent responsible for absences from school, 161,162; teachers’ pensions, 169, 175; preparation of normal- school teachers, 201-203, women students in universities, 1485. Public lands in Mexico, 659. Public school library, 1066. Public schools, for Negro race, statistics, 1233; in Alaska, 1373-1402. Pumpeliy, R., w'ork in Japan, 267. Pupil teachers, British, 24-25. Purposes of women students, 1487. Q. Qualified and unqualified teachers, 1482. Quality of teachers in England and Wales, 1482. Quebec, public schools, 1345-1350, 1354. Queensland, 74. R. Railroads in Mexico, 660. Railway employees, increased education, 933, 943. Railway school at Breslau, course of study, 955. Railway service, educational training of employ¬ ees, xxix, 871. Ramsay, Charles C., 482. Randall, S. S., 419. Raphael’s Transfiguration, 691. Rathburn, W. G., 504. Rational geography, 1191. Ray, John, 1478. Reading, England, university extension, 1024. Record book* and reports, 1062. Record of different classes for promotion, 347. Recruits and soldiers’ education, 1446. Reece, Benjamin, public schools and crime, 1318. Reform schools, statistics, 2228. Regular class teachers, 1484. Reindeer, Alaska, 1403-1432. Relation of public schools to State, 1057. Reliable records necessary for promotion of pupils, 338. Religious control of institutions of higher educa¬ tion, 1588. Religious instruction in London, 30; relation to education, 671. Report on teaching applied geography, 1199. Reports of school receipts and expenditures, 493. Representative geography, 1191. Requirements for admission to the University of Illinois, 529. Requirements for promotion of pupils, 339. Respiration in gymnastics, 1217. Respiratory movements, 1223. Retirement fund in South Carolina, 1480. Reuss, teachers’ pensions, 172. Revenue for school purposes, 1059. Review of Swedish gymnastics, 1209. Revival of the common school, 392. Reynolds, William, 429. Rhode Island, normal schools and instruction, 2293. INDEX 2517 Rhode Island College of Agriculture and Me¬ chanic Arts, instruction, 1774. Richards, Linda R.,work in Japan, 267. Rickoff, Andrew J., 371; biography, 604. Ridgely, Benjamin H., 1454. Ring, Orvis, 1161. Ripon Marquis of, views on Democratic educa¬ tion, 1027. Ritchie, D. G., notes on mediaeval universities of Scotland, 59. Roads and bridges in Mexico, 660. Robson, on raising the age for school attendance, 14-15. Root, M. E., 415. Rotterdam, Holland, food and clothing for pupils, 109. Roubaix, food and clothing for pupils, school bank, 111. Royal Normal College for the Blind, 453. Rugg, Samuel L., 380. Russia, teachers’ pensions, 178. Ryder, John C., 482. S. St. Louis, Mo., classification and promotion of pupils, 303, bird’s-eye view of public schools, 1057. Salaries of supervising officers, 1476, 1478. Salaries of teachers in American cities, 1475,1478; in England and Wales, 1483. San Francisco, salaried school board, 1491. Sawter, Geo., 1449. Sawyer, Frederick, 400. Saxe-Altenburg, teachers’ pensions, 171. Saxe-Coburg-Goetha, compulsory attendance, 156. Saxe-Meiningen, compulsory attendance, 156. Saxe-Weimar, compulsory attendance, 156; teach¬ ers’ pensions, 171. Saxony, compulsory attendance, 155; teachers’ pensions, 170, 175; education in, 203, 211; indus¬ trial schools in, 1442. Schaeffer, Nathan C., 1161. Schaumburg- Lippe, teachers’ pensions, 172. School buildings, in Cuba, 656; in Italy, bad con¬ dition, 847; portable, XL, 2497. School buildings and furniture, 1062. School committee of Worcester, Mass., 319. School committees, Alaska, 1381. School expenditure in the United States by race, LXXXVIII. School funds in Iowa, 432. School furniture and apparatus in Italy, statistics, 849. ( See also School buildings and furniture. ) School gardens, history, 1067; in Germany, 1067, 1070; in Switzerland, 1068; in Austria, 1068; in Belgium, 1069, in Sweden, 1069; in Russia, 1069. School law of Ohio of 1851, 366. School legislation in Indiana, 375. School library committee, report, 544. School seats, 611. School system of Cuba, 655. School work, best ‘hours assigned, 475; report of Brookline Education Society, 546. Schoolcraft, H. R., 404. Schooling, average per individual in the United States, xiv. Schools, conditions in the West in 1834-5, 712. Schools for oriental languages, 1462. Schwartzburg-Rudolstadt, teachers’ pensions, 172. Sehwarzburg-Sondershausen, compulsory attend¬ ance, 156; teachers’ pensions, 172. Science and art department (England), xv. Science committee, report, 543. Scientific apparatus in institutions of higher edu¬ cation, value, 1599. Scotland, system of education, 6-7; new scheme of classification for schools of, 48-50; medise- , val universities of, 59; university Extension', 1037; statistics, 1038, 1041, ]013. , - Scott, M. M., work in Janan/207. Sculpture, 704. Seaver, Edwin P., address ,>540. Second and third class scfiools in Russia, 1444. Secondary schools in the United States, xxxix; in England,’ .34-12; in New Zealand, 81; in Italy, statistics', 8o5, 861; for girls in Italy, 863; Sections of school gardens, 1072. Sex of teachers in England and Wales, 1482. Shakespeare, 690. Shearer, Wm. J.,330. Shearman. Francis W.,404. Sheats, W.N.,1161. Sheldon, E. A., memorial service, 570. Significance of school gardens, 1082. Sistine Madonna, 691. Sites of school gardens, 1071. Sitka industrial school, graduates, 1386-1388. Sixteenth section of every township, 390. Skinner, Charles R., 575, 1161. Slater, John F.,506. Slater fund, report on, 506. Sloane, J.,361. Sloyd instruction, Sweden, 255. Smart, Hon. James H., 373. Smith, Thomas, 1446. Smvth, Anson, 371. Sophocles, 690. South, The, and education, 1367-1371. South Australia, education in, 74. South Carolina, normal schools and instruction, 2350; normal schools for colored teachers, 2428. South Dakota Agricultual College, instruction, 1775; domestic economy, 1786. South Dakota Normal School, 2398. Southall, Joseph W., 1161. Spain, teachers’ pensions, 178. Spalding, John Lancaster, 618,1334. Spofford, Harriet F.,387. Springfield, Mass., classification and promotion, 318. Stanley, T.R., 504. Starting point of the Swedish system, 1211. State association of teachers in Indiana, 376. State school systems, statistics, lxviii. State superintendent relieved of handling funds, 398. State superintendents of Michigan New England men, 392. State universities, xxvii, 647. Steiner, Bernhart C., 577. Stephens, M. Bates, 1161. Sterling, John W.,426. Stetson, W. W., 494, 1161. Stevens, Thaddeus, defense of Pennsylvania free school system, xxvi, 516. Stevenson, Superintendent, of Columbus, Ohio, 316, 31S. Stewart, SeritaL., 574. Stockwell, Thomas B.,1161. Stone, A. P., Superintendent, of Springfield, Mass., on classification and promotion, 318. Stone, Mason S., 1161. Stowe, Calvin, 391. Stowe, Calvin E., addres.s on education of emi¬ grants, 722; report on common schools of Prussia and Wurtemberg, 730. Stoy, V., 1068. Students’ associations, university extension, 1034. Study of art and literature in schools, 687. Study of commerce in France, 1431. Study of the Prussian school system, 397. Superannuation bill, British, 24. Superintendents, of States, list, 1161; of cities, list, 1163. Superior education in Italy, bill for reform, 868. Superior institutes in Italy (engineers, architects, etc.), statistics, 866. Superior schools, in New Zealand, 84, 85. Sweden, elementary schools, xxn; industrial schools, xxiii; secondary schools, xxm; sloyd, xxiii; universities, xxm; compulsory attendance, 157; teachers’ pensions, 174, 177, 178; education in, 237-257. Swedish gymnastics, review of, 1209. Switzerland, cantonal compulsory attendance, 5 156; cantonal teachers’ pensions, 177; federal * aid to elementary schools, 211-219; education >’ of critninals, 1292. Syllabi^ of evening schools in England and Wales, 1£0?._, Systems 6f "education, Ontario, 1361-1365. Y.':, T. Tut /pan, Henry, tyW. > Tasmania, education, jxvii, 86, 87. Tax for school purposes in Ohio, 367. 2518 INDEX Teachers, in Cuba, 657; in Italy, statistics, 850; in France, statistics, 1097; status in 1847, 1272; in Alaskan public schools, 1381; in Alaskan mis¬ sion stations, 1382-1386; in England and Wales, 1481. Teachers’ pensions, superannuation bill, British, 24; in central Europe, 164-179; recent reports and laws, 1478; retirement fund in South Car¬ olina, 1480. Teachers’ salaries in Prussia, 135-137; in cities, 1475, 1478. (See also Salaries.) Technical and professional courses in universities and colleges, 1666. Technical education in England, xv: Australia, xvn; Belgium, xviii; Canada, 1355-1361. Technical schools in Sweden, 249-254. Technological institutions, foreign, 1463; list ar¬ ranged alphabetically, 1471. Technology, schools, 1607, 1662; degrees, 1609; prop¬ erty, 1610; income, 1611. Tendency of the modern age, 620. Tennessee, State normal schools, 2399; normal schools for colored teachers, 2432. Tenney, H. A., 426. Territt, William, 361. Tews, J., pensions to teachers in central Europe, 165-179. Texas Normal School for Colored Teachers, 2444. Text-books and apparatus, 1060. Text-books published in the Confederate States, bibliography, 1139. Theological schools, 1675, 1677, 1684, 1690. Theology as a study at Oxford, 988. Thurston, Robert H., 494. Tillinghast, Nicholas, 388. Tokyo Imperial University, 286. Torraca, Prof. F., director of primary instruction in Italy, report, 847. Torrey, David C.,on crime in Massachusetts, 1322. Township board of education, 368. Toynbee, Arnold, 1046. Toynbee Hall, for London working men, 1050. Tragic and comic in literature and art, 695. Transfer certificates, 340. Traveling libraries, 1010, 1018; for railway service, 921. Travell, I. W., 484. Tree nursery in school gardens, 1073. Trefort, August, 227. Tropical diseases, study of, 1437. Trotter, J.R., 1161. Tuskegee Normal and Industrial School, 514. Tuttle, A. E., 483. Tweed, B. F., on “ Public School Failure,” 1307. Tynon, Thomas T., 1161. U. Uniform financial reports for public schools, 489. United States Naval Academy, organization and methods, 747. United States of America, applied geography, 1206. University, the crown of the system, 394; relation to the teacher, 624; a nursery of the higher life, 634. University College, Liverpool, courseof study, 1017. University examinations for women in England, 52. University extension in Great Britain, xxx, 957. University of London, reconstruction, 52-53. University of Minnesota, domestic economy instruction, 1782. University of Nebraska, domestic economy instruction, 1783. University of Vermont, agricultural college, instruction, 1775. University of Wisconsin, instruction in agricul¬ ture, 1776. Universities, modern spirit in England, xvi; attendance in Germany, 228-235; in Sweden, 247-249; in Japan, 286-296; in Italy, 865; indo¬ lence in the 18th century in England, 967; transformation of faculty's in France, 1088; admission of foreigners in France, 1091; in Canada, 1350-1351, 1352-1353; foreign, lists, 1459-1470. Universities and colleges, statistics by States, 1612. Utah State Agricultural College; instruction, 1775;, domestic economy, 1786. , V. Value of the tragic, as compared with the comic. 695. Van Sickle, James H., 341. Vaulting, running, jumping, 1223. Vegetable section in school gardens, 1074. Verbeck, Guido F., influence in Japan, 267-268. Vermont, normal schools and instruction, 2297. Veterinary schools, foreign, 1463; alphabetical list, 1472; statistics, 1724. (See also, Medical schools.) Victoria University, Manchester, colleges, 1016; university extension, 1018. Vienna, food for pupils, 110; export academy, 1434. Virginia, normal schools and instruction, 2344; normal schools for colored teachers, 2421. Virginia Agricultural and Mechanical College, instruction, 1776. Voluntary schools, London, 32-33. W. Waddington, attendance at school, 16-18. Waetzoldt, Stephan, 1490. Waldeck, teachers’ pensions, 172. Wales, University of, 55-59. Warren, Henry P., 485. Warren, John C., 611. Washington, D. C., charter of school board, 1493. Washington Agricultural College, instruction, 1776. Wayland, Francis, 395. Weeks, Stephen B., bibliography of Confederate text-books, 1139. Wells, W. H., 385. Welsh law of 1889, 47-48. West Virginia, normal schools and instruction, 2346. West Virginia Colored Institute, domestic econo¬ my instruction, 1787. West Virginia Normal School for Colored Teach¬ ers, 2424. Western Australia, education, 75-77. Western Literary Institute, xxviii, 708. Westinghouse instruction car for railway service, 900. White, E. E., classification and promotion, 315-316. White, Richard Grant, The Public School Failure, 1299. Whitfield, Henry L., 1161. Why art and literature should be taught in ele¬ mentary schools, 687. Wight, H. A., 418. Willis, Joseph R., 412. Wills, Franklin, 435. Winslow, Alfred A., 1455. Wisconsin normal schools and instruction, 2371, 2377. Wlassics, Julius, 227. Woburn, Mass., 352. Wofford, Wm. T.,504. Women, college students in 1,000,000 inhabitants, xxxviii; students at English universities, 51-52; teachers in Prussia, 143; education in Japan, 298; education in the WTest in 1838, 733; North of England council for education, 989, origin of college at Cambridge, 991; in Scot¬ land, university extension, 1045; students in Prussian universities, 1485-1487. Women’s colleges, in Canada, 1351; in United States, 1601, 1603; degrees, 1602, 1604; property and income, 1602,1605, 1606; statistics by States, 1652. Workingmen’s aid societies in France, 1450. Workingmen’s College, London, names of early teachers, 976; statistics, 977. Wurttemberg1 compulsory attendance, 149, 155; 1 teach'ers’ .pensions, 169-170, 176. Wylie, Aaidfety-? 377. / 1 y. • ^ ♦ Yates, Thompson, equipment of laboratories, Uni¬ versity College, Liverpool, 511 Yorkshire College, Leeds, scientific and technical instruction: 1017. ”, < * .t • » t * FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE fr* cj L111.A3 3 VILLANOVA UNIVERSITY 1 1 1 1 i 1 1 1 1 1 1 1 | *1898_099’002 9346 00027386 4 I • Bureau of Education rxual report, 1893-99